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

Authors

Joseph A Lyon, University of Notre Dame; Mayari I. Serrano, Purdue University at West Lafayette (PPI)

follow-on programmingcourse: (1) In what ways do students value a follow-on programming course to their first-yearengineering experience? (2) How are students’ motivation and self-efficacy related after afollow-on programming course to their first-year engineering experience?BackgroundProgramming in First-Year Engineering EducationIntroductory programming is very prevalent among engineering programs across the UnitedStates and globally [8], [12], [13], [14]. Oftentimes students find the programming content to beextremely frustrating [15] leaving the students with less than optimistic views of programming orbelieving it to not be as valuable as other aspects of their introductory engineering course [12].This can often lead to mixed results as to

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

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University

Paper ID #45041Students’ Self-Reported Self-Regulated Learning Skills Across a First-YearEngineering Program (Full Paper)Dr. Cassie Wallwey, Virginia Polytechnic Institute and State University Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests include studying effective feedback in engineering and mathematics courses, improving engineering student motivation and success, and improving inclusion in engineering to fight its weed-out culture. Cassie has her Ph.D. in Engineering Education from Ohio State University a B.S. and M.S. in

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

Authors

Cory Budischak, Temple University; Shawn Fagan, Temple University

and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support low-income, high-achieving engineering students. Budischak holds a Doctorate in Electrical Engineering and enjoys outdoor activities with his family.Dr. Shawn Fagan, Temple University Dr. Shawn Fagan is the Assistant Dean for Undergraduate Studies in the College of Engineering at Temple University. He received his Doctor of Education in Higher Education Administration from Temple University. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 WIP: How the STEPS Program Enhances the First-Year Experience for Engineering StudentsIntroductionThe

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

Authors

Heather Schwab, The Ohio State University; Peyton OReilly, The Ohio State University; Laine Rumreich, The Ohio State University; Krista M Kecskemety, The Ohio State University

Paper ID #45047Full Paper: Sense of Belonging in a First-Year Engineering Program: AnalyzingDifferences Across Design Project CoursesHeather Schwab, The Ohio State University Heather Schwab is pursuing her B.S. in Chemical Engineering with a minor in Humanitarian Engineering at The Ohio State University. She is involved in the Department of Engineering Education as an Undergraduate Research Associate and Lead Undergraduate Teaching Associate for the Fundamentals of Engineering Program. Her research interests include sense of belonging, social identity, and metacognitive strategies.Peyton OReilly, The Ohio State University

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

Authors

Carter Hulcher, West Virginia University; Todd R Hamrick, West Virginia University; Lizzie Santiago, West Virginia University; Michael Keith Brewster, West Virginia University

Paper ID #45100Work-In-Progress: Hands-on Activities to Improve Student Engagement andLearning in an Introductory Programming CourseDr. Carter Hulcher, West Virginia University Dr. Hulcher is a Teaching Assistant Professor in the Fundamentals of Engineering Program in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University in Morgantown, WV. He has been in his current role at WVU since 2020. Dr. Hulcher holds degrees in Civil Engineering, as well as Mathematics.Dr. Todd R Hamrick, West Virginia University Dr. Todd Hamrick, Ph.D. is aTeaching Professor in the Fundamentals of Engineering

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

Authors

Andrew Charles Bartolini, University of Notre Dame

Paper ID #45090FULL PAPER - Implementing Exam Wrappers in a First-Year EngineeringCourseDr. Andrew Charles Bartolini, University of Notre Dame Director, First-Year Engineering Program, University of Notre Dame Associate Teaching Professor, University of Notre Dame 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Implementing Exam Wrappers in a First-Year Engineering CourseIntroductionThis full paper examines the implementation of exam wrappers into a first-year engineeringcomputing course. Exam wrappers allow students to reflect on how prepared they were forcourse exams and how

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

Authors

Cory Budischak, Temple University; Haritha Malladi, University of Delaware; Brian Patrick O'Connell, Northeastern University

intersection of undergraduate engineering education, sustainable infrastructure, and community engagement. She teaches the introductory engineering course for all first-year undergraduate students in the College of Engineering at UD. Her undergraduate teaching experience includes foundational engineering mechanics courses like statics and strength of materials as well as courses related to sustainability and infrastructure. Her research interests are in foundational engineering education, sustainability in engineering curriculum, and green technologies in infrastructure.Prof. Brian Patrick O’Connell, Northeastern University Dr. O’Connell is an associate teaching professor in the First-Year Engineering program at

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

Authors

Mohammed El Kihal, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

independence than they have experienced before comingto college [4]. Many students are not yet equipped for the self-regulation necessary to handle suchdramatic transitions [5]. The absence of incoming engineering students' knowledge, skills, andbehaviors related to their own self-regulation of their behavior and learning is becomingincreasingly apparent. The habits and behaviors associated with positive self-regulation and self-regulated learning (SRL) are important building blocks for future academic and career success[6]. The purpose of this paper is to highlight the importance of self-regulation and SRL habits,skills, and behaviors in supporting a successful transition and provide opportunities for first-yearengineering programs to seamlessly

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

Authors

Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Topics

Diversity

involved in various DEI (Diversity, Equity, and Inclusion) research initiatives within the lab, including organizing student-faculty lunches and participating in the gender equity first-year seminar program. Additionally, she serves as the chair of the undergraduate subcommittee for the department’s Health, Equity, and Wellness committee and holds the position of president in the BMES student chapter at UC Davis.Dr. Xianglong Wang, University of California, Davis Dr. Xianglong Wang is an Assistant Professor of Teaching in Biomedical Engineering at the University of California, Davis. He is the principal investigator of the cube3 lab. The cube3 lab actively performs research in community building and gender equity in

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

Authors

David Gray, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University; Hamidreza Taimoory, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

publicpressure about the value of higher education and the looming enrollment cliff.In this paper, we explore math placement, sense of belonging, and second year enrollment forstudents entering a first-year engineering program. Our study was guided by the followingresearch questions: • How are math placement and persistence related? • How are demographic factors, such as race and gender, related to second-year retention? • Is there a relation between students’ reported sense of belonging and their second-year retention?ContextThe context for this study is an Undergraduate Engineering program at a large, R1 institution inthe mid-Atlantic region of the United States. Students admitted to the Engineering program atthis institute must

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

Authors

Susan F Freeman, Northeastern University

Paper ID #45081Post-Pandemic Pedagogical Pivots: Mental Health, AI, and Zoom Zombificationin Engineering EducationDr. Susan F Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s First-Year Engineering team, a group of teaching faculty expressly devoted to the first-year engineering students and development of courses and curriculum to serve the program at Northeastern University. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice-oriented mission of Northeastern

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

Authors

Kapil Gangwar, Wentworth Institute of Technology

tools andtechnologies in first-year engineering courses has proven to be quite beneficial in response to thedemanding requirements of higher-level classes, the engineering profession, and the broadertechnological landscape. This paper aims to highlight the importance of integrating digital toolsand technologies into the curriculum for first-year engineering students. Digital tools such asCAD, simulation and modeling software, virtual laboratories, interactive learning modules,SharePoint, data analysis and visualization tools, and programming environments offer diverseopportunities to enhance the learning experience, engage students, and prepare them for thechallenges of engineering practice, particularly in the higher-level classes. These tools

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

Authors

David M. Feinauer P.E., Virginia Military Institute; Michael Cross, Norwich University; Ali Al Bataineh, Norwich University; Toluwani Collins Olukanni; Majd Khalaf, Norwich University

Paper ID #45017Full Paper: Future-Ready Students: Providing Opportunities for RemoteCollaboration on an Engineering Design ProjectDr. David M. Feinauer P.E., Virginia Military Institute Dr. Feinauer is a Professor of Electrical and Computer Engineering at Virginia Military Institute. His scholarly work spans a number of areas related to engineering education, including the first-year engineering experience, incorporating innovation and entrepreneurship practice in the engineering classroom, and P-12 engineering outreach. Additionally, he has research experience in the areas of automation and control theory, system

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

Authors

Adetoun Yeaman, Northeastern University; Xiaojing Yuan, University of Houston, College of Technology (MERGED MEMBERSHIP WITH COE); Gisella Lamas-Samanamud, University of Kentucky - Paducah extended campus; Heather Beem, Ashesi University; Janie M Moore, Texas A&M University; Randi Sims, Clemson University

Tagged Topics

Diversity

Paper ID #45055WIP: Survey Validation to Enable Investigating Community Cultural Wealthin Engineering Students’ First Year Experiences (FYE)Dr. Adetoun Yeaman, Northeastern University Adetoun Yeaman is an Assistant Teaching Professor in the First Year Engineering Program at Northeastern University. Her research interests include empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project

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

Authors

Longfei Zhou, Gannon University; Varun K Kasaraneni, Gannon University; Longyan Chen, Gannon University; Ahmed Abuhussein, Gannon University

several areas for improvement.Key concerns include the need for fairer assessment in group projects through peer evaluations toensure equitable workload distribution. Students also noted the course's disorganization andsuggested a more structured approach with clear instructions, detailed schedules, and regularcheckpoints. Additionally, they called for a stronger focus on core engineering principles insteadof business-related content. Other suggestions included increasing class frequency, betterintegration with other courses, and more proactive instructional support, particularly in usingresources like 3D printers.2. Course ActivitiesThe course is structured into four sections, each capped at 25 students and led by instructorsspecializing in

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

Authors

James Edward Toney, The Ohio State University; Kristina Kennedy, The Ohio State University; Julie Rose Cupka, The Ohio State University; Roger Allen Bailey, The Ohio State University

Director for the Integrated Business & Engineering Program (IBE) – a multidisciplinary, cross-college program serving both business and engineering honors students. In this role, Kennedy teaches the IBE First-Year Cornerstone and IBE Senior Capstone courses. Additionally, she oversees the program – creating meaningful experiences for students, raising funds, and forging industry partnerships for student success. Prior to her current role, Kennedy worked as an engineer with Honda Research & Development. Her roles included test engineer, interior quality lead and most recently, project leader for the Honda Odyssey and Acura MDX. During her time with Honda, she founded the first global Business Resource Group

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

Authors

Micah Lande, South Dakota School of Mines and Technology

involves active teaching pedagogy, which many educators may be unfamiliarwith and hesitant to adopt. The increasing popularity of engineering design courses inundergraduate programs reflects a broader response to industry demands and calls foreducational reform from education and professional organizations [3]-[5].The pedagogical goals of incorporating making and design activities into the curriculum aremultifaceted. These activities aim to enhance problem-solving skills, foster creativity, andencourage teamwork among students. Engineering design courses, particularly senior capstoneprojects, provide students with opportunities to apply their knowledge of the engineering designprocess to create discipline-related artifacts. Freshman design courses

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

Authors

Atheer Almasri, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Carter Hulcher, West Virginia University; Todd R Hamrick, West Virginia University; Xinyu Zhang, Purdue University at West Lafayette (COE); Lizzie Santiago, West Virginia University

Paper ID #45104Full Paper: The Professional and Technical skills that engineering studentsfind most important for success in their majorDr. Atheer Almasri, West Virginia University Dr. Almasri is currently a teaching assistant professor in the Fundamentals of Engineering Program (FEP) at the Statler College of Engineering, West Virginia University. He has been serving in this position since 2020. Before joining West Virginia University, he worked as an assistant professor of Chemical Engineering at Imam University for 10 years. Dr. Almasri holds a bachelor’s degree in Chemical Engineering, as well as master’s and Ph.D

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

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

Tagged Topics

Diversity

first-year engineeringcourse offered at Ashesi University in 2023. This paper seeks to answer: “How relevant areself-determination, agency and self-efficacy in capturing a first-year African engineeringstudents’ experience in a project-based course?” and “Does prior participation in a design-oriented course impact the students’ experience?”MethodologyAbout the courseIntroduction to Engineering is a first-year course at Ashesi University, and it is required for allengineering students. It leverages a hands-on, project-based approach to expose students to thebasics of the three engineering majors offered: Mechanical, Electrical, and ComputerEngineering. The course builds students’ skills in design thinking, fabrication, programming,circuit design

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

Authors

Song Wang, University of Hartford; Enrico Obst, University of Hartford; Beth Richards, University of Hartford

Buffalo. He received his B.S. degree in Civil Engineering from Shandong University of Science and Technology in China.Enrico Obst, University of HartfordMs. Beth Richards, University of Hartford Beth Richards is director of the First- and Second-Year Writing programs. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 (Full Paper) Enhancing Sense of Belonging in First-Year Engineering Students through Integrated Project-Based Learning and Communication Skills DevelopmentIntroductionThe transition to college can be challenging for first-year students, particularly for disciplineslike engineering that often require a steep learning curve and rigorous academic

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

Authors

Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University at West Lafayette (COE); Lizzie Santiago, West Virginia University; Todd R Hamrick, West Virginia University; Atheer Almasri, West Virginia University

Tagged Topics

Diversity

thecompetitive classroom environment [6].Students’ confidence in and perception of their various technical and non-technical skills canplay a significant role in persistence. Veenstra et al. highlighted the importance of studentshaving confidence or self-rating of their engineering skills and this relation to retention [7]. Itwas found that student attitudes about engineering and their confidence in quantitative skills areimportant. Besterfield-Sacre et al. surveyed freshman engineering classes to evaluate studentperceptions of knowledge and skills related to technical and non-technical areas [8]. The authorsfound that students who left the engineering program in good standing had lower confidence intheir basic engineering skills and knowledge than

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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

Retention” (SPUR) team made efforts to encourage FGSapplications. The SPUR students were supported with access to special classes, mentorship programs, careercenter coaching, and wellness education. Students in the program were periodically interviewed by members ofthe research team. The students were also asked to complete surveys related to self-efficacy, stress, andacademic supports. The survey was also offered to all undergraduates in the college.Survey Methodology – An online survey was developed to compare factors which may influenceundergraduate student persistence in engineering and computing. The original motivation for the survey relatedonly to self-efficacy / identity and differences between FGS and non-FGS students. Survey questions

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

Authors

Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Abigail Clark, Ohio Northern University

Paper ID #45061Workshop: Problem Framing Canvases for Client-Centered Service LearningDesign ProjectsDr. Todd France, Ohio Northern University Todd France is the director of Ohio Northern University’s Engineering Education program, which strives to prepare engineering educators for grades 7-12. He also helps coordinate the first-year engineering experience and teaches sustainability-focused courses.Dr. J. Blake Hylton, Ohio Northern University Dr. Hylton is an Associate Professor and Chair of Mechanical Engineering for the T.J. Smull College of Engineering at Ohio Northern University.Dr. Abigail Clark, Ohio Northern

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

Authors

Katherine Pettrey, Louisiana State University and A&M College; Andrew Becnel, Louisiana State University and A&M College

Tagged Topics

Diversity

Paper ID #45021GIFTS: Career Guidance 101Dr. Katherine Pettrey, Louisiana State University and A&M College Dr. Kate Pettrey is currently an instructor of Mechanical Engineering at Louisiana State University in Baton Rouge, Louisiana. ”Dr. Kate” uses action research to work with and study student recruitment, retention, and achievement at LSU to break down barriers to enrollment, success in the program, and graduation. Before academia, she worked in Mission Control for the Space Shuttle program and enjoys advising LSU student teams involved with rocketry and high-altitude ballooner programs through NASA. Dr. Kate is

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

Authors

Haritha Malladi, University of Delaware

. She teaches the introductory engineering course for all first-year undergraduate students in the College of Engineering at UD. Her undergraduate teaching experience includes foundational engineering mechanics courses like statics and strength of materials as well as courses related to sustainability and infrastructure. Her research interests are in foundational engineering education, sustainability in engineering curriculum, and green technologies in infrastructure. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Three Methods to Use Podcasts as Effective Learning ToolsA podcast is a program—typically in audio medium—that is available for download to

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

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Melissa C Kenny, Wake Forest University; Patricia Clayton, Wake Forest University

Paper ID #45086GIFTS: Crushing Cardboard: A Technical Design Challenge for First-YearStudentsDr. Melissa C Kenny, Wake Forest University Dr. Melissa C Kenny is an assistant teaching professor in the department of Engineering at Wake Forest University.Patricia Clayton, Wake Forest University Patricia Clayton is an Associate Professor in the Department of Engineering at Wake Forest University. They formerly served as an Assistant Professor at the University of Texas at Austin in the Department of Civil, Architectural, and Environmental Engineering. Patricia’s research interests include diversity, equity, and inclusion

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

Authors

David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

international leadership of an interdisciplinary team of artists and storytellers. Ultimately, Atlas aims to lead an international and interdisciplinary team focusing on furthering in-space and on-Earth technological capabilities. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Nurturing Interdisciplinary Engagement: A Case Study of Resourcing and Recruiting Strategies in an Early Academic Career Interdisciplinary Project-Based Learning CourseAbstract Interdisciplinary, problem-based learning courses offer valuable experiential learningopportunities for undergraduate students that augment traditional in-class learning.Implementation of these programs is

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

Authors

Juval V Racelis, Wentworth Institute of Technology

Identities and Epistemological OrientationsIntroductionEngineering identity has become an important lens through which engineering educationresearch has sought to understand students’ disciplinary motivations and subsequent persistencein related curricular programs. This research has had significant implications for retention ofunderrepresented populations in the STEM fields, as campuses continue to explore ways toequitably support an increasingly diverse student body [1], [2], [3]. For example, Doran andSwenson’s [4] study examined the connection between retention and belongingness for studentsfrom academically at-risk populations, revealing that the stronger a students’ engineeringidentity, the greater their chance of persisting in their

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

Authors

Christopher C Frishcosy, University of Tennessee at Chattanooga

Paper ID #45062GIFTS: Concrete Is My Jam!Mr. Christopher C Frishcosy, University of Tennessee at Chattanooga My career in higher education started in the fall of 2021 when I was hired as the lab director for the civil engineering program at the University of Tennessee at Chattanooga. My enthusiasm for teaching was quickly realized and I was granted the opportunity to teach the Introduction to Civil Engineering course; along with the laboratory courses that I instruct. My goal for instructing this introductory course was to develop a curriculum that is fundamentally informative and, borderline, overwhelmingly engaging. I

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

Authors

Paul Marcus Anderson, University of Maryland College Park; Catherine Marie Hamel, University of Maryland, College Park

Marie Hamel, University of Maryland, College Park Catherine ”Cara” Hamel is a senior lecturer and the Assistant Director of the Keystone Program at the University of Maryland. Within this role, Catherine focuses on effectively teaching fundamental engineering courses for first and second year students, teaching courses like Thermodynamics, Statics, Introduction to Engineering Design, and Women in Engineering 1st-Year Seminar. Previously, Catherine received a bachelor’s and master’s degree in Fire Protection Engineering and worked as a process safety consultant before returning to UMD to teach for Keystone. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS