Collection

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

Authors

Leah Rineck, University of Wisconsin - Madison

: Developing a Community of Learners with Incoming Engineering Students that Initially Were Not Calculus ReadyIntroductionMatriculating engineering students who are not calculus-ready encounter many barriers in theiracademic development as compared with their calculus-ready peers [1], [2]. Typically, thesestudents must take a longer path to graduate, are not able to take classes with their incomingpeers, and often experience added barriers as students from underrepresented backgrounds. Someschools attempt to prepare students for calculus in the summer before they matriculate with asummer math bridge program [3-12]. These bridge programs focus on math instruction, andsome include engineering activities. Some of the current research on such

Collection

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

Engaged advocate award. She has completed the Global Diplomacy Initiative course from UNITAR and she is a STEM PEER academy fellow 2023.Dr. Heather Beem, Ashesi University Dr. Heather Beem is a Mechanical Engineering Faculty at Ashesi University in Ghana, where she leads the Resourceful Engineering Lab. Her research explores the mechanisms and manifestations of resourceful design, particularly along the lines of indigenous innovation, experiential education, and bio-inspired fluid dynamics. Dr. Beem completed her Ph.D. in Mechanical Engineering at MIT/WHOI, and moved shortly thereafter to Ghana, where she also founded and leads Practical Education Network (PEN), a STEM education nonprofit building the capacity of

Collection

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

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology

. Fenster Award for Innovation in Engineering Education. His research focuses on increasing diversity in STEM education and the STEM workforce. He has received multiple grants to run workforce development training programs as well as undergraduate research experience programs to train underrepresented minority and first-generation students. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as to prepare students for the rigors of mathematics. He is also involved in various engineering education initiatives focusing on the integration of novel

Collection

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

Authors

Mirna Mattjik, Colorado School of Mines; Carter Moulton, Colorado School of Mines

Tagged Topics

Diversity

increased integration of teamwork in engineering design education, there areless information on what, how, and when to successfully intervene in team activities to yieldbetter team performance. Psychological safety, which is a team construct established throughdeep interactions and conversations that facilitate how team members perceive their treatmentfrom team members, could possibly elevate the performance of engineering design teams [1].This initiative is a Work in Progress under the GIFTS category. The hypothesis is that a positiveteam experience with an emphasis on psychological safety can enhance a student's academicsense of belonging. Solidifying this tool is the first step to a multi-step research study.Project ApproachThe “Team Safety

Collection

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

Authors

Rui Li, New York University

course framework is described to help with first-year students’ professional development. A common practice of growing professional skill sets isto obtain internship opportunities as the industry is generally looking for applicants who are atintermediate or advanced levels. However, the first-year students generally would have few solidtechnical skills. Therefore, the research question is how to help first-year students gain essentialskills before they apply for internships and become future workforce [1, 2]. Constructivism is thetheory that states that learners can construct knowledge rather than passively absorb informationfrom educators. As people experience the world and reflect on those experiences, they constructtheir own representations

Collection

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

course through an in-classannouncement by a faculty member not related to the course. Instrument 2 was not anonymized,making it possible to observe that students in the pilot section heard about the program from afaculty coach or academic advisor, whereas word of mouth was a key factor in the secondsemester. Qualitative results addressing the research question “What motivated studentparticipation?” were compiled from questions “Why did you choose to participate in thecourse?”, “Did any specific structural aspect of the program appeal to you?” and “Did youencounter any challenges or barriers that initially deterred you from participating in theprogram?”. 94% of respondents reported a desire for hands-on experience, 38% reported adesire to

Collection

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

Authors

Jeffrey Harris, York University; Tania Bakshi, York University

Paper ID #45098WIP: Pilot of Block Model Delivery of First-Year EngineeringJeffrey Harris, York University Dr. Jeffrey Harris is an associate professor (teaching stream) in mechanical engineering at the Lassonde School of Engineering at York University in Toronto, Canada. He currently serves at the Director of Common Engineering and Science within the Lassonde School of Engineering, coordinating the common first-year for six undergraduate engineering programs. His research spans engineering identity and the first-year experience. Dr. Harris received a PhD in mechanical & industrial engineering from the University of

Collection

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

Authors

Ethan E Danahy, Tufts University; Mehek Kunal Vora, Tufts University; Yume Menghe Xu, Tufts Center for Engineering Education and Outreach; William Church

Paper ID #45077Full Paper: Supporting Students’ Educational Robotics Experiences throughGenerative AI ChatbotsDr. Ethan E Danahy, Tufts University Dr. Ethan Danahy is a Research Associate Professor at the Center for Engineering Education and Outreach (CEEO) with secondary appointment in the Department of Computer Science within the School of Engineering at Tufts University. Having received his graduate degrees in Computer Science and Electrical Engineering from Tufts University, he continues research in the design, implementation, and evaluation of different educational technologies. With particular attention to engaging

Collection

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

Collection

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

University Abigail Clark is an assistant professor of mechanical engineering at Ohio Northern University. She holds a PhD in Engineering Education from The Ohio State University. She also holds degrees in Mechanical Engineering from Ohio State and Ohio Northern University. Prior to her time at OSU, she worked at Battelle Memorial Institute in Columbus, Ohio. Her research interests include pre-college engineering education, informal engineering education, and identity development. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Workshop: Problem Framing Canvases for Client-Centered Service Learning Design ProjectsSummaryAuthentic design experiences

Collection

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

Authors

Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

engineering courses primarily in first-year engineering, civil and environmental engineering, and general engineering. He has won several awards for excellence in instruction; most recently the Saul K. Fenster Award for Innovation in Engineering Education. His research focuses on increasing diversity in STEM education and the STEM workforce. He has received multiple grants to run workforce development training programs as well as undergraduate research experience programs to train underrepresented minority and first-generation students. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between

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

on teaching andlearning. These interviews were conducted online and lasted about 45 minutes each.Thematic analysis [9] was used to transcribe and code the interviews, categorizing initial codesinto larger themes relevant to the research questions as seen in table 1. For instance, codesrelated to “student engagement” were categorized under “impact on learning,” addressingresearch question 3.Table 1. Themes, Codes and Examples. Theme/code Code Description Example Quote Recognition of Antipatterns: Identifying common mistakes in “The sign looks a little weird, and Identification issues students’ code um, the step seems a little off.” Recognition

Collection

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

Authors

Juval V Racelis, Wentworth Institute of Technology

Paper ID #45088Full Paper: Examining first-year students’ nascent disciplinary identities andepistemological orientationsDr. Juval V Racelis, Wentworth Institute of Technology Juval Racelis is an Associate Professor specializing in writing pedagogy. His research focuses on pedagogical innovation across multiple contexts. In his teaching, he works in the intersections of writing, language, and culture to enrich students from diverse backgrounds. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Examining First-Year Students’ Nascent Disciplinary

Collection

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

Authors

Ethan E Danahy, Tufts University; Mehek Kunal Vora, Tufts University; Yume Menghe Xu, Tufts Center for Engineering Education and Outreach; William Church

Paper ID #45082Full Paper: A Generative AI Approach to Better Teamwork in First-YearEngineeringDr. Ethan E Danahy, Tufts University Dr. Ethan Danahy is a Research Associate Professor at the Center for Engineering Education and Outreach (CEEO) with secondary appointment in the Department of Computer Science within the School of Engineering at Tufts University. Having received his graduate degrees in Computer Science and Electrical Engineering from Tufts University, he continues research in the design, implementation, and evaluation of different educational technologies. With particular attention to engaging students in the

Collection

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

Authors

Cory Budischak, Temple University; Shawn Fagan, Temple University

employ a qualitative methodology calledInterpretative Phenomenological Analysis (IPA), which allows for a detailed exploration of theparticipants' experiences. This method involves organizing and preparing the data, reducing it to keythemes, and interpreting it through discussions and visual representations which is a similar analyticalapproach commonly found in qualitative research [14]. The data analysis will follow a structured process:managing and organizing the data, reading, and noting emerging ideas, describing and classifying themes,developing interpretations, and visualizing the data. In addition to IPA, the research methods will includecertain aspects of reflective lifeworld research [15]. The research will address the following

Collection

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

Paper ID #45039Self-Regulated Learning in First Year Engineering: Opportunities for PracticalImplementationMr. Mohammed El Kihal, Virginia Polytechnic Institute and State University Mohammed is a first year PhD student in Engineering education at Virginia Tech. He received his Bachelor of Science in General Engineering, BSGE degree from Al Akhawayn University in Ifrane, Morocco in 2017. Mohammed conducted research in the field of Mechanical Engineering and Robotics in Japan and China and has two years industry experience in Morocco. More recently, Mohammed served as an Adjunct Faculty member for one year at Al Akhawayn

Collection

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

Authors

Rebecca Krylow, Duke University

ExperienceIntroductionThe Pratt School of Engineering at Duke University ranks among the top 10% of its peers.Engineering at Pratt is defined by excellence in education, innovation, and research. First-YearDesign (FYD) is an academic program within the Pratt School of Engineering at DukeUniversity. Engineering Design and Technical Communication (EGR101) provides first-yearstudents with the knowledge and experience needed to become successful engineers. Studentswork in a small team to learn and apply the engineering design process to solve an open-ended,client-based problem drawn from a community partner. All first-year students entering the PrattSchool of Engineering are required to enroll in the course which in the fall semester isapproximately 350

Collection

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

Paper ID #45043Impact of Math Placement on Persistence and Time to Graduation In EngineeringDr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray received his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. David came to the VT Engineering Education Department in 2018, and served as ADH for Undergrad from 2021 to 2024. Dr. Gray’s research focuses on undergraduate research experiences, disciplinary identity development.Olivia Ryan, Virginia Polytechnic

Collection

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

Collection

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

Collection

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

Paper ID #45052Full Paper: Comprehensive Analysis and Assessment of An Introduction toEngineering and Computing CourseDr. Longfei Zhou, Gannon University Longfei Zhou, an Assistant Professor at Gannon University since May 2023, contributes to the BISE department and I-Hack CMT. His research spans smart manufacturing, scheduling, simulation, and AI. He received his Ph.D. from Beihang University in 2018 and conducted postdoctoral work at MIT CSAIL from January 2019, focusing on AI for industrial systems and serving as MIT Postdoc Association Fundraising Chair. In November 2020, he joined Duke University as a postdoc

Collection

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

Authors

Micah Lande, South Dakota School of Mines and Technology

Paper ID #45095Full Paper: Tinkering and Making to Engage Students in a First-Year Introductionto Mechanical Engineering CourseDr. Micah Lande, South Dakota School of Mines and Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Learning Lab and Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and apply design

Collection

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

Authors

Lynn A. Albers, Hofstra University

all learning styles. She earned her doctorate in Mechanical Engineering from North Carolina State University specializing in thermal sciences where her dissertation research spanned three colleges and focused on Engineering Education. Her passions include but are not limited to Engineering Education, Energy Engineering and Conservation, and K-20 STEM Outreach. Prior to matriculating at NCSU, she worked at the North Carolina Solar Center developing a passion for wind and solar energy research while learning renewable energy policy. She combined these passions with K-20 STEM Outreach while a National Science Foundation Fellow with the GK-12 Outreach Program at NCSU where she began Energy Clubs, an out-of-school-time

Collection

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

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

Full Paper: Impacts of a Wellness-Focused First-Year Course on Student Retention and Academic SuccessIntroductionIn the Western Michigan University (WMU) College of Engineering and Applied Sciences(CEAS), ENGR 2100, First-year CEAS Experience, is encouraged for all new beginner students.ENGR 2100 has been approved for inclusion in the WMU Essential Studies (i.e., generaleducation) program in the category of Personal Wellness. The course has gone through severaliterations – it was initially implemented as a two-credit first-year experience course as part of anNSF-funded initiative focused on students placing into Algebra II. In Fall 2022, it wassignificantly restructured to focus on personal wellness but enrollment was

Collection

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

Authors

Andrew Charles Bartolini, University of Notre Dame

performance? ● RQ2: How did a student’s perception of preparedness relate to exam performance? ● RQ3: Was there a difference in performance on subsequent exams for those students who completed an exam wrapper? ● RQ4: Was there a difference in perception of preparedness related to a student’s prior programming experience?Results and DiscussionEach of the following sections will address one of the research questions.RQ1: Duration of Preparation Related to Student PerformanceFigure 1 illustrates the average exam score (along with error bars corresponding to one standarddeviation) based on the time a student spent out of class on non-required activities. Figure 2illustrates the same exam score data based on the time a student spent studying

Collection

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

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University

language.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering

Collection

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

Authors

Adithya Jayakumar, The Ohio State University; Raymond Smith Brooks

, Ireceived training in working with hand tools. While I have a background in tools, the lab stillended up being enjoyable for me because it offered a unique experience which is crafting a dicecube, something I had never done before.’In responding to the question, ‘What were your initial expectations before working with handtools in this lab and how did your actual experience compare to those expectations?’Beginner:B2 - ‘When I saw that we have a saw, I thought this is going to be dangerous. However, the labhad a lot of safety protocols to prevent most accident from happening. The actual experience is alot better than my expectations.’Expert:E1 - ‘My initial anticipation was that the experience might be boring, given my prior familiaritywith hand

Collection

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

Authors

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

Paper ID #45124(Full Paper) Enhancing Sense of Belonging in First-Year Engineering Studentsthrough Integrated Project-Based Learning and Communication Skills DevelopmentDr. Song Wang, University of Hartford Song Wang is an assistant professor in the Department of Civil, Environmental, and Biomedical Engineering at the University of Hartford. His research focuses on the durability of fiber-reinforced polymer (FRP) composite materials and their application in reinforcing and repairing steel and concrete structures. He is particularly interested in FRP-reinforced seawater and sea sand concrete structures, and bio-oriented

Collection

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

Authors

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

Tagged Topics

Diversity

Paper ID #45058Full Paper : Continued exploration of the relevance of self-efficacy, self-determinationand agency in describing the first-year African engineering student’s experienceCharity Obaa Afi Ampomah, Ashesi University Charity Obaa Afi Ampomah is a Research Assistant with the Ashesi Resourceful Engineering Lab (AREL) at Ashesi University. She received her bachelor’s degree in Electrical and Electronics Engineering from Ashesi University.Dr. Heather Beem, Ashesi University Dr. Heather Beem is a Mechanical Engineering Faculty at Ashesi University in Ghana, where she leads the Resourceful Engineering Lab. Her

Collection

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

Authors

Kapil Gangwar, Wentworth Institute of Technology

, and SOLIDWORKS,among others, to transition from traditional calculator-based approaches to problem-solving.Incorporating these tools into coursework or through self-learning initiatives could yieldimmense benefits, enabling students to tackle complex problems in significantly shortertimeframes compared to traditional pencil-and-paper methods [2], [3]. This paper primarilyconsists of three components: Microsoft Excel, MATLAB, and the integration of MATLAB withSOLIDWORKS. Each component is evaluated with an example, enabling students to tacklesimilar problems with efficiency and within a shorter timeframe. By exploring the opportunitiesand challenges associated with the incorporation of technology in engineering curricula, thispaper offers