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Mohammad Heshmati, Mississippi State University; Bill B Elmore, Mississippi State University

create plots of temperaturedifference and power vs. time for analysis. (a) (b) Figure 3: a) Double-pipe Heat Exchanger setup, b) Thermoelectric Generator Demonstrator [19]CONCLUSIONS AND FUTURE WORKThis manuscript outlines three projects centered on sustainable energy production for first-yearengineering educational purposes. The projects cover wind, solar, and geothermal energyproduction. Each project begins with a problem statement including safety guidelines and learningobjectives, followed by team formation and role delineation. The manuscript provides a briefintroduction to each project, from equipment requirements to

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Andrew Charles Bartolini, University of Notre Dame

b) Exam 2 Figure 1. Exam Score Related to Amount of Time Spent on Non-Required ActivitiesThe results from Figure 2a indicate that, on average, students who studied longer for the firstexam scored lower (although there is a significant spread in the data for students studyingbetween 3 and 8 hours). For the second exam, while students who studied between 5-6 hoursearned lower scores than those who studied less, those who studied more than 7 hoursoutperformed those who studied 5-6 hours on average. For both exams, for each responsecategory from 1 to 6 (i.e., from none to 7-8 hours), at least one student for each responsecategory earned a perfect score. However, for students studying 9 or more hours, the maximumscore was less than 100

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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

Station, TX, USA: IEEE, Oct. 2023, pp. 1–5. doi: 10.1109/FIE58773.2023.10343067.[2] L. C. Ureel II, “Integrating a Colony of Code Critiquers into WebTA,” in Seventh SPLICE Workshop at SIGCSE 2021 “CS Education Infrastructure for All III: From Ideas to Practice,” 2021.[3] L. C. Ureel II, L. E. Brown, J. Sticklen, M. Jarvie-Eggart, and M. Benjamin, “Work in Progress: The RICA Project: Rich, Immediate Critique of Antipatterns in Student Code,” in Educational Data Mining in Computer Science Education (CSEDM) Workshop, Jul. 2022.[4] P. Kinnunen and B. Simon, “Experiencing programming assignments in CS1: the emotional toll,” in Proceedings of the Sixth international workshop on Computing education research, Aarhus Denmark: ACM, Aug

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Roshina Babu, The University of Utah

, 2024.[3] B. D. Coller, "An experiment in hands-on learning in engineering mechanics: statics," Int. J.Eng. Educ., vol. 24, no. 3, pp. 545-557, 2008.[4] G. Liu and N. Fang, "The effects of enhanced hands-on experimentation on correctingstudent misconceptions about work and energy in engineering mechanics," Res. Sci. Technol.Educ., vol. 41, no. 2, pp. 462-481, 2023.[5] M. T. H. Chi and R. Wylie, "The ICAP framework: Linking cognitive engagement to activelearning outcomes," Educ. Psychol., vol. 49, no. 4, pp. 219-243, 2014.[6] H. L. Roediger and A. C. Butler, "The critical role of retrieval practice in long-termretention," Trends Cogn. Sci., vol. 15, no. 1, pp. 20-27, 2011.

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Angela Jin Sadlowski, The Johns Hopkins University; Eileen Haase PhD, The Johns Hopkins University; Gyeongtae Sun Moon, The Johns Hopkins University; Meera R Bhat, The Johns Hopkins University

for communication skill development and active learning,” Journal of Computing Sciences in Colleges, Dec. 2005, doi: 10.5555/1089053.1089074.[5] B. W. Tuckman, “4.2 Five Models for Understanding Team Dynamics,” Psychol Bull, vol. 63, no. 6, pp. 384–399, Jan. 2019, doi: 10.1037/H0022100.[6] “Biomedical Ethics for Engineers: Ethics and Decision Making in Biomedical ... - Daniel A. Vallero - Google Books.” Accessed: May 12, 2024. [Online]. Available: https://books.google.com/books?hl=en&lr=&id=AeT56Pi8LFYC&oi=fnd&pg=PP1&dq= ethics+in+biomedical+engineering&ots=1bCHSRFiq8&sig=j- qDwL7FXVpaeuDShOWLFuWp0sI#v=onepage&q=ethics%20in%20biomedical%20engi neering&f=false[7

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

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Micah Lande, South Dakota School of Mines and Technology

ASEE Annual Conference, Virtual Online, June 2020. doi: 10.18260/1-2--35131.[6] H. Ali, B. Kinach, and M. Lande, "Innovating Scaffolded Prototyping for Design Education: Toward A Conceptual Framework Derived from Mathematics Pedagogy," presented at the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, November 2019.[7] J. Piaget, The Construction of Reality in the Child. New York, NY, USA: Basic Books, 1954.[8] S. Papert, Mindstorms: Children, Computers, and Powerful Ideas. New York, NY, USA: Basic Books, 1980.

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

Authors

Leah Rineck, University of Wisconsin - Madison

: Increasing Underrepresented Students’ Preparation for College Through a Summer Bridge Program,” American Behavioral Scientist, vol. 55, no. 2, pp. 142–159, Feb. 2011, doi: 10.1177/0002764210381871.[13] R. D. Frye, M. C. Barone, N. B. Hammond, S. Eloi-Evans, K. F. Trenshaw, and M. Raucci, “Incentives and barriers to participation in PLTL workshops spaces: An exploration of underrepresented students’ experiences,” J Women Minor Sci Eng, vol. 27, no. 3, 2021.

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Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

relationships; and Stage 10.A reintegration of new perspective [10]. King (2009) summarized the ten stages of Mezirow’stransformative learning theory in form of “journey of transformation” comprising four phases:(a) Discontent (Stages 1-2) – experiencing the disorienting dilemma; (b) Testing and Exploring(Stages 3-5) – critically reflecting on our assumptions and values; (c) Affirming and Connecting(Stages 6-9) – experimenting with new viewpoints; and (d) New Perspectives (Stage 10) –integrating and acting upon the new perspective gained through this process.III. Conceptual FrameworksThe content validity of learning activity survey (LAS) was validated using expert panel reviews[13]. The original instrument used a checklist of items that corresponded to

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

Authors

Adithya Jayakumar, The Ohio State University; Raymond Smith Brooks

something tangible that serves as evidence of success, potentially increasing theirsense of belonging in this space. Figure 3: A completed wooden dieResults and DiscussionAmong the 1600 or so student responses analyzed from the assigned post lab reflection, theauthors found that that the student submissions fell into two categories: a. Beginner: Students who had no or some experience with tool usage b. Expert: Students who had a lot of experience in hand tool usage.Representative responses that were typical to both categories to three relevant questions askedare included below:In responding to the question, ‘Prior to today’s lab, have you ever worked with hand tools? Didyou enjoy working with them today? Why

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Rui Li, New York University

Quality control Product improvement Performance optimization Research Critical thinking Data collection Data analysis3.2 Case Study 1: EntrepreneurshipStudents A and B were undergraduate students. One student was from the Stern Business Schooland another one was from the Department of Computer Science. Both students had strongincentives to work on a project related to urban service robots. They formed a group project teamunder the

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

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Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara Kern, Pennsylvania State University

,meaningful way to learn important skills that they will need both as student researchers and aftergraduation. Instead of trying to “shoehorn” extra material into an already over-stuffedcurriculum, using a badge will enable- students to learn on their own time and in a manner oftheir own choosing, giving them some control over their educational experience. By presentingthe information in this way instead of in a rushed classroom environment, we believe that theywill better retain the knowledge and be more likely to use what they’ve learned in later researchprojects – which is the entire purpose of teaching them these skills in the first place.REFERENCES[1] E. Ford, B. Izumi, J. Lottes, and D. Richardson, “Badge it! A collaborative learning

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

,” International Journal of Engineering Education, vol. 36, no. 4, pp. 1340–1355, 2020.[6] K. Reid, D. Reeping, and E. Spingola, “A taxonomy for introduction to engineering courses,” The International journal of engineering education, vol. 34, no. 1, pp. 2–19, 2018.[7] K. Reid and D. Reeping, “A Classification Scheme for ‘Introduction to Engineering’ Courses: Defining First-Year Courses Based on Descriptions, Outcomes and Assessment,” in 121st ASEE Annual Conference & Exposition, Indianapolis, IN, 2014, pp. 1–11.[8] E. Seymour and N. M. Hewitt, Talking about Leaving: Why Undergraduates Leave the Sciences. Boulder, CO: Westview Press, 1997.[9] E. Seymour and A.-B. Hunter, Eds., Talking about Leaving Revisited: Persistence

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

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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

Paper ID #45097Full Paper: Gender and First-Generation Status Impacts on the PerceivedImportance of Technical and Non-Technical Skills for Upper-Level UndergraduateEngineering and Computer Science CoursesDr. 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. Akua B. Oppong-Anane, West Virginia University

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

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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

. degrees in Materials Engineering.Dr. Akua B. Oppong-Anane, West Virginia University Akua Oppong-Anane is a Teaching Assistant Professor in the Fundamentals of Engineering Program at West Virginia University. She holds a bachelor’s degree in Chemical Engineering, a master’s degree in Chemistry and a doctoral degree in Environmental Engineering Sciences. Her research areas are in solid and hazardous waste management, as well as teaching, advising and retention of first year engineering students.Dr. 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

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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

demographics, student group demographics, andstudent major will be included in the survey to further analyze the sense of belonging. With thisinformation, the courses can be modified to make them as inclusive as possible for all students.References[1] A. Vaccaro and B. M. Newman, “Development of a Sense of Belonging for Privileged and Minoritized Students: An Emergent Model,” J. Coll. Stud. Dev., vol. 57, no. 8, pp. 925– 942, 2016.[2] A. Zengilowski, J. Lee, R. Gaines, H. Park, E. Choi, and D. Schallert, “The collective classroom ‘we’: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions,” Linguist. Educ., vol. 73, p. 101142, Feb. 2023, doi: 10.1016

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Micah Lande, South Dakota School of Mines and Technology

: Methods, communities, and values of reuse and customization,” in Proceedings of ACM SIGCHI Conference on Human Factors in Computing Systems, Boston, MA, 2009.[13] T. Wang and J. J. Kaye, “Inventive leisure practices: understanding hacking communities as sites of sharing and innovation,” in Proceedings of the ACM CHI Conference on Human Factors in Computing Systems, Vancouver, B.C., May 11-12, 2011.[14] P. Louridas, “Design as bricolage: Anthropology meets design thinking,” Design Studies, vol. 20, no. 6, pp. 517-535, 1999.[15] D. Tweney, “DIY Freaks Flock to ‘Hacker Spaces’ Worldwide,” Wired, Mar. 29, 2009. [Online]. Available: http://www.wired.com/gadgetlab/2009/03/hackerspaces.[16] B. Kolko, A. Hope

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

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

alsomoderately correlated with the self-efficacy and beliefs of the student. In general, it isencouraging to see scores for both self-efficacy and motivation were high across the entirestudent set.Table 2. Average and correlation of self-efficacy/belief and motivation metrics Student Self- Empowerment Usefulness Success Interest Caring Total Efficacy Motivation C 6.00 6.00 6.00 6.00 6.00 6.00 6.00 A 5.75 6.00 6.00 6.00 5.83 6.00 5.97 B 5.63 6.00 6.00 6.00 5.00 6.00 5.80 F 5.50

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

Authors

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

Paper ID #45033Full Paper: One Tool to Support Attendance, Engagement, Metacognition,and Exam PreparationDr. Kathleen A Harper, Case Western Reserve University Kathleen A. Harper is an associate professor and has served as the assistant director of the Roger E. Susi First-year Engineering Experience at Case Western Reserve University since 2021. Prior to that, she taught as part of the Fundamentals of Engineering for Honors program at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education

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

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Kurt Ryan Rhoads, Case Western Reserve University; Kathleen A Harper, Case Western Reserve University; Michael William Butler, Case Western Reserve University

First-year Engineering Experience at Case Western Reserve University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education research, from The Ohio State University.Michael William Butler, Case Western Reserve University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28Work in Progress: Increasing Maker Space Participation through First-Year EngineeringIntroductionWe added an additional component to a design module in the First-Year Engineering course atCase Western Reserve University with the goals of increasing utilization of the campusmaker

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

Authors

Lynn A. Albers, Hofstra University

Paper ID #45080WIP: Activity Centric Online Teaching and Learning with MATLABDr. Lynn A. Albers, Hofstra University Dr. Lynn Albers is an Assistant Professor in Mechanical Engineering of the Fred DeMatteis School of Engineering and Applied Science at Hofstra University. Her previous academic contribution was as one of the founding five faculty/staff at Campbell University, helping the newly formed School of Engineering grow and establish roots in the community. A proponent of Hands-On Activities in the classroom and during out-of-school time programs, she believes that they complement any teaching style thereby reaching

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

Authors

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

Tagged Topics

Diversity

Paper ID #45054GIFTS-Team Safety Brief: A tool to promote and enhance teamworkProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik, a Teaching Associate Professor in the Engineering, Design, and Society Department, excels in teaching design engineering. She is also affiliated with the University Scholars and Honors Program and the Humanities, Arts and Social Sciences Department. Her educational background spans industrial technology, international political economy, and project management. Pursuing her doctorate, her research centers on educational equity in higher education. As a Teaching Faculty member, Mirna

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

Authors

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

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)

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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

theory discussion of community cultural wealth," in Critical race theory in education: Routledge, 2020, pp. 114-136.[6] C. C. Samuelson and E. Litzler, "Community cultural wealth: An assets‐based approach to persistence of engineering students of color," Journal of Engineering Education, vol. 105, no. 1, pp. 93-117, 2016.[7] N. Bañuelos, "Community Cultural Wealth Goes to College: A Review of the Literature for Career Services Professionals and Researchers. WCER Working Paper No. 2021-6," Wisconsin Center for Education Research, 2021.[8] S. L. Dika, M. A. Pando, B. Q. Tempest, and M. E. Allen, "Examining the cultural wealth of underrepresented minority engineering persisters," Journal of Professional

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

Authors

Shazib Z Vijlee, University of Portland

(Sandia National Labs and Air Force Research Labs). Dr. Vijlee has been at the University of Portland since 2014. He was an Assistant Professor of Engineering from 2014 to 2020, the coordinator for the First Year Engineering Experience from 2016 to 2020, and the Associate Dean for Academic Affairs from 2020 to 2024. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 A Multi-Disciplinary First-Year Design Project with Systems Integration, Standard Requirements, Creativity, and Impact (GIFTS)IntroductionAt University of Portland, we have created a first-year engineering course that uses skill-building labsto teach students to practice simplified engineering design to achieve

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

Authors

Joshua Eron Stone, University of Maryland College Park; Forrest Milner, University of Maryland College Park; Abigail Guicheteau, University of Maryland College Park

Paper ID #45101Full Paper: A Cloud-Based Approach to Introducing Machine Learning inProject-Based Learning EnvironmentsJoshua Eron Stone, University of Maryland College Park Laboratory Teaching Assistant for the University of Maryland’s flagship introduction to engineering course, and undergraduate Computer Engineering student.Forrest Milner, University of Maryland College Park Undergraduate Engineering Student at the University of Maryland, College Park. A. James Clark School of Engineering. Interested in projects relating to electronics and batteries, which you can check out on my website, forrestfire0.github.io. I

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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

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

Authors

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

Paper ID #45018Full Paper: Impacts of a Wellness-Focused First-Year Course on StudentRetention and Academic SuccessDr. Matthew Cavalli, Western Michigan University Dr. Cavalli is Professor of Mechanical and Aerospace Engineering and Associate Dean for Undergraduate Academic Affairs in the College of Engineering and Applied Sciences.Ms. Anetra Grice, Western Michigan University Anetra Grice is has served as the STEP Program Director for Western Michigan University’s College of Engineering and Applied Sciences for since 2010. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28

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

Authors

Melissa C Kenny, Wake Forest University

Paper ID #45091GIFTS: Helping Students to Advise Themselves Using a Graded CurricularMap in the First YearDr. Melissa C Kenny, Wake Forest University Dr. Melissa C Kenny is an assistant teaching professor in the department of Engineering at Wake Forest University. 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Helping First-Year Students to Advise Themselves Using a Graded Curricular MapAlthough teaching first-year engineers involves introducing engineering skills, it also regularlyincludes advising students as well. Students are desperate for advice on

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

Authors

Kaitlin Mallouk, Rowan University; J. Blake Hylton, Ohio Northern University; Krista M Kecskemety, The Ohio State University; Jack Bringardner, Colorado School of Mines

Paper ID #45024Workshop: Entrepreneurial Mindset in the First-Year: Socializing a Body ofKnowledgeDr. Kaitlin Mallouk, Rowan University Kaitlin Mallouk is an Associate Professor of Experiential Engineering Education at Rowan University. Prior to beginning that role, she spent five years an Instructor in the Mechanical Engineering and Experiential Engineering Education Departments at Rowan.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. Krista M Kecskemety, The Ohio State