Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Stephany Coffman-Wolph, University of Texas, Austin; Kimberlyn Gray, West Virginia University Inst. of Tech.

Tagged Topics

Diversity, FYEE Conference Sessions

the college experience of first-generation students who participate in the First-Generation Program and those who do not. Theauthors would like to incorporate some of the activities from the First-Generation Program intoother programs to help other first-generation students.IntroductionWest Virginia University Institute of Technology (WVU Tech) is a school with approximately1600 students that heavily recruits from the local area (historically Montgomery, WV andcurrently Beckley, WV) [1]. Approximately 35% of the student population of WVU Tech arefirst-generation and 66% are either first-generation or low income. Of the students admitted inFall 2017, only 19.38% had a general ACT score above 23 [1]. The goal of this research is toidentify and

Conference Session

Technical Session VII

Collection

2018 FYEE Conference

Authors

Robert Gettens, Western New England University; Harlan E Spotts Jr., Western New England University

Tagged Topics

FYEE Conference Sessions

the next deliverable duedate following the ideation stage outlined in step 5. For the first meeting, teams are instructed tocontinue the concept ideation practiced during the class session in order to generate morepotential solution ideas. In the second meeting teams are instructed to using a screening methodto refine the total pool of concepts generated down to three to five for final solution designconsideration.The final deliverable for the ideation part of the project is a formal, business-style memo andreport outlining three alternative problem concept solutions an example of which is shown(Figure 6). For reference, participants will be given previously generated student work whichthey will adapt for their own submission.References[1] T

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Katherine M Ehlert, Clemson University; Marisa K. Orr, Clemson University; Sarah Jane Grigg, Clemson University

Tagged Topics

FYEE Conference Sessions

to specific engineering major differs, all FYE general engineering students arerequired to take a common sequence of first-year courses including calculus (2), lab science (2),general education (1), and general engineering (2) courses in the FYE program among othermajor specific program requirements. Students are advised by FYE advisors, who are a mix offaculty and staff from the general engineering program, until they are accepted into a degree-granting major, at which point the student is assigned an advisor within their new department,specific to their chosen major.Recent studies have shown that students in FYE programs are more likely to persist tograduation in their first declared major relative to other matriculation models [2], [3

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Suzanne Keilson, Loyola University Maryland; Lynne C Elkes, Loyola University Maryland

Tagged Topics

FYEE Conference Sessions

BELIEFS 1. It is important to an employer for engineers to know economics. Strongly agree Agree Disagree Strongly disagree 2. Designers should consider the political situations of countries that supply resources for products. Strongly agree Agree Disagree Strongly disagree 3. Generally speaking, I expect the price of my consumer electronics to reflect the total costs involved in making the product, including materials and labor. Strongly agree Agree Disagree Strongly disagree 4. Generally speaking, I expect the price of consumer electronics to decrease with time. Strongly agree Agree Disagree Strongly disagree 5

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Susan M Bitetti, Tufts Center for Engineering Education and Outreach; Ethan E Danahy, Tufts University

Tagged Topics

FYEE Conference Sessions

to note that there are no “Human-Centered Design” references inthe first project surveys, as that project (“Robotic Animal”) did not pose a client or specificend-user.Figure 1: First Project vs Final Project Thematic Instances in Survey QuestionsStudent Survey DataA first look at the data suggested that both at the start and finish of the semester, students had adefinition of success that went deeper than simply technical attributes. Figure 1 illustrates thecumulative number of thematic references across both questions after the first project vs the finalproject.A qualitative examination of the first project responses revealed that students tended to offermore generalized answers and lacked overall sophistication in their answers as compared

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

David Gee, Gannon University

Tagged Topics

FYEE Conference Sessions

such salary-related questions.sunlight to enter the enclosed space. As can be seen, the Interestingly, the same poll found that the older of thoseinterior surface has been painted black to enhance heat post-millennials surveyed (including the 18 year olds) wereabsorption. even more pessimistic. By a more than 3:1 ratio, they STUDENT TRENDS ON SOCIAL ISSUES believed that their generation would be worse off. Our data here are even more striking since the same USAAt

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Norwich University

Tagged Topics

FYEE Conference Sessions

connections between the course exercisesand their expected future studies both during the course and one year after completing the course.IntroductionIn the first-year engineering course sequence at Norwich University, students of civil andenvironmental (CEE), electrical and computer (ECE), and mechanical (ME) engineering, alongwith construction management (CM) learn and practice professional and technical skills thatunite engineers across all disciplines in a common, general introductory course [1]. Historically,students completed a second, common introductory course that was developed around fourmulti-week projects—one predominantly from each discipline. In this operational mode, manyinstructors felt uncomfortable supporting the larger projects

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Rod Blaine Foist, California Baptist University; Xuping Xu, California Baptist University; Timothy Gage, California Baptist University; Seth Truitt, California Baptist University; Matthias Hans Schmidt

Tagged Topics

FYEE Conference Sessions

[5], we concluded: “…the key benefits of hands-on approaches for studentsare better outcomes, seeing the relevance of math (andengineering) with real-world examples, deeperunderstanding, more enjoyment, and persistence inengineering.” VOLTMETER INTRODUCTIONThe ability to measure voltage is a fundamental need within FIGURE 2ECE and the engineering field in general. A digital multi- BLOCK DIAGRAM FOR DESIGN PROJECT: VOLTMETER + LCD.meter (or DMM), as shown in Figure 1, is a modern I. Microcontrollers and Embedded Systemsinstrument (usually hand-held) that can measure voltage,current, and resistance

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Rod B. Foist, California Baptist University; Xuping Xu, California Baptist University; Timothy Gage, California Baptist University; Seth Truitt, California Baptist University; Matthias Hans Schmidt

Tagged Topics

FYEE Conference Sessions

4.3 board and verify. We like to have students work in teams of two, but each student must build their own project, while consulting Overall, the table shows that students generally agree or their lab partner if desired. strongly agree with each of the six questions about course labs. For example, question 1 (The lab work I do for thisIV. Revisiting the Project in Second to Fourth Year Courses course is relevant to my learning) got an averageIn freshman year, this project is mostly just the building of a response/score of 4.4 (out of 5.0 maximum) for both years—“kit”, and doesn’t require much design work. But each

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Jess W. Everett, Rowan University; Scott Steiner, Rowan University

Tagged Topics

FYEE Conference Sessions

professors?PathFinder is a web-book platform successfully used to disseminate affordable web-books tostudents at a four-year university in the northeast and a nearby community college. Current workincludes expanding the platform to additional institutions. Participants at the FYEE conferencewill be provided the opportunity to discuss PathFinder (or alternatives) in particular andaffordable textbooks in general.References[1] J. Everett “Cooperatively created on-line textbooks with randomly generated assignments”,Journal of Online Engineering Education, vol. 1, pp. 10-19, 2010.[2] J. Everett, K. Mallouk, J. Morgan, J. Stanzione ( “Online Practice Problem Strategies”Journal of Online Engineering Education, vol. 5, pp. 1-9, 2014.

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Swapnil Moon, New Jersey Institute of Technology

Tagged Topics

FYEE Conference Sessions

Google Sites, categories. The above statements show that the studentsWix, Weebly etc. to build their ePortfolios. A few samples really think ePortfolios helped them in marketing forof student ePortfolios are given below as hyperlinks: employment and gave them an opportunity to illustrate theirePortfolio 1 [6] mastery in technical skills learned in their academic life.ePortfolio 2 [7] In addition to the above, students were also asked for feedback to improve the activity or general comments aboutePortfolio 3 [8

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Thomas Jaworski P.E. P.E., New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

Tagged Topics

FYEE Conference Sessions

- 2. What helped assembling the widget the fastest, i.e., 1. Carburetor was it the written instructions or accurate parts list or 2. Lunar Excursion Module (LEM) both? 3. Hologram Apparatus 3. What did you learn about an engineering design 4. Atmospheric Water Generator (AWG), aka Cloud process? Seeding Device 4. If a team finished first, who should get credit for it

Conference Session

Technical Session VII

Collection

2018 FYEE Conference

Authors

Matt Williams, Herbert Wertheim College of Engineering, First Year Advising Program

Tagged Topics

FYEE Conference Sessions

studentat the beginning of the semester. Each student has an assigned advisor who they will work withthroughout the first year. With a student-to-advisor ratio of over 430 – 1, students were onlyallotted 20 minutes to meet with their advisor during the advance registration period. Advisorsprimarily worked with students to help them plan courses during these sessions, without muchtime for development and reflective advising.The First Year Advising Program, in order to move away from this more prescriptive approach,implemented a flipped advising model in the spring 2016 semester. In this model, the student isasked to complete assignments before attending the advising session. These assignments aregeared toward helping the student create their own

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Chester Levern Miller Jr, North Carolina State University; Rachel Elizabeth Worsham, North Carolina State University; Lori Nero Ghosal, North Carolina State University

Tagged Topics

FYEE Conference Sessions

Development at North Carolina State University and serves as the Graduate Assistant for the Engineering Living Learning Village. She received her Bachelor’s in History and Peace, War, and Defense from the University of North Carolina at Chapel Hill in 2015. After graduation, Rachel became a College Adviser at John Motley Morehead High School in Eden, NC as a part of the Carolina College Advising Corps. This work helped Rachel develop a passion for ensuring college access and success for first-generation, low-income and underserved students.Dr. Lori Nero Ghosal, North Carolina State University BIOGRAPHY Lori Nero Ghosal, Ed.D., ACC Career Identity Coach NC State University lori ghosal@ncsu.edu 919.515.1557 https

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Jack Bringardner, New York University; Gunter W. Georgi, NYU’s Tandon School of Engineering; Victoria Bill, NYU Tandon School of Engineering

Tagged Topics

FYEE Conference Sessions

meeting times include a one-hour lecture, 90-minute recitation, and three-hour labeach week. Course projects are completed outside of scheduled class time, with the exception oftwo lab sessions. Recitation and lab are taught in 21 different sections with a maximum of 18students per section.In order to prepare first-year students for work in the makerspace, the first-year program facultyand teaching assistants developed new lab exercises, projects, and trainings. Each semester thereare nine lab sessions and one 12-week team project. Figure 1 depicts the timeline for theintroduction to engineering and design course. The methods section will describe the training,labs, and projects that support makerspace activities. The students completing the new

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Rosie Sullivan, Drexel University; Alison Stoute, Drexel University

Tagged Topics

FYEE Conference Sessions

orientation course, University 101 (UNIV101). Although UNIV 101 is a university-wide initiative with general requirements, the Collegeof Engineering modified the course content to accommodate incoming engineering students. Theaverage class size was 27 students. Topics taught in the course varied weekly and included:navigating the campus; finding available resources at the University; how to schedule classes;defining what sub-disciplines of study were available in each of the specific engineeringdisciplines; and interacting with Professors who came into the classroom as Guest Speakers totalk about their research or how they became professors. The courses were taught byUndergraduate Advisors (typically matching the Advisors with their Advisees in the

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Stephen Roberts, University of Florida

Tagged Topics

FYEE Conference Sessions

challenges that negatively impact first-year student success. The summer componentincludes abbreviated classes in General Chemistry, Calculus, Project Design, Introduction toResearch, Health and Fitness and Machine Learning. Additional activities include, evening studyhalls, corporate tours, a corporate speaker series and student development workshops aimed topromote the holistic development of the student (An Academic, Professional and Personal HolisticDevelopment Model). The non-residential component of the STEPUP program takes place duringthe fall and spring semester and involves peer mentoring, academic support and additional A.P.PHolistic Development programming.History of the Summer-Bridge Program at UFIn 1994, The University of Florida

Conference Session

Technical Session X

Collection

2018 FYEE Conference

Authors

John Krupczak Jr, Hope College

Tagged Topics

FYEE Conference Sessions

. Generally such Introduction to Engineering courses do not have significantconstituencies of undecided students exploring engineering as a career option. This is regrettablebecause it has been shown that non-engineers have a high interest in understanding how thingswork and in having a more empowered relationship with technology [1]. Lack of an appealinggateway course could be partly responsible for the lack of gender and ethnic diversity inengineering.Method:To develop an Introduction to Engineering course that can meet the needs ofundergraduates with varying degrees of commitment to engineering an approach was developedthat focuses on the nature of technological systems and the various processes utilized by

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Hyunjae Park, Marquette University

Tagged Topics

FYEE Conference Sessions

Table II shows the summary of different customers’freshman engineering students’ entrepreneurial mindset behaviors for two sample/example products/services selecteddefined by the Kern Entrepreneurial Engineering Network for the session 1. It can be seen that the sustaining(KEEN) [3]. technologies and their products/services commonly target to the under-served customers, while the disruptive ones forSESSION 1: INTRODUCTION TO SUSTAINING AND both the over-served and not-served customers because of DISRUPTIVE TECHNOLOGIES AND TYPES OF existence of a room or

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Todd France, Ohio Northern University; Brittney Lynn Masters, Ohio Northern University

Tagged Topics

FYEE Conference Sessions

fewer quantities, students discussed the importance of presenting to an audience,learning basic CAD skills (the only technical skill reported by more than two students in eitherset of data), as well as improvements to their design thinking and problem solving capabilities.Some students felt there was no value to the experience, or viewed it as busy work, most oftenbecause they felt the content was too general to be of any real use specific to their own majors,and because it was viewed as disjointed, “jumping from one topic to the next,” as one studentexplained.RecommendationsGiven an open slate to design their own first-year engineering experience, the students were notshy about offering suggestions. Yet other than a few key commonalities, the

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Edmund Tsang, Western Michigan University; Lenore H Yaeger, Western Michigan Univeristy; Katherine N. Fox, Western Michigan University; Rebecca A. Scheffers, Western Michigan University; Dannielle Marie Curtis, Western Michigan University; Lindsay Gove, Western Michigan University

Tagged Topics

FYEE Conference Sessions

design project.In EXEP Cohort, students are registered for fall semester during summer orientation into thesame section of Algebra II, a First-Year CEAS Experience (ENGR 2100), and Introduction toEngineering Analysis (ENGR 1002). Depending on a student’s intended CEAS major, a fourthcourse – Engineering Graphics – or General Education course(s) are added to the schedule toattain full-time academic status, which is at least 12 credit hours. For the spring semester, afterthe EXEP students passed Algebra II with a grade of B or higher and are in Pre-Engineering orPre-Engineering Technology or Computer Science, they are registered into the same sections ofPrecalculus, Technical Communication, and General Chemistry I and Lab. Students add a CEASmajor

Conference Session

Technical Session VIII

Collection

2018 FYEE Conference

Authors

Nora Honken, University of Cincinnati

Tagged Topics

FYEE Conference Sessions

Resources, Inc. 1997.[3] Eccles, J. S., & Wigfield, A. , “Motivational beliefs, values, and goals”, Annual Review of Psychology, 53(1), pp. 109-132, 2002[4] Honken, N. & Ralston, P. “Freshman engineering retention: A holistic look”. Journal of STEM Education: Innovations and Research, 14(2), pp. 29-37, 1997.[5] Anderson-Rowland, Mary R. "Understanding freshman engineering student retention through a survey", Engineering Student Retention: Reducing Attrition and Improving Graduation Rates of Upperclassmen Engineering Students. An Annotated Bibliography, pp. 1-9, 1997.[6] Microsoft. “Microsoft releases national survey findings on how to inspire the next generation of doctors, scientists, software developers and

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Natalie C.T. Van Tyne, Virginia Tech

Tagged Topics

FYEE Conference Sessions

could use this knowledge. Ourgoal is to measure individual progress over the course of a semester by using a repeatable andinternally developed rubric for grading the assignments, and comparing participants’ responsesover time to the intellectual development scales found in the Perry Model and in the ReflectiveJudgement Stages of King and Kitchener.IntroductionThe Engineering Competency Model contains five tiers of competence: Personal Effectiveness,Academic Competencies, Workplace Competencies, Industry-Wide Technical Competencies,and Industry-Sector Functional Areas. [1] We assert that specific competencies in Adaptabilityand Flexibility, Lifelong Learning, Critical Thinking, Creative Thinking and Engineering Ethicsare enhanced through

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Lunal Khuon, Drexel University; M. Eric Carr, Drexel University (Eng. & Eng. Tech.); Yalcin Ertekin, Drexel University (Tech.) (MERGED)

Tagged Topics

FYEE Conference Sessions

. course section; both instructors, a graduate teaching assistant (fellow), and two undergraduate teaching assistants COURSE STRUCTURE (mentors) were present at all lab sessions to interact with theTable 1 shows the course structure and schedule for the students. Following lessons learned from teaching theAutonomous Robot Vehicle section of ENGR 101, the first introductory Engineering Technology course on which thiscourse in the three-course engineering design laboratory section was based, the instructors recommended that teamssequence beginning in the fall quarter

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University; Krista M Kecskemety, Ohio State University; Deborah M. Grzybowski, Ohio State University; Monica Farmer Cox, Ohio State University

Tagged Topics

FYEE Conference Sessions

the operationalization of LMMI in thecontext of EML which will inform future curriculum development, particularly for large first-year engineering design and project-based learning courses.References[1] A. J. Dutson, R. H. Todd, S. P. Magleby, and C. D. Sorensen, “A review of literature on teaching engineering design through project-oriented capstone courses,” J. Eng. Educ., vol. 86, no. 1, pp. 17–28, 1997.[2] D. Clive et al., “Engineering design thinking, teaching, and learning,” J. Eng. Educ., no. January, pp. 103–120, 2005.[3] C. Charyton and J. A. Merrill, “Assessing general creativity and creative engineering design in first year engineering students,” J. Eng. Educ., vol. 98, no. 2, pp. 145–156, 2009.[4

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Louie Elliott, University of Tennessee at Chattanooga

Tagged Topics

FYEE Conference Sessions

opportunities at the copies of a six inch standard dog-bone for tension testingfirst year level which is critical to the development of which are shown in Figure 1.successful student research methodologies and achievingscholarly publications.Index Terms – additive manufacturing, 3D printing, materialtesting, student research. INTRODUCTIONThe benefits of additive manufacturing (A.M.) and the impacton traditional manufacturing industries have been well FIGURE 1established [1]. In fact, A.M. has been called the next COMPRESSION AND TENSION TESTING SAMPLES.industrial revolution [2]. However

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Jaskirat Sodhi, New Jersey Institute of Technology

Tagged Topics

FYEE Conference Sessions

at the vectors and trigonometry for use in introductory engineeringend of the semester. The question specifically asked was – mathematics courses. Upon completing the lab, students“Please comment on the physical l abs that you did. Did those should be able to:help you understand the topic better than the virtual labs?” 1. Understand 2D vectors and apply them toListed below are some of the comments received categorized engineering problems.as positive, neutral and negative. In general, the students 2. Understand and apply the law of cosines.liked having a hands-on experience and could understand the 3. Be able to perform the direct kinematics for two-concept better. A couple of

Conference Session

Technical Session VII

Collection

2018 FYEE Conference

Authors

Dan Burleson, University of Houston; Erin J. McCave, University of Houston

Tagged Topics

FYEE Conference Sessions

development in the First Year Experience at the University of Houston, the Course Coordinator for ENGI 1331 (Computing and Problem Solving), and is the outreach and student organization director the Program for Mastery in Engineering Studies (PROMES).Dr. Erin J. McCave, University of Houston Erin is an Instructional Assistant Professor in the Cullen College of Engineering at the University of Houston. She joined the University of Houston after completing a postdoctoral/lecturer position split between the General Engineering program and the Engineering & Science Education Department and a Ph.D. in Bioengineering from Clemson University. Erin’s research interests include preparing students for their sophomore year

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

James R McCusker PhD, Wentworth Institute of Technology; Aaron Carpenter, Wentworth Institute of Technology

Tagged Topics

FYEE Conference Sessions

Session W1A TABLE 1 Notebook Assessment Rubric Performance Criteria Unsatisfactory 1 Developing 2 Satisfactory 3 Exemplary 4 Common formatting Infrequent formatting More than 2 required mistakes/oversight. At least All required elements are oversight or mistakes. All formatting

Conference Session

Technical Session VIII

Collection

2018 FYEE Conference

Authors

Cheryl A Bodnar, Rowan University; Daniel D. Burkey, University of Connecticut; Daniel D. Anastasio, Rose-Hulman Institute of Technology; Scott Duplicate Streiner, Rowan University

Tagged Topics

FYEE Conference Sessions

the latter being the most prevalent [1]. The results suggested there isgeneral consensus that student learning and attitudes improve with game-based activities.However, additional research needs to be done in the engineering education community toexplore game-based learning strategies and continue to evaluate their effectiveness.Three examples of game approaches in engineering education include one-off games,badges/points/leaderboard examples, and the introduction of narrative elements into the class.One-Off Games: One-off games are completed in a single sitting. They generally are easy to setup, explain, play, and debrief in a constrained time frame. Many faculty may already use one-offgames without realizing it - for example, a Jeopardy