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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

motivation of this study is to explore componentsinfluencing sense of belonging and to provide a baseline for later exploration of interventionsdesigned to increase inclusion and sense of belonging in first-year engineering courses.Significant differences in sense of belonging exist between the two design-based project coursesanalyzed, with students in the nanotechnology and sustainability course feeling more respectedby both instructional staff and peers. Future work will examine the potential causes of thesedifferences.IntroductionSense of belonging is complex and encapsulates a variety of constructs [1], [2], but it has beendefined as feeling respected, valued, and accepted in any environment, including workplace andcampus settings [3]. Research

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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

novice programmers. Among these tools,code critiquers have shown promise in other programming languages such as Java [1]. Wedeveloped a MATLAB version of a Java-based code critiquer called WebTA. This paper reportson initial beta tests of MATLAB WebTA in the spring semester of 2023 within an introductoryengineering course, providing insights into its efficiency and areas for improvement.BackgroundA code critiquer is an advanced software tool that analyzes programming codes and providesfeedback [2]. It detects errors, identifies poor coding practices, and suggests improvements.Features such as autograding, debugging, and intelligent tutoring can also be present. The abilityto provide immediate, context-specific feedback makes it a beneficial

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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

demands [1-3].Those challenges can impact their self-efficacy beliefs and sense of belonging to the schoolcommunity, as there is a noted decrease in motivation to study engineering after the first year ofundergraduate coursework [4-6]. Fostering a strong sense of belonging among first-year studentshas been identified as a critical factor for student engagement, academic success, and retentionrates [7-9].Educational institutions can implement various programs and workshops to assist first-yearengineering students in overcoming challenges during the transition and enhance their sense ofbelonging. Numerous studies show that project-based learning (PBL) is proven to enhancestudent’s motivation, promote their participation and engagement, and enrich a

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

Authors

Shazib Z Vijlee, University of Portland

a standard set of requirements.Then, the students can engage creatively to improve their design in any way they want. They alsoexplore the environmental and social impact of engineering. At this stage, we are simply trying tomeet the students where they are with an engaging, structured, and creative engineering designproject.MethodsThe 15-week, 2-credit course essentially completes a single course project: designing and building atable-top wind turbine by learning skills in subsystems and then integrating subsystems into theoverall design.The students complete the course project via a two-level challenge. In Level 1, they learn how tosatisfy the pre-defined requirements via four skill-building labs (each with six small activities). Theteams

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

Authors

Adithya Jayakumar, The Ohio State University; Raymond Smith Brooks

obstacles.This paper provides an overview of the laboratory activity that was implemented and goes overthe multi-faceted challenges and obstacles that needed to be overcome. Results in the form ofstudent feedback about their experience in the lab is also included. Through this paper, we aim toshare our experiences and insights, while providing a roadmap for educators with similar goalsand facing comparable challenges.IntroductionFrom the very beginning Engineering was intended to be a practicing profession whereengineers, through their practice deal with and appropriately use the forces and materials ofnature. To accomplish this goal, instructional laboratories have been a main stay in engineeringeducation, especially in the undergraduate context [1] [2

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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

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

Authors

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

Tagged Topics

Diversity

distinct transformation categories. The studycorrelated these categories with the TROPOS subscales and examines demographic factors.Findings indicate higher TROPOS scores for first-generation students and female studentscompared to their peers.I. IntroductionThe perceptions and belief system of first year engineering students affects their self-efficacy,confidence, sense of belonging, satisfaction and other such constructs which are essential forshaping successful student experiences and outcomes. For example, Hutchison-Green [1] foundthat first year engineering students’ perception of their course success depended on their speed ofsolving problems and the amount of time taken to learn new material in comparison to theirpeers. Further, student

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

Authors

Nicole Alexandra Batrouny, Northeastern Univeristy; Daria A Kotys-Schwartz, University of Colorado Boulder; Micah Lande, South Dakota School of Mines and Technology

, Massachusetts Jul 28 Workshop: Design Signatures in the Wild: Making the Invisible Visible (in First Year Engineering)IntroductionIn addition to learning about and experiencing the engineering design process, a learningoutcome of most first year engineering programs is to develop students' awareness of the designprocess itself. This can be difficult since engineering students, especially novices, often focus onthe design deliverables as tasks rather than artifacts of an ongoing process. This workshopengages with the question: How might we help students become better able to intentionallyengage in a design process, as part of an effort to help them become reflective practitioners [1] ofdesign? One answer to this question

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

Authors

Mark E Cambron, Western Kentucky University

split a one-hour lab between two courses to get a betterresult. Several labs were modified to be a nonstandard 1/2-hour credits and additional labs were addedto the curriculum. In particular, the two course circuits sequence is discussed in this paper.Curriculum ModificationsCurriculum development requires the ability to balance the desire to maximize learning with a limitednumber of credit hours. Western faces an additional challenge of expanding our curriculum whileKentucky’s Council for Postsecondary Education is pushing for a decrease in the number of credit hoursrequired to earn a bachelor’s degree.Western offers a two course seven (7) hour sequence in circuits and networks. Previously the two-course circuit sequence consisted of two three

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

Authors

Caitrin Lynch, Franklin W. Olin College of Engineering; Joanne C. Pratt, Franklin W. Olin College of Engineering

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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)

Engineering programming experience: Understanding the motivation and self-efficacy of students in a follow-on programming courseIntroductionComputing continues to be of paramount interest to engineering researchers and educators whoare looking to produce computational-thinking-enabled professionals for the workforce [[1], [2].And much of this development begins as early as first-year engineering for many students, whereprogramming is a common component to introductory engineering courses [3], [4]. However, thedevelopment of computational thinking and programming needs to continue beyond the first yearand spiraled throughout the curriculum [5], [6].First-year engineering computation can come in many different forms. For example

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

Authors

Andrew Charles Bartolini, University of Notre Dame

effective their preparation was. Previous studies have shown that examwrappers generally assisted students, particularly underprepared first-semester STEM students,in increasing their metacognitive skill sets [1, 2].MethodsCourse StructureThis study was conducted at the University of Notre Dame, a medium-sized, private,Midwestern, residential university, in the Spring 2024 semester. Exam wrappers were utilized ina multi-section, team-taught, first-year engineering computing course. There were 11 sections ofthe course taught by 10 different instructors. In this study, only certain sections elected to use theexam wrapper, which allowed a comparison group of students who did not complete examwrappers.The course covered foundational programming

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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

experienceIntroductionMany first-year engineering students at African universities are coming from high schools thatrely heavily on rote memorization practices. This can be exacerbated by the challenge ofinsufficient resources to engage students in more experiential approaches. The dominance ofstudents being directed to read and memorize for tests and examinations has been documentedas a common practice in contexts like South Africa [1], but it extends broadly across thecontinent. The authors see this as potentially leading to negatively affected self-perceptionsabout students’ ability to execute as innovators. If this is the case, the ramifications aresignificant, as technical skills and innovation are needed for the development and advancementof technology in

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

Authors

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

students’ learning processes andexperiences [1] [2]. This study used unsupervised NLP to analyze student input from two distinctacademic institutions to identify trends and insights that may guide future curricularmodifications.The main contributions of this work are twofold: first, it presents a methodological frameworkfor analyzing educational data using unsupervised NLP techniques that can be applied in similarsettings; second, it identifies key topics in student feedback that are pivotal for curricularadjustments and enhanced teaching approaches.MethodologyData Collection and PreprocessingThe study analyzed feedback from first-year Electrical and Computer Engineering (ECE)students at two academic institutions, Norwich University (NU) and

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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

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

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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

engineering school has recently launched an AI4All initiative, which hopes to equip every engineering student with an ML skillset. Introducing ML curriculum within ENES100, a required three-credit first-year engineering course, is crucial for AI4All as it introduces essential concepts at an early stage. ENES100 consists of a semester-long collaborative project where groups of eight students construct a small Arduino-powered robot (OTV) from scratch capable of autonomous navigation and mission-specific sensing and actuation, described in Table 1 below. The integration of ML within ENES100 involves a 2-hour lesson delivered by an instructor during which they learn and receive tools to use

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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

interpersonaldynamics within teams, and evaluation of team members (e.g. CATME: Purdue University [1],Tandem: University of Michigan [2]). For the team formation step, recognizing that the manualprocessing of student survey data can be laborious and difficult [3], several new digital toolshave been created to try and create idealized matching of students via algorithmic analysis ofsurvey data and assist in unburdening “the time struggle of instructors while still forming wellbalanced groups.”[4]. The introduction of generative AI, which can perform thematic andsentiment analysis on large amounts of raw, unformatted data (e.g. generated by students) canprovide a new methodology for accomplishing this task at scale. This work explores the use ofgenerative AI in

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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

commercialize the ProspectorTM hematology analyzer in Sept 2022. Dr. Chen’s main research interests are developing innovative biomaterials and nanomaterials for drug delivery, cell/tissue imaging, biosensors, and hematology analysis applications. He has co-invented multiple patents and co-authored 29 peer-reviewed journal articles and proceedings papers.Ahmed Abuhussein, Gannon University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Comprehensive Analysis and Assessment of An Introduction to Engineering and Computing CourseLongfei Zhou1,4,*,+, Varun K. Kasaraneni2,+, Longyan Chen1,+, Ahmed Abuhussein3,+, Nicholas Devine4,+1 Department of

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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

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

skills.IntroductionRemote workdays have increasingly become the “norm” for many workers. Prior to thepandemic, about 6% of US workdays were remote, with the number peaking around 50% duringthe pandemic and currently around 28% post-pandemic, according to [1]. Whether working in-person or remotely, engineers having to work with teams spread across the globe is not a newphenomenon. Engineering teams have utilized email communication, file-sharing, videoconferencing platforms, and other remote collaboration tools and processes for decades.Developing and strengthening communication and collaboration skills in engineering students isimportant in preparing them for life after college. The term 21st Century Skills (21CS) has beenin use for a long time to describe the

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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

-generation college students, including those who areprimarily “students whose parents do not have any post-secondary education experience” [1] or“students whose parents have not received a bachelor’s degree” [2]. Although first-generationstudents make up about a third of the U.S. college population [3], they are less likely to beacademically prepared for college, have a prior understanding of the college experience, or knowabout college educational expectations from their parents [4]. To help first-generation studentspersist and graduate from college, institutional retention efforts and support services, includingFederal TRIO programs (Upward Bound, Talent Search, Student Support Services), have beenimplemented and used by many colleges. Despite

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

Authors

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

placed in the Preparatory or PREP cohort. Half of the newbeginner population had ENGR 2100 included as a potential cohort class for the Spring 2024semester. Students (including those with low math placement) had the option to select anothercourse in the Essential Studies program, rather than ENGR 2100, if they desired.The student learning outcomes for ENGR 2100 are listed below. 1) Students will develop critical thinking, writing, technology, and research skills. 2) Students will demonstrate competency in accessing WMU resources and services and will make meaningful connections with faculty, staff, student leaders, and peers to facilitate success. 3) Students will understand the requirements to earn their bachelor’s degree in

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

Authors

Kapil Gangwar, Wentworth Institute of Technology

enablestudents to visualize and experiment with complex engineering concepts, conduct experimentsremotely, access interactive learning materials, collaborate with peers, analyze and interpret data,and develop programming skills. Through the integration of digital tools and technologies, first-year engineering students can benefit from hands-on learning experiences, gain opportunities forcollaborative learning and communication, and prepare themselves for the digitally focusedmodern engineering industrial world.1. Introduction:Over the past decade, there has been a significant evolution in technology, engineeringtextbooks, examples, and practice problems. This transformation has fundamentally altered ourapproach to thinking, analyzing, and solving

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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

documentation) that students could pick-and-choosefrom as needed. Highlighting the design and creation of these different chatbots, this paper firstdescribes the background technical implementation and then presents details of student use (viausage logs) and implications for further use in first-year engineering contexts.IntroductionMany industries are rapidly changing, and are predicted to continue to change, based on therelease of and widespread availability of generative artificial intelligence interfaces [1].Education is not immune, and educators across all ages are wondering what the impact will be,from good effects (teachers enacting quality pedagogical interventions to students enhancingtheir own leading experiences) to the bad (outsourcing

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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

-technical skills aretaught in first year courses and are further reinforced in upper-level engineering courses. Examplesof soft skills taught in first-year engineering courses include oral communication, presentationskills, teamwork, and project management.Soft skills are interpersonal skills that support the relationship with other people and complementthe technical skills and are essential skills to achieve organizational development andeffectiveness. Soft skills can be divided into two categories, functional and adaptive skills[1].Functional skills are related to tasks and how to solve new problems, and adaptive skills are relatedto the way in which the engineer conduct themselves and interact with their peers and theenvironment[1]. Examples of

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

Authors

Micah Lande, South Dakota School of Mines and Technology

multiple systemconsiderations like materials, time, and team roles during the design activity or challenge.Context for Pedagogical InnovationProduct development, design, and making are central to the educational mission of theDepartment of Mechanical Engineering at the South Dakota School of Mines & Technology [1].These elements form the backbone of our approach to mechanical engineering education, yetthey are inherently complex and often ambiguous for both students and faculty. Mostengineering programs in the United States include an introductory course in the first semester ofthe freshman year. This course is crucial for motivating freshman students to persist inengineering, as their other courses typically focus on math, science, and

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

Authors

Roshina Babu, The University of Utah

(FYEE): Boston, Massachusetts Jul 28 GIFTS: A Hands-on Activity for Improving Students' Understanding of Centroids in a Freshmen Engineering Mechanics CourseEngineering mechanics is a freshmen course that poses significant challenges for instructors inensuring students accurately grasp the fundamental concepts [1]. The visualization skills offreshmen students are still developing, making it difficult for them to understand many vitalconcepts in engineering mechanics [2]. Active learning strategies like hands-on activitiesintroduced in engineering mechanics education have demonstrated higher levels of conceptualunderstanding and problem-solving skills among students [3-4]. Many studies have shown thatstudents can better understand

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

Authors

Edward T. Bednarz III, Wilkes University

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

Authors

Andrew Charles Bartolini, University of Notre Dame

retrievallearning and ensure that the concepts from the previous lecture are reinforced before the nextlecture. MATLAB Grader is used for problems including variable assignment, mathematicaloperations, loops, conditionals, data structures, cell arrays, user-defined functions, plotting,arrays, and vectors. MATLAB Grader was not used to replace the longer homework assignments.Results and DiscussionBased on student feedback, students preferred MATLAB Grader over a traditional approach ofgrading (in which the students submitted code and received feedback typically within a week).Table 1 illustrates student preferences over the last two academic years. Table 1. Response Rates of Submission Preference Response

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

Authors

Gretchen Scroggin, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Latisha Puckett, University of Arkansas

Tagged Topics

Diversity

new ways to support first-year students and enhance retention. According tothe Association of American Colleges and Universities (AAC&U), High-Impact Practices (HIPs)offer significant educational benefits, especially for historically underserved groups, bycultivating substantive relationships, promoting engagement across diverse perspectives,facilitating the application of acquired knowledge, and fostering reflective processes aimed atpersonal development [1]. Students involved in HIPs are more likely to experience positiveoutcomes like academic achievement, persistence, and attainment of goals that prepare a studentto live a rewarding life [2]. It is recommended to integrate HIPs into curriculum in alignmentwith course objectives and