Conference Session

M1B: WIP - Learning Experiences 2

Collection

2019 FYEE Conference

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ludvik Alkhoury, New Jersey Institute of Technology (NJIT)

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FYEE Conference - Paper Submission

school and college as well as preparing students for the rigors of mathematics. His research interests include engineering education, excellence in instruction, water and wastewater treatment, civil engineering infrastructure, and transportation engineering.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is a University Lecturer in the department of Mechanical and Industrial Engineer- ing at New Jersey Institute of Technology. He is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application-oriented engineering math course for students placed in pre-calculus courses. He has also

Conference Session

M3B: Learning in Context 2

Collection

2019 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Christopher M Weyant, Drexel University (Eng. & Eng. Tech.); Brandon B. Terranova, Drexel University

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FYEE Conference - Paper Submission

Paper ID #28071Probability and Statistics – Early Exposure in the Engineering CurriculumDr. Roger J Marino P.E., Drexel University Roger Marino is an Associate Teaching Professor in the College of Engineering at Drexel University, Philadelphia Pennsylvania. His home Department is Civil Architectural and Environmental Engineering. Dr. Marino has 30+ years of field experience, and is licensed as a Professional Engineer in the State of New Jersey. His primary focus at Drexel is in the Freshman and Sophomore curriculums teaching courses across all disciplines.Prof. Christopher M Weyant, Drexel University (Eng. & Eng

Conference Session

T2C: GIFTS - Session C

Collection

2019 FYEE Conference

Authors

Chizhong Wang, NEW JERSEY INSTITUTE OF TECH; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

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FYEE Conference - Paper Submission

Paper ID #28084GIFTS – Utilizing MATLAB’s Online Tutorial in First-Year Engineering CoursesMr. Chizhong Wang, NEW JERSEY INSTITUTE OF TECH I am a PhD student in NJIT, Electrical & Computer Engineering department.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is a University Lecturer in the department of Mechanical and Industrial Engineer- ing at New Jersey Institute of Technology. He is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application-oriented engineering math course for

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

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

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FYEE Conference - Paper Submission

Paper ID #28049Flip-J instructional strategies in the first-year engineering design classroomDr. Olukemi Akintewe, University of South Florida Dr. Olukemi Akintewe is an instructor in the Department of Medical Engineering. She received a B.E. degree in chemical engineering from City College of New York, CUNY, a M.Sc in materials science & engineering from The Ohio State University and a Ph.D. in chemical engineering from the University of South Florida. Dr. Akintewe has focused her research in service-learning in engineering education; engi- neering predictive assessment models that supports students’ learning, classroom

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

) engaged in daily group study sessions with upper divisionengineering peer mentors who are available to provide peer assistance with developing effectivestudy strategies and solving advanced math problems in pre-calculus and calculus. In this paper,our intent is not to provide an in-depth overview and evaluation of the entire program. Instead,we focus on one, very important component of the program - the math prep seminar (i.e., Pre-Calculus/Calculus course). Herein, we capture: 1) our motivation/need to alter the format of thepre-existing Pre-Calculus/Calculus course; 2) the instructors’ philosophy and methodology forcourse content delivery in the redesigned math prep seminar; and 3) the instructors’ perceivedbenefits of the new approach. We

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jack Bringardner, NYU’s Tandon School of Engineering

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Developing a Primer for First-Year Engineering EducatorsAbstract This Work-in-Progress paper lays the foundation for a primer for first-year engineeringeducators. A first-year engineering education primer is an introductory document on thefundamentals of research related to teaching, mentoring, and coordinating the first-yearengineering experience. The motivations for the First-Year Programs Division to develop thisprimer is the transfer of research outcomes and facilitation of informed decision making forpracticing professionals. Primers are often developed in fields of study to assist with thedissemination of evidence-based best practices. New engineering educators, administrators, andadvisors who have little

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jennifer Mullin, UC Davis

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Diversity, FYEE Conference - Paper Submission

, etc.Tinkering has been defined as a type of making that sits on the more creative and improvisationalcontinuum where things could fail in unexpected and sometimes wonderful ways [1]. Thisapproach relies on materials, phenomena and models to inspire ideas along with a collaborativeculture of facilitators and fellow tinkers to support learners in realizing their ideas [2]. A learningdimensions framework for Making and Tinkering developed by the Exploratorium [3] providedguidance and structure to the “tinkering” instructional initiative for this project. Although theframework was generated with K-12 informal learning experiences in mind, it offers a promisingpedagogical approach for undergraduate engineering education. The five Learning Dimensions(LD) of

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

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Diversity, FYEE Conference - Paper Submission

similar identity traits, and they engage with similar communities in college despite thedifference in their FYE experiences.IntroductionFYE classes are often the foundation of engineering students education [1]. For many students,they set the ground for the first experience with course materials and with fellow engineeringstudents [2]. Institutions in the United States have different engineering programs, manyprograms have a common curriculum that all engineering students are required to take during thefirst year of study, while other programs have discipline-specific approaches to FYE [3]. FYEmatriculation approaches [4] and FYE course content [5] also vary significantly acrossinstitutions. Further complicating the FYE pathways, transfer

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

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Diversity, FYEE Conference - Paper Submission

programming. Toaddress these concerns, a new course named Engineering Problem Solving was created utilizingthe Student Centered Active Learning Environment with Upside-down Pedagogies (SCALE-Up)method. This class has aided in improving student retention and persistence in engineering.However, to further enhance this effect, Supplemental Instruction (SI) was added to the existingjust-in-time tutoring model already being utilized in the class. This addition was made in anattempt to increase student success within the course, especially addressing the mathematicallyunderprepared and underrepresented minority groups within UTA’s diverse engineering studentbody. SI provides a more structured studying environment in which students are led by a peergroup

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

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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

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

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FYEE Conference - Paper Submission

Paper ID #28088Helping Undeclared Engineering Students Find Their Best-Fit MajorDr. Roger J Marino P.E., Drexel University Roger Marino is an Associate Teaching Professor in the College of Engineering at Drexel University, Philadelphia Pennsylvania. His home Department is Civil Architectural and Environmental Engineering. Dr. Marino has 30+ years of field experience, and is licensed as a Professional Engineer in the State of New Jersey. His primary focus at Drexel is in the Freshman and Sophomore curriculums teaching courses across all disciplines.Mrs. Rosie Sullivan, Drexel University (Eng. & Eng. Tech.) Rosie’s

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

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FYEE Conference - Paper Submission

of the Fulton Outstanding Lecturer Award. She focuses on designing the curriculum and teaching in the freshman engineering program. She is also involved in the NAE Grand Challenge Scholars Program, the ASU ProMod project, the Engi- neering Projects in Community Service program, the Engineering Futures program, the Global Freshman Academy, and the ASU Kern Project. Dr. Zhu also designs and teaches courses in mechanical engineer- ing at ASU, including Mechanics of Materials, Mechanical Design, Mechanism Analysis and Design, Finite Element Analysis, etc. She was part of a team that designed a largely team and activity based online Introduction to Engineering course, as well as a team that developed a unique MOOC

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

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FYEE Conference - Paper Submission

, calculations and data. Survey resultsindicate positive outcomes in students’ awareness of the profession, skills required of anengineer, different disciplines, ethics, use of computer tools, core technical skills, and what realengineering problem look like. It is hoped that giving students a holistic view of engineering intheir first year, while helping them acquire the “habits of mind” [3] of professional practitioners,will provide them with a foundation for approaching the remaining curriculum with motivationand increased capacity to connect course material with their life experiences and aspirations.References[1] B. Seely, “Patterns in the History of Engineering Education Reform: A Brief Essay”,Educating the Engineer of 2020: Adapting Engineering

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

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FYEE Conference - Paper Submission

Assistant Professor of Mechanical Engineering and Coordinator of the First-Year Engi- neering experience for the T.J. Smull College of Engineering at Ohio Northern University. He previously completed his graduate studies in Mechanical Engineering at Purdue University, where he conducted re- search in both the School of Mechanical Engineering and the School of Engineering Education. Prior to Purdue, he completed his undergraduate work at the University of Tulsa, also in Mechanical Engineering. He currently teaches first-year engineering courses as well as various courses in Mechanical Engineering, primarily in the mechanics area. His pedagogical research areas include standards-based assessment and curriculum design

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

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FYEE Conference - Paper Submission

Educator’s Award, which recognized this significant shift and courseinnovations. In 2007, the ED&G course mnemonic was retired, and the mnemonic EDSGN wascreated to reflect the increased engineering design focus and new upper-division courses beingoffered through SEDTAPP.The course curriculum has always been changing and new innovations developed by the facultyadopted, although not always uniformly throughout the course sections, particularly across the 20campuses that teach EDSGN 100. Addressing the need to codify many of these innovations andto adopt more uniformity across offerings, between 2015 and 2018, the course curriculum wasonce again redesigned. This redesign reflects changing needs, standardization of course contentacross sections to

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

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Diversity, FYEE Conference - Paper Submission

Paper ID #28033Full Paper: Implementing Classroom-Scale Virtual Reality into a FreshmanEngineering Visuospatial Skills CourseDr. Jonathan R. Brown, Ohio State University Jonathan Brown (B.S., M.S. Mathematics, New Mexico Institute of Mining and Technology; Ph.D. Mate- rials Engineering, New Mexico Institute of Mining and Technology) is a research scientist in the Depart- ment of Chemical Engineering and a lecturer in the Department of Engineering Education at The Ohio State University. His background is in computer simulations and theory of polymer glasses and block copolymers for energy applications. He teaches

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

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FYEE Conference - Paper Submission

, Rapid City, SD, 2011.[19] Brake, N. A., & Curry, J. C. (2016, June), The Impact of One-Credit Introductory Engineering Courses on Engineering Self-Efficacy: Seminar v. Project-Based Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana.[20] Holloway, E., & Oakes, W. C. (2017, June), Innovative Manufacturing Education Experience for First-Year Engineering Students: Using a Seminar Course and Volunteerism to Enhance Manufacturing Skills Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.[21] Azemi, A., “Promoting Innovation and Entrepreneurship as part of an Engineering Curriculum,” Proceedings of the 2018 Frontiers in Education Conference (FIE), San Jose CA

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

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FYEE Conference - Paper Submission

modules anddesign activities are not closely aligned. In order to create a more unified experience, this paper discusses a new framework to guidethe creation and implementation of design projects for the first 8 weeks of EDSGN 100. Thisframework identifies project characteristics necessary to create a clear connection between thecontent from the modules and the successful execution of an engineering design project.Connecting the existing modules through carefully curated projects is intended to provide studentswith a more cohesive EDSGN 100 experience and allow them to clearly see how seeminglydisparate elements form the unique professional identity of an engineer. The remainder of the paperis organized as follows. Section 2 overviews the

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Haolin Zhu, Arizona State University

Tagged Topics

FYEE Conference - Paper Submission

for the lab activity? What would you do differently in the future when approaching a design problem?  Did you learn anything new about working in a team, and/or designing a solution after the first lab?Thirty one students provided consent to participate in this research study and their responseswere analyzed qualitatively. The pre-survey responses were checked to see if customer wasmentioned in their visual representations. For the post reflection, the number of reflections inwhich customer was mentioned was counted and a few specific themes were identified.In the pre-survey, only one out of the thirty one participants mentioned customer and thisparticipant indicated that s/he had been exposed to the concept of engineering

Conference Session

M3C: Mentoring into the profession

Collection

2019 FYEE Conference

Authors

Whitney Gaskins, University of Cincinnati; Dewey Burnell Clark Jr

Tagged Topics

Diversity, FYEE Conference - Paper Submission

engineers, and are attended by all selected Bridge students. TheSCLC courses meet twice a week for 2 hours in addition to the regular Calculus or Physicscourse which is part of the curriculum. Students work in 4-6 member heterogeneous groupsproviding a comfortable environment to ask questions and learn. SCLC further strengthens thelearning community built in the SSBP.Monthly Socials: To strengthen the learning community, 3 to 4 monthly socials throughout eachsemester will allow students to interact with invited professionals and upperclassmen in aninformal setting. Each monthly social will revolve around a theme and speaker(s), for example,reducing stress during midterms and finals, time management, setting high expectations,undergraduate research