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

Education. More recently, faculty in theDepartment of Engineering Education established an interdisciplinary senior design course thatcounts for capstone credit for students in three engineering majors. In addition, opportunities for experiential learning, even within majors, are limited forengineering students. The primary opportunities for hands-on project-based learning inengineering occur in the second semester of the required first-year engineering program, wherestudents participate in design teams with other engineering students, and department-basedsenior design capstones, where students within a major work in teams on a client-defined project.The first-year problem-based projects offer a rare opportunity for all engineering students

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

an open-ended project that they are able to define andchoose. This concept could create a level of self-autonomy, as it has been shown by Patall et al.[25] that the power of choice (within reasonable bounds) increase student motivation andpersistence due to the increase in self-autonomy. Respect from instructor may be increased dueto the choice, as studies in engineering education have found that choice in first-year engineeringincreased student interest in projects [26] and open-ended projects with significant choiceresulted in more student engagement [27]. In a capstone engineering course with choice, therewas a positive relationship between the tasks a team was completing and the support received bythe instructor [28]. This could also

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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

0.88 3.38 1.04 0.96 0.20 0.08 16. In the future I could see myself doing well academically at UHart. 4.38 0.51 4.23 0.83 0.69 0.57 0.22 17. In the future, I could see myself impressing a UHart professor. 4.38 0.77 3.92 1.12 0.96 1.23 0.48 18. In the future, I could see myself working closely with a professor on an independent project (such as research, honors, or capstone 4.08 1.04 4.00 1.00 1.02 0.19 0.08 thesis).Table 2. Technical writing survey form with response analysis

Collection

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

Students grouped by math placement, Common first-year courses, and access to Peer Mentoring and Academic Coaches Learning Communities Engineering fraternity/STEM sorority Collaborative Assignments and Projects Open-ended, real-world, class-based projects Undergraduate Research Honors Research and Innovation Experience and Symposium Diversity/Global Learning Project-based learning and Drill seminars ePortfolios Honors Research Experience Course Internships Drill seminarsHIPs not in FEP (Capstone, Writing Intensive Courses and Service Learning) have been excluded from Table

Collection

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

Collection

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

Authors

Micah Lande, South Dakota School of Mines and Technology

preferfocusing on essential knowledge rather than skills they believe students will acquire on the job.Duston [3] highlights concerns in teaching engineering design via capstone projects, noting thatfaculty worry about the additional time and manpower required, their lack of practical designexperience, and the perceived lack of support. Turns [37] points out that educators fear the timededicated to teaching design might detract from their other responsibilities.DiscussionWe explore how design and making-based pedagogy [38] can be integrated through pedagogicalinnovations and new activities supported by faculty. Using an “additive innovation” framework[39], which encourages sharing, remixing, and iterating ideas, both students and faculty areempowered to

Collection

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

Authors

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

projects. Currently, there are over8,200 undergraduate students in the College of Engineering, and with the current approach toteaching, most students never receive formal library instruction.Academic libraries have long been promoters of using digital badges to supplement courseworkand introduce students to information literacy skills. Badges are often used in coordination withclassroom learning and usually require collaboration between librarians and teaching faculty.The library badge itself is never the point of the course but assists the student with learning skillsthat they would not normally have time to learn during the regular course period [1]. It is evenpossible for libraries to meet accreditation requirements via the creation of badges