Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Susan F Freeman, Northeastern University

greatthings that the pandemic brought, new technologies, new platforms, some new approaches. Yet,we are still facing students and faculty with increasing mental health challenges, and we realizethat in many ways we need our approaches, classrooms, and words to be more inclusive.There are many questions, and this workshop will focus on three main topics. All topics will beintroduced, and participants may choose which topic they wish to explore further in the activityportion of the workshop,The first section will discuss the rising concerns regarding the mental health of our students andpresent some lessons learned on inclusive design for teaching and inclusive teaching practices.The next section will explore student motivation and methods for better

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Rawle D. Sookwah, University of South Carolina; Robert Petrulis; Edward P Gatzke, University of South Carolina

Tagged Topics

Diversity

Cohort 1, SPUR Cohort 2, students in year 1/2, and students in years 3/4. The table issorted by overall average reported stress for all groups combined. Note that generally, all four groups reportedsimilar stress levels. Cohorts 1 and 2 in some cases show differences but this is probably related to the low sizeof the population relative to the overall college group. Table 1 shows a list of academic supports with overallaverage values for frequency of use and perceived value. Surprising findings related to support utilization,perceived effectiveness, and stress include:1. Students were generally not worried about living away from home or family issues relative to other stressors.2. Students were most concerned about grades and finances overall.3

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Jeffrey Harris, York University; Tania Bakshi, York University

developer,attended interdisciplinary workshops and individual consultations to redesign their courses forthe three-week intensive format. They restructured course content, created asynchronousmaterials, balanced student workload, and aligned with other block model courses without priorexperience. Faculty also tackled logistical issues such as assessment timing, material pacing, labspace availability, and TA coordination to ensure timely grading and feedback, adjustingstrategies based on student feedback and performance [2].The block model included a modular structure, blended course delivery, and active learningstrategies. The modular structure, illustrated in Figure 1, featured one course spanning the entireterm and four courses taught

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Cory Budischak, Temple University; Shawn Fagan, Temple University

[University] that I can take advantage of. (S-2)• Making connections with peers in the program; exploring more at Temple [University]. (S-3)• Receiving mentorship from the professors. (S-4)• The STEPS seminar helped me adapt to the new college lifestyle. (S-5)• I feel that I am getting enough support to be successful at Temple [University]. (S-6)• I found the STEM tutoring to be helpful. (S-7)• When I have questions regarding the courses I am taking or other academic issues, I feel confident the STEPS team can assist me. (S-8)DiscussionThe early implementation of the STEPS program demonstrates the potential benefits of a holistic andsupportive approach for low-income, high-achieving students. The IPA method provided rich

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University

research.Dr. Michelle E Jarvie-Eggart P.E., Michigan Technological University Dr. Jarvie-Eggart is a registered professional engineer with over a decade of experience as an environmental engineer. She is an Assistant Professor of Engineering Fundamentals at Michigan Technological University. Her research interests include technology adoption, problem based and service learning, and sustainability.Dr. Jon Sticklen, Michigan Technological University Jon Sticklen is an Associate Professor with the Engineering Fundamentals Department (EF) and Affiliated Faculty with the Department of Cognitive and Learning Sciences (CLS). He served as Chair of EF from 2014-2020, leading a successful effort to design aDr. Laura E Brown, Michigan

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Kathleen A Harper, Case Western Reserve University; Kurt R Rhoads, Case Western Reserve University

academic year, it became an engineering requirement with up to 230students in one semester, taught by a team of two full-time faculty, one adjunct instructor, andtwenty undergraduate assistants. As it grew, the lecture’s atmosphere naturally changed. It wasless conversational, less personal, and more formal. These observations are in line with existingliterature that found links between increased class size and reduced student involvement, reduceddepth of student thinking in class, and reduced frequency and quality of feedback to students [1].The instructors, who met weekly to discuss potential course improvements, identifiedmanifestations of these issues in several specific areas: 1) Metacognition and formative feedback – formative feedback