Conference Session

M1C: WIP - Readiness and Professional Development

Collection

2019 FYEE Conference

Authors

Emily Sandvall, Baylor University - ECS; Sarah Miller, Baylor University; Hannah Glisson, Baylor University - ECS

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FYEE Conference - Paper Submission

influenced heavily by out-of-class involvement, as wellby faculty and peer interaction [3,4,5]. By providing opportunities for students to get involved inan intentionally-structured residential community and enlisting faculty support, living-learningprograms are able to increase students’ engagement [6] in a way that positively impacts theircognitive and affective development [7].In 2004, the School of Engineering and Computer Science (ECS) at Baylor University opened itsfirst living-learning program in response to conversation among students who expressed a desireto live with others embarking on a similar academic journey. The ECS Living-Learning Center(LLC) included a faculty-in-residence, structured programming to serve the population,leadership

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Maria J Evans, Penn State Brandywine; Ivan E. Esparragoza, Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

, and Seeing the Big Picture. Additionally,faculty are encouraged to incorporate elements of making, CAD, and spreadsheet use into theircurriculum. There is an emphasis on collaboration and group project work. The seven attributesof a World Class Engineer, as defined by Penn State’s School of Engineering Design,Technology, and Professional Programs (SEDTAPP), include being solidly grounded,technically broad, globally engaged, ethical, innovative, an excellent collaborator, and visionaryleaders. At Penn State Brandywine, a small campus of about 70 engineering students per year,the ability to help students become globally engaged, as well as to develop internationalcommunication skills, has been emphasized by incorporating a design project that

Conference Session

M3A: Learning in Context 1

Collection

2019 FYEE Conference

Authors

Xiaohong Wang, University of Wisconsin, Platteville

Tagged Topics

FYEE Conference - Paper Submission

andLearning, 41. San Francisco, CA: Jossey-Bass, 1990 Spring.[2] Inkelas, K. K. The tide on which all boats rise: The effects of living-learning participation onundergraduate outcomes at the University of Michigan. Ann Arbor: University Housing, 1999.[3] Smith, B. L.The challenge of learning communities as a growing national movement. AAC&Upeer review, 4(1), 2001, Summer/Fall.[4] Garrett, M.D., & Zabriske, M.S. The influence of living learning program participation onstudent-faculty interaction. The Journal of College and University Student Housing, 33(1), 38-44, 2004.[5] Zhao, C.M., & Kuh, G.D. (2004). Adding value: Learning communities and studentengagement. Research in Higher Education, 45(2), 115-138, 2004.[6] Kuh, G. D. High-impact

Conference Session

T1A: Readiness 1

Collection

2019 FYEE Conference

Authors

Brian Robert Moore, Rowan University; John Austin Schneider, Rowan University; Scott Duplicate Streiner, Rowan University

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FYEE Conference - Paper Submission

higher education leadershipbelieve those students who are able to work effectively with colleagues across national, cultural,and ethical boundaries will be more prepared and successful post-graduation. Research has shownthat international experiences, like study abroad, have a positive impact on students’ globalperspectives.5,6 Unfortunately, a variety of barriers exist (perceived and otherwise) 7-9 that makeit difficult for engineering students to engage in an international experience like study abroad.Even though the most recent data available indicates that STEM majors account for almost 26%of the number of students participating in study abroad in 2016/2017 (up from 17.5% in2006/2007), STEM majors (especially engineering) still remain

Conference Session

T1B: Developing foundations in Science

Collection

2019 FYEE Conference

Authors

David Joseph Ewing, University of Texas, Arlington; Catherine Mary Unite, University of Texas at Arlington (UTA); Christina Natasha Miller, University of Texas at Arlington; Cedric Shelby, University of Texas at Arlington

Tagged Topics

Diversity, FYEE Conference - Paper Submission

tutoring, group tutoring, drop-in tutoring clinics, and SupplementalInstruction. These peer-led academic resources provide increased student success withoutsignificant financial demands. Providing opportunities for students to engage in discussion andproblem solving outside of the class is helping to prepare these students for a future inengineering, where programs are increasingly asked to demonstrate competencies of working ingroups and being able to engage in problem solving [5]. “Just-in-time” tutoring techniques,utilized by the Engineering Clinic, focus on addressing student questions as they arise, in a drop-in style group setting. Clinics using this technique require fewer financial resources; however,there are few studies relating to the

Conference Session

M1C: WIP - Readiness and Professional Development

Collection

2019 FYEE Conference

Authors

Soundouss Sassi, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Abigail Clark, Ohio State University; Jane Petrie

Tagged Topics

Diversity, FYEE Conference - Paper Submission

students may experience FYE intheir second or third year of overall study. To design better FYE experiences, it is important forthe engineering education research community to systematically examine the impacts thatdifferent FYE designs have on students’ pathways into and through engineering.This WIP is part of a larger study that posits that different FYE paths that students take influencetheir engineering identity and their engineering communities [6]. In this paper, we focus onveterans as a case of non-traditional FYE students. A 2014 systematic review of veterans inhigher education identified cases where veterans outperformed their civilian counterparts as wellas cases where there was no significant difference in academic performance [7]. This

Conference Session

M1C: WIP - Readiness and Professional Development

Collection

2019 FYEE Conference

Authors

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

Tagged Topics

Diversity, FYEE Conference - Paper Submission

judgingsuccess. Potential collaborators working with similar student groups are also sought toinvestigate outcomes across multiple campuses.IntroductionThe College of Engineering and Applied Sciences (CEAS) at a midwestern university offersthirteen ABET accredited undergraduate engineering programs. CEAS also offers elevenmaster’s programs and seven doctoral programs. Fall 2018 enrollment consisted of 3,031students, including 2,449 undergraduates and 582 graduate students.Indiana University’s National Survey of Student Engagement (NSSE) recognizes that placingfirst-year students into learning communities or cohorts is one of six high-impact practices thatpositively affects both student success and retention [1]. Gabelnick et al. also recognizes

Conference Session

M1B: WIP - Learning Experiences 2

Collection

2019 FYEE Conference

Authors

Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College; Josh Mattes, Sitting Bull College; Michael Maloy Parker, Cankdeska Cikana Community College; Lori Nelson, Nueta Hidatsa Sahnish College; Ann Vallie; Karl Haefner

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Diversity, FYEE Conference - Paper Submission

Work-In-Progress: Addressing Student Attitudes and General Study Skills through a New Hybrid Distance Learning Model, or NHDLM.ABSTRACT:This paper will describe efforts to impact student attitudes and basic study skills throughthe application of a new hybrid distance learning model, or NHDLM. The program triesto impact Native American students participating in a pre-engineering program whileattending widely separated institutions. The critical factor is not only the advancementalong Bloom’s taxonomy from memorization to synthesis in the particular engineeringand basic sciences, but it also includes the development of intrinsic reward systemleading to perseverance and adaptability within the

Conference Session

M1B: WIP - Learning Experiences 2

Collection

2019 FYEE Conference

Authors

Nicole P. Pitterson, Virginia Polytechnic Institute & State University; Todd P. Shuba, Virginia Tech

Tagged Topics

FYEE Conference - Paper Submission

Work in Progress: Exploring instructors’ decision-making processes on the use of evidence-based instructional practices (EBIPs) in first-year engineering coursesAbstractEvidence-based instructional practices (EBIPs) are pedagogical practices demonstrated byvalidated research findings to have a significant impact on student learning. These practicesencompass learner-centered learning environments, including guided inquiry, frequent formativefeedback, guided notes, and demonstrations, and knowledge-centered learning environments,including problem-based learning, and just-in-time teaching. Over the last twenty years,engineering educators have sought to create engaging learning experiences for students. However,while some educators have had

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Bonnie S. Boardman, University of Texas, Arlington; Lynn L. Peterson, University of Texas, Arlington; Nancy L Michael, University of Texas, Arlington

Tagged Topics

FYEE Conference - Paper Submission

the feeling that theclass was “checked out” when it wasn’t their major being presented. The class instructor had amajor impact on mitigating this effect. When the instructor was engaged with the presenter andpointing out interesting issues, the students stayed engaged, regardless of declared major.

Conference Session

M3C: Mentoring into the profession

Collection

2019 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Rosie Sullivan, Drexel University (Eng. & Eng. Tech.); Dionne Gordon-Starks, College of Engineering, Drexel University

Tagged Topics

FYEE Conference - Paper Submission

students acclimate to life at the University. Topics such as timemanagement, course registration, academic policies and campus resources are discussed in thecourse. Sections were all advisor-taught and were designated by special populations(Engineering Learning Community, Peer Mentor, transfer), and by major for a total of 31sections. UNIV E101 instructors met bi-weekly as a group to discuss course assignments, lessonplans, and policies, and to share ideas on topics like student engagement, and classroominteraction and management. For Academic Year 2018/19, (AY 1819) COE administered UNIVE101 using a similar model as the previous year - that being an in-person, seminar-style deliveryformat.components of the courseAlthough the delivery format of

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Daniel Tai Klawson, University of Maryland, College Park; Nathaniel Alexander Ferlic, University of Maryland; Cheng Peng, University of Maryland, College Park

Tagged Topics

FYEE Conference - Paper Submission

course provides II. EQUIPMENT SETUPfirst-year students with a glimpse into the broad field of ECEthrough high-level hands-on labs, with the goal of increasing The equipment includes the Microsoft Kinect for Xbox 360,student retention rates and boosting performance in sophomore- a Windows 10 PC, and open source libraries included inyear courses; preliminary results have shown an upward trend in OpenNi, NiTE2, and OpenCV. The Kinect was chosen for itsmajor retention and a downward trend in failures. Faculty- unique sensing capability that allow simultaneous imageproposed modules cover a wide range of sub-disciplines in ECE,including optical communications, internet of things, and

Conference Session

M3B: Learning in Context 2

Collection

2019 FYEE Conference

Authors

Darlene Spracklin-Reid P.Eng., Memorial University; Geoff Rideout, Memorial University of Newfoundland

Tagged Topics

FYEE Conference - Paper Submission

Professor at Memorial University, teaching mechanics and design. His research areas are automated modeling, vehicle dynamics and control, vibration-assisted drilling, and nondestructive testing of power transmission line poles. 2019 FYEE Conference : Penn State University , Pennsylvania Jul 28 Full Paper: Increasing First-Year Student Motivation and Core Technical Knowledge Through Case StudiesIn engineering programs with a common first year, students may feel more like they are in Grade13 than new members of an engineering community, working towards qualification to enter anexciting and impactful profession. A primary goal of “Engineering One” (EO) at MemorialUniversity is to help students

Conference Session

M3A: Learning in Context 1

Collection

2019 FYEE Conference

Authors

Hyunjae Park, MARQUETTE UNIVERSITY

Tagged Topics

FYEE Conference - Paper Submission

year (one per semester) for the last three engineering entrepreneurial mindset. As a result, they will beyears – once at the beginning of the first (fall) semester able to critically think as experienced and professionaland another at the end of the second (spring) semester. engineers.The new survey results obtained for the last three years During the first semester, in order to meet the coursewere then compared and analyzed to previously collected objectives, students are asked to find guided and creativeresults. This analysis has provided insight on how appropriate solutions to a selection of various multi-freshman engineering students learn to identify an disciplinary engineering problems

Conference Session

M2A: Learning By Design 1

Collection

2019 FYEE Conference

Authors

Nicholas A Meisel, The Pennsylvania State University; Sarah C Ritter, Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

self-contained, transportable maker cart system, toengage cornerstone engineering design students with AM’s design opportunities. The portability of the system discussed in this paper makes it capable of both formal andinformal learning contexts and allows students to directly observe and reflect on themanufacturability of their designs. Similar, but less extensive, carts have been steadily growing inpopularity among libraries and K-12 institutions across the nation [9–11]; however, they are oftenlimited to spectacle, without proper curriculum to support their use. Section 2 of this paperdescribes in more detail the design of the maker cart system, including the key componentsincluded in the system and how they support design and AM

Conference Session

M3B: Learning in Context 2

Collection

2019 FYEE Conference

Authors

Kevin D. Dahm, Rowan University; Cheryl A Bodnar, Rowan University; Scott Duplicate Streiner, Rowan University; Kauser Jahan, Rowan University; Richard T. Cimino, Rowan University

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FYEE Conference - Paper Submission

economics, and assessment of student learning.Dr. Cheryl A Bodnar, Rowan University Cheryl A. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Experiential Engineering Education at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learn- ing techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. She obtained her certifica- tion as a Training and Development Professional (CTDP) from the Canadian Society for Training and Development (CSTD

Conference Session

T1C: Developing Foundations in Mathematics

Collection

2019 FYEE Conference

Authors

Jacquelyn Huff, Pennsylvania State University, University Park; Kristi J. Shryock, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Danisha Stern, Texas A&M University; Sonia Garcia, Texas A&M University; Shawna Fletcher, Texas A&M University

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FYEE Conference - Paper Submission

Paper ID #28025 of African American and Hispanic students in engineering. Garcia also directs community-building and peer-mentorship programs for undergraduate and graduate students, giving underrepresented students the opportunity to build confidence and camaraderie. These programs include the Engineering Success Pro- gram, established to provide academic support to first-generation underrepresented college students, and the Engineering Learning Community Introduction to Research Program, a high impact learning and re- search opportunity called ELCIR Program that offers freshmen underrepresented engineering students a chance to participate in a one-credit class and research project while gaining global experience

Conference Session

T1A: Readiness 1

Collection

2019 FYEE Conference

Authors

Nicholas A Meisel, The Pennsylvania State University; Sarah C Ritter, Pennsylvania State University, University Park; Christopher McComb, Pennsylvania State University, University Park; Jessica Dolores Menold, Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

existing project, the fundamental underlying goal of the original challenge mustbe identified. The original challenge is not necessarily about designing a desk from cardboard; itis about teaching students to consider the reuse of traditional waste materials to impact theenvironment. By identifying this fundamental goal, we now have a compelling reason for theexistence of the design project; one that merits a deep dive into a systematic design process over8 weeks. Several alternative problems are also identified and incorporated into the project. Whilethe problems deal with the same underlying goal (i.e., reusing cast-off materials), the contexts aresignificantly different. This may serve to engage a larger range of students in the project. The

Conference Session

M3B: Learning in Context 2

Collection

2019 FYEE Conference

Authors

Haolin Zhu, Arizona State University; Alicia Baumann, Arizona State University; Gary Lichtenstein, Arizona State University

Tagged Topics

FYEE Conference - Paper Submission

, noticing and reflecting on the results, and possibly getting feedbackfrom someone else” (Felder & Brent, 2016, p.3). We understand that the assumption underlyingthe rubric will not hold in all cases in all courses. We reason, however, that the target EMbehaviors are performance-based and therefore can only be internalized through practice.Therefore, weighting skill development over lecture is appropriate. We reason that assessmentincreases impact. Gibbs (1999) argues that “assessment is the most powerful lever teachers haveto influence the way students respond to courses and behave as learners” (p. 41). Grades raisethe stakes of student learning, particularly when assessment is preceded by skill development,which increases reinforcement of

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Asad Azemi, Pennsylvania State University, Brandywine; Maria Jane Evans, Penn State Brandywine; Ivan E. Esparragoza, Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

the lives of our students by helpingthem to obtain necessary skills that would help them in their study and their life. We realizedthat to accomplish our goals we need to make sure that our students have an in-depth knowledgeof their major field of study, broad understanding of the engineering and its impact on society,skills in communication and critical inquiry, multi-cultural and global perspectives, activeparticipation in professional communities, and a clear understanding of ethical choices inherentin human development. To accomplish these objectives, the following topics, with theanticipated outcomes, were developed:Topics Covered: 1. Keys to success in Engineering Study 2. Success in the Classroom 3. Problem Solving 4. Personal

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Topics

FYEE Conference - Paper Submission

students to mentor middle school youth. 2019 FYEE Conference : Penn State University , Pennsylvania Jul 28 Kite based measurement systems for service-learning in informal settingsThis is an abstract for a work-in-progress paper at the First Year Engineering Experienceconference. Aerospace Curriculum for Community Engaged Learning, Education Research,Aeropod Technology, and Empowerment (ACCELERATE) is a service-learning project forteaching of STEM to first-year undergraduate engineering students and pre-service teachersthrough kite-based instrumentation payloads called Aeropods. The project is a collaborationbetween engineering and education at University of South Florida and NASA.During each academic year

Conference Session

M1C: WIP - Readiness and Professional Development

Collection

2019 FYEE Conference

Authors

Jennifer L Johrendt, University of Windsor; Jennifer Laura Sears, University of Windsor

Tagged Topics

Diversity, FYEE Conference - Paper Submission

all first-year students who take acommon set of courses. In addition, WINONE offers extensive outreach programming to localschools and community organizations and performs recruitment for all undergraduate programsin the Faculty of Engineering.The University of Windsor has specifically focused resources to support the student experienceas described in its Strategic Mandate Agreement with the Government of Ontario (SMA) [1].Associated programming should produce improved students’ perceptions of their post-secondaryexperience. In addition to using institutional retention metrics as one indicator of studentexperience, the National Survey of Student Engagement (NSSE) is a tool that is useful ingauging the long-term effectiveness of the proposed

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Haolin Zhu, Arizona State University

Tagged Topics

FYEE Conference - Paper Submission

that developed a unique MOOC introduc- tion to engineering course for the Global Freshman Academy. Her Ph.D. research focuses on multi-scale multiphase modeling and numerical analysis of coupled large viscoelastic deformation and fluid transport in swelling porous materials, but she is currently interested in various topics in the field of engineering education, such as innovative teaching pedagogies for increased retention and student motivation; innova- tions in non-traditional delivery methods, incorporation of the Entrepreneurial Mindset in the engineering curriculum and its impact. 2019 FYEE Conference : Penn State University , Pennsylvania Jul 28 Full Paper: Can a First Day Activity Help

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Schinnel Kylan Small, University of South Florida

Tagged Topics

FYEE Conference - Paper Submission

paper is topresent one strategy for Jigsaw called “Flip-J” in a large, interdisciplinary, first-year engineeringdesign course and discuss its characteristics considering quality cooperative learning.MethodFirst-year Interdisciplinary Engineering Course Structure: At [blinded], first-yearengineering and computing students are mandated to take a 3-credit, interdisciplinary [blinded]course. Seven sections of the course were offered in the Fall of 2018 with approximately 90students per section. The course is based on service-learning therefore students work on projectswith a designated community partner in teams of up to 5 students per group. Through weeklyguides, students are to develop functional prototypes by the end of the semester by using

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Jonathan R. Brown, Ohio State University; Irina Kuznetcova, The Ohio State University; Ethan Kirk Andersen; Nick H Abbott; Deborah M. Grzybowski, Ohio State University; Christopher Douglas Porter, The Ohio State University Department of Physics

Tagged Topics

Diversity, FYEE Conference - Paper Submission

VR application and communicated with their non-VR partner to completeinteractive visuospatial problems. We evaluated progress using pre- and post-module quizzes,and gains were significantly higher when students were given the experimental VR instructionthan when they were not. Students were also interviewed at the beginning and end of the course,explaining their thinking as they worked visuospatial problems. By using this smartphone-basedapproach, we were able to implement a VR intervention on the classroom-scale, with eachstudent having simultaneous access to the VR content.IntroductionVisuospatial skills have been shown to be a crucial predictor of success of students in STEM[1]–[5]. However, not every incoming engineering freshman excels

Conference Session

M3C: Mentoring into the profession

Collection

2019 FYEE Conference

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Norwich University; Michael W. Prairie, Norwich University; Seth H. Frisbie, Norwich University

Tagged Topics

FYEE Conference - Paper Submission

contexts of the aforementioned design project, detail the evolution of the project overmultiple iterations, discuss how the project reinforces key embedded system programming skillsthat students have been developing throughout the course [1], and show how the project is usedto introduce more advanced electrical engineering concepts. Following the presentation of theproject details, a discussion of student attitudes and lessons learned from multiple executions ispresented. The discussion explores the impacts on student commitment, effort, and performance.Educational MotivationEngaging first-year engineering students with projects rooted in real-world problems can helpkeep the students engaged both in the project as well as the course overall. In

Conference Session

M1B: WIP - Learning Experiences 2

Collection

2019 FYEE Conference

Authors

Sara Willner-Giwerc, Tufts University; Kristen B Wendell, Tufts University

Tagged Topics

FYEE Conference - Paper Submission

Reason Collected Pre/Post Surveys • Demographic information • Measure shifts in attitudes and opinions about computational thinking • Measure growth in computational content knowledge Collaboration • Indicate whether or not the distributed expertise model had any impact Surveys on group dynamics. One-on-one Student • Hear detailed accounts of learning Interviews • Better understand how students perceive computational thinking and engage with the content. Student Artifacts • All student coursework (homework assignments, projects, lab reports/submissions, exams, etc.) was collected

Conference Session

M2B: Learning in teams

Collection

2019 FYEE Conference

Authors

Todd France, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Lauren H. Logan, Ohio Northern University

Tagged Topics

FYEE Conference - Paper Submission

designed and have used it as a talking point in several interviews.”… due to impacting the community: - “…my personal learning experience seemed like a bonus in comparison to the good it brings the kids who use the therapy board cube.”… something the hypothetical course project would have lacked: - “…although it is challenging I know that all the work I am doing will be actually used in the future instead of just scraped [sic].”One of the most common student complaints about the first-year engineering course sequence atOhio Northern University is the out-of-class time required to complete assignments, mostnotably due to the group project – students generally report an average of about 5½ hours ofwork out of class per week

Conference Session

M2A: Learning By Design 1

Collection

2019 FYEE Conference

Authors

Sarah C Ritter, Pennsylvania State University, University Park; Sven G. Bilén P.E., Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

; and (6) grand challenges. Each of the modules is comprised of two or threelessons that introduce each topic, with lessons accompanied by hands-on activities and in- andout-of-class reflections to actively engage the students.World-Class Engineering Attributes: This module is comprised of three lessons—world-classengineering attributes, teamwork, and leadership and ethics—that are broadly applicable to anyengineering discipline. These lessons invite the students to reflect on their own experiences, theirown motivations for pursuing engineering, and to think more broadly about the role ofengineering and engineers in society.Systems Thinking and Sustainability: This module incorporates core lessons on seeing the “bigpicture”, i.e., systems