Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Rizk, Duke University

Tagged Divisions

First-Year Programs Division (FYP)

their positive feelings towardEGR101 Connections. All of the students either agreed or strongly agreed that Connections washelpful in connecting them with other students and in connecting ideas from the first-year designcourse with life beyond the course. All of the students strongly agreed that the Connectionsexperience was valuable and worthwhile and that they would recommend it to future students.The responses to the open-ended questions indicate that participants in Connections valuedmeeting and discussing with other students who were going through a similar experience (thefirst-year design course and being first-year engineering students) but who could providedifferent perspectives. Many students also felt supported by the group. The

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Esme Eleanor Abbot, Franklin W. Olin College of Engineering; Berwin Lan, Franklin W. Olin College of Engineering; Luke Raus, Franklin W. Olin College of Engineering; Bill Fan, Franklin W. Olin College of Engineering; Zachary del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FYP)

Autoethnographic Exploration of STEAM (STEM + the Arts) Education,” J. Eng. Educ., vol. 105, no. 1, pp. 15–42, Jan. 2016, doi: 10.1002/jee.20112.[18] S. Chowdhary, S. Daitzman, R. Eisenbud, E. Pan, and E. Graeff, “Care and Liberation in Creating a Student-Led Public Interest Technology Clinic,” in 2020 IEEE International Symposium on Technology and Society (ISTAS), Tempe, AZ, USA: IEEE, Nov. 2020, pp. 164–175. doi: 10.1109/ISTAS50296.2020.9462188.[19] J. S. Cicek, P. K. Sheridan, L. A. Kuley, and R. Paul, “Through ‘Collaborative Autoethnography’: Researchers Explore Their Role as Participants in Characterizing the Identities of Engineering Education Graduate Students in Canada,” presented at the 2017 ASEE Annual Conference &

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Miriam Howland Cummings Ph.D., University of Colorado Denver; William Taylor Schupbach; Tom Altman; Michael S. Jacobson; Katherine Goodman, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver

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First-Year Programs Division (FYP)

Paper ID #38596Making Meaning through Mentorship: A Student-Led Layered Peer Men-torshipProgramMiriam Howland Cummings Ph.D., University of Colorado Denver Miriam Howland Cummings is a mixed methods social science researcher. She earned a BA from Rice University and recently completed a PhD from the University of Colorado Denver while serving as a graduate research assistant for the Urban STEM Collaboratory. Dr. Howland Cummings’ research focuses on engineering education, K-12 education, and the measurement of latent constructs.William Taylor SchupbachProf. Tom Altman Tom Altman received his B.S. degrees in Computer Science

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura K. Alford, University of Michigan; James A. Juett, University of Michigan ; Heather Rypkema, University of Michigan

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First-Year Programs Division (FYP)

Paper ID #42122Investigating the Effects of Prerequisite CS1 Options for a CS2 Course Throughan Analysis of Student Project Scores in CS2Dr. Laura K. Alford, University of Michigan Laura K. Alford is a Lecturer IV at the University of Michigan. She researches ways to use data-informed analysis of students’ performance and perceptions of classroom environment to support DEI-based curricula improvements.Dr. James A. Juett, University of Michigan James Juett is a member of the teaching faculty in CSE at the University of Michigan.Heather Rypkema, University of Michigan Heather Rypkema is Head of Learning Analytics at the

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jordyn M. Wolfand, University of Portland; Kathleen Bieryla, University of Portland; Christina Ivler

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First-Year Programs Division (FYP)

Paper ID #37260Engineering Identity through Litter Pickup as Service LearningDr. Jordyn M. Wolfand, University of Portland Jordyn M. Wolfand earned a B.S. degree in environmental engineering from Tufts University and an M.S. and Ph.D. degree in environmental engineering from Stanford University. She joined the faculty at the University of Portland in 2020 and her primary research interests are in water resources engineering and urban hydrology.Dr. Kathleen Bieryla, University of Portland Kathleen Bieryla is an associate professor of biomedical and mechanical engineering in the Shiley School of Engineering at the

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter DeCrescenzo, University of Maryland Baltimore County; Sunji Jangha

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First-Year Programs Division (FYP)

Paper ID #39889GIFTS: Making Research Experiences Meaningful through CriticalSelf-ReflectionPeter DeCrescenzo, University of Maryland Baltimore County Author is a doctoral student in the Student Affairs program at a public research university in the Mid- Atlantic. He serves as an Assistant Director to an NSF-funded project in order to increase the number of racial and ethnic minorities who matriculate into and successfully complete high-quality degree pro- grams in science, technology, engineering and mathematics (STEM) disciplines in order to diversify the STEM workforce. His research interests are centered around

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri, Maua Institute of Techonology; Hector Alexandre Chaves Gil, Instituto Mauá de Tecnologia; Cristiane Maria Barra Da Matta; Octavio Mattasoglio Neto

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First-Year Programs Division (FYP)

mentoring program's development, this paperpresents both the qualitative and quantitative feedback from students regarding theprogram and their self-development through a Likert-type questionnaire administered atthe end of the semester. It also presents the qualitative feedback from faculty membersregarding the technical and behavioral aspects acquired by the students. The obtained datademonstrate that the development of applied projects that combine learning with realcommunity problems fosters greater engagement and expands the incoming student'sworldview, allowing them to perceive themselves as capable of being transformativeagents in their communities.IntroductionThis complete paper presents the implementation of an annual mentoring program [1-4

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna Newsome Holcomb, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Lakshmi Raju

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

/products/the- looming-enrollment-crisis[3] A. H. Master and A. N. Meltzoff, “Cultural Stereotypes and Sense of Belonging Contribute to Gender Gaps in STEM,” 2020. Accessed: Feb. 09, 2023. [Online]. Available: https://eric.ed.gov/?id=ED605235[4] E. Moore, M. A. Weitnauer, and K. Nagel, “Providing flexible and career-correlated paths through the undergraduate electrical and computer engineering curriculum,” in 2019 IEEE Frontiers in Education Conference (FIE), Oct. 2019, pp. 1–5. doi: 10.1109/FIE43999.2019.9028425.[5] M. Furst, C. Isbell, and M. Guzdial, “ThreadsTM: How to restructure a computer science curriculum for a flat world,” ACM Sigcse Bull., vol. 39, Mar. 2007, doi: 10.1145/1227310.1227456.[6] J. Sonnenberg-Klein and

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University; Ian Meyer Kropp

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First-Year Programs Division (FYP)

Coffman-Wolph is an Assistant Professor at Ohio Northern University in the Department of Electrical, Computer Engineering, and Computer Science (ECCS). Research interests include: Artificial Intelligence, Fuzzy Logic, Game Theory, Teaching Computer Science to First-Year, K-12 Outreach, and Increasing Diversity in STEM.Ian Meyer Kropp ©American Society for Engineering Education, 2023 “Mmm… Donuts!” Motivating CS1 Students through a Real-World Programming ScenarioAbstractThis complete, evidence-based practice paper describes experiential work involving theapplication of the entrepreneurial mindset in the first computer programming course (CS1).Teaching CS1 has always

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

David H. Smith IV, University of Illinois at Urbana-Champaign; Ujjal K. Bhowmik, University of Illinois at Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

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First-Year Programs Division (FYP)

Science at Western Washington University.Dr. Ujjal K. Bhowmik, University of Illinois at Urbana-Champaign https://ece.illinois.edu/about/directory/faculty/ubhowmikProf. Yuting W. Chen, University of Illinois Urbana-Champaign Dr. Yuting W. Chen received the B.S. degree from University of Illinois Urbana-Champaign in 2007, and the M.S. and Ph.D. degrees from Rensselaer Polytechnic Institute in 2009 and 2011, all in Electrical Engineering. She is currently a Teaching Associate Professor in Electrical and Computer Engineering at University of Illinois Urbana-Champaign. Her current interests include recruitment and retention of under-served students in STEM, professional development for graduate students, and curriculum innova

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catalina Cortazar, Pontificia Universidad Catolica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontifica Universidad Católica de Chile

Tagged Divisions

First-Year Programs Division (FYP)

not having to teach content in a class by watchingthe videos before, and in most classes, there have been activities, and I find that very beneficial.A2: "I do not know; I still feel that there are some activities that go beyond class time, and atleast in my team, there were several activities that went beyond class time, and then we had toget together to finish them; and that is when the videos are useful."This answer leads us to the last comments on using the flipped classroom and its impact on thecourse project.R1: "In my team, that also happened to us that we had to return to the starting point severaltimes. The videos helped us to remember."R2: "Of course, since they pass more content in the videos than in the class, if one needs

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sánchez-Peña, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M. Burke; Julia Latorre; Carl F. Lund, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

that team-based course redesign is a time consuming process anda multitude of barriers exist to make it efficient in a regular institutional context within a research intensiveinstitution. We look forward to formally collect data and contribute to further evidence through scholarshipof teaching and learning. Generation Z students, the most diverse and inclusive group, seek real-world skillsthat prepare them for a career. The ongoing course redesign, although challenging preliminarily providesan equitable foundation for the students to gain real world skills that will help them see their fit in andobtain an engineering degree. The instructor team is committed to full implementation of CAP.References[1] M. L. Springer and K. Newton, “Gen Y

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

college students, many transfer students (both internal to the institution and external)also are required to take the sequence of courses. It is notable that the implementation of thecommunity engagement project in this study takes place in the “off semester” cycle, whichprimarily serves the nontraditional group of students rather than the “typical” first-yearpopulation.Community-based learning, or service-learning, is a teaching strategy where students are taskedwith a project that benefits a community partner through solving an authentic communityproblem. These kinds of projects have been shown to help students’ perceptions of coursematerial as well as their own futures in a chosen field or major, among other benefits [3], [4]. Forsuch a

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University at West Lafayette (COE); Nathan Mentzer, Purdue University at West Lafayette (COE); Adrie Koehler; Shawn Farrington, Purdue University at West Lafayette (COE); Elnara Mammadova

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First-Year Programs Division (FYP)

structureof the course through the syllabus, learning management software, and in-class conversations.All students were encouraged to attend face-to-face when practical and remotely as needed. As aroutine, instructors created a calendar invite prior to each class session and started and recorded aMicrosoft Teams meeting at the start of class. Students' attendance patterns were tracked forpurposes of appropriately allocating course credit for team projects such that students in a groupwho did not participate did not earn credit. Students participating face-to-face and remotely wereeligible to earn credit, while absent students are not. If a student was absent and unable toparticipate due to circumstances beyond their control, instructors typically

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

activity exposurechallenge through the implementation of new educational science procedural standards thatincorporate engineering thinking such as SEPS (Scientific and Engineering Practices Standards).The challenge is that K-12 (high school focus) is still very siloed, so a difficult roll-out [1], [2].Some colleges are implementing pre-course trainings to help incoming students better preparefor college, such as summer bridge courses and pre-course preparation sessions [3], [4], [5], [6].These tend to focus on a particular topic and typically do not explore interdisciplinary elements[7], [8].Extracurricular student organizations and clubs are assembled to foster student engagement ofspecific topics. These are often student run with limited faculty

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danahe Marmolejo, Saint Louis University; Chris Carroll P.E., Saint Louis University; Michael A. Swartwout, Saint Louis University; Kyle Mitchell, Saint Louis University; Raymond LeBeau, Saint Louis University; Gary Bledsoe, Saint Louis University; Susheel Singh, Saint Louis University; Huliyar S. Mallikarjuna, Saint Louis University; Scott A. Sell, Saint Louis University

Tagged Divisions

First-Year Programs Division (FYP)

initialoutcomes of our reimagined first-year seminar, with a specific focus on evaluating preciseengineering skills through the application of the Engineering Student Entrepreneurial MindsetAssessment (ESEMA) survey [1].As a pivotal component of this transformative initiative, we introduce the "Mission to Mars"project, serving as a cornerstone within the Engineering Fundamentals course. Far beyond aconventional educational endeavor, this project epitomizes the commitment to instilling anentrepreneurial mindset [2] in students. This approach is meticulously designed to not only exposestudents to the challenges and wonders of engineering but also to foster an innovative andentrepreneurial spirit.The KEEN FrameworkThe Kern Entrepreneurial Engineering

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin Anderson, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

instruments to assess the relationshipbetween PMP participation and individual-level persistence predictors, such as engineeringidentity, sense of belonging, and student thriving. Future longitudinal analyses that trackstudents’ enrollment in the school of engineering and time-to-degree completion will also revealif supporting first-year students during their transition to college yields ongoing benefits as theyprogress through their academic careers.References[1] J. P. Martin, S. K. Stefl, L. W. Cain, and A. L. Pfirman, “Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory,” Int. J. STEM Educ., vol. 7, no. 1, p. 37, Aug. 2020, doi: 10.1186/s40594-020-00237-0.[2] S. Secules

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Grace Hincher, North Carolina State University; Ton Nguyen; Nicholas Goodwin

Tagged Divisions

First-Year Programs Division (FYP)

individuals that learning effectively includes failing forward and is a process. This papershares our findings about how one can build an effective community of practice for anengineering Grand Challenges Scholars program at a Southeastern Public Research-OneInstitution.The three attributes of a community of practice are the domain, the community, and the practice[12]. A community of practice is beyond a group of friends or a network of connections amongindividuals. Rather, a community of practice develops an identity defined by a shared domain ofinterest [12]. Implying a commitment by all members to solving the task at hand, forming ashared experience that makes members unique from other people [12-13].In addition to the commitment to the domain of

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gerald Tembrevilla, Mount Saint Vincent University; Andre Phillion, McMaster University

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First-Year Programs Division (FYP)

systems," IEEE Transactions on Education, vol. 47, no. 4, pp. 490-496, 2004, doi: 10.1109/TE.2004.825059.[50] S. P. K. Sternberg, A. Johnson, D. Moen, and J. Hoover, "Delivery and Assessment of Senior Capstone Design via Distance Education," Journal of Engineering Education, vol. 89, no. 2, pp. 115-118, 2000, doi: 10.1002/j.2168-9830.2000.tb00503.x.[51] O. Ozturk, "Multicore Education Through Simulation," IEEE Transactions on Education, vol. 54, no. 2, pp. 203-209, 2011.[52] B. Jackson, J. R. M. Gordon, and J. D. Chisholm, "A Learning Experience: The Technology Innovation Program," Journal of Engineering Education, vol. 85, no. 4, pp. 309-315, 1996, doi: 10.1002/j.2168-9830.1996.tb00250.x.[53] F. Giralt

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lizandra C. Godwin, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

participation in engineering through her engineering education research. Prior to academia, Dr. Godwin worked for many companies, including Intel Corp. ©American Society for Engineering Education, 2023WIP: Research Identity among First-Year Engineering Latina Students at a Research-Intensive Hispanic Serving InstitutionAbstractThis work in progress paper focuses on understanding what students in first- year engineeringcourses understand about who becomes a researcher and if they see themselves as a researcher,or someone who might become a researcher. Specifically, we compare Latinas to other studentsin this study to explore the origins of differences in later participation. This work has importanceand necessity since it

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dori Harcharik, Western Washington University; Jill Davishahl, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

avenue to discuss and reflect on the complexity of the students’ values, needs, and circumstances.This exercise could easily be modified and adapted for use in a variety of settings. Future workwill involve completing a more thorough analysis of student stories, specifically with regards tothe impact of student sense of belonging and identity development.References[1] C. Howells and K. Meehan, "In search of the feeling of ‘belonging’ in higher education: undergraduate students transition into higher education," Journal of Further and Higher Education, vol. 43, no. 10, 2018.[2] M. McDrury and J. Alterio, Learning Through Storytelling in Higher Education, Routledge, 2003.[3] G. Gay, "Preparing for Culturally Responsive Teaching," Journal of

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

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First-Year Programs Division (FYP)

. Conclusion Transfer student capital is a powerful framework. Its introduction in 2010 gives it astrong foundation of work to build upon while still engaging research that is new, current, and upto date. Research has shown it as an effective framework to use in both pre- and post-transferexplorations. This framework gives the ability to examine specific factors of transfer studentsuccess that go beyond “transfer shock” [1]. It is a framework that has clearly identifiable anddistinguishable components that specifically address challenges in STEM and engineeringeducation contexts. Specifically in the STEM engineering education context, it is a powerfulframework because of its ability to provide a new language and lens through which to

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph McCusker, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

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Diversity

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First-Year Programs Division (FYP)

achievement in thedifferent course goals. Through collection of survey data among students who took the coursebefore and after the curricular modifications (i.e. between Fall 2019 and Fall 2023), our teamaims to assess the trends in our identified areas. The goal in surveying this population of studentsis to set a baseline for before the changes to this course were made and evaluate if there isevidence of any positive impact derived from the changes that took place in the most recentyears.The survey was deployed among students that took the course in the last four years, includingstudents who are still enrolled in EAS199 at the University at Buffalo. This allows for an analysisof trends in the average scores of their opinions before and after the

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Devlin Montfort, Oregon State University; Jason H. Ideker; Jennifer Parham-Mocello, Oregon State University; Rowan Ezra Skilowitz; Natasha Mallette P.E., Oregon State University

Tagged Divisions

First-Year Programs Division (FYP)

engineering work as sociotechnical as opposed to solely technical.Sociotechnical problem solving is a phrase coined by Leydens & Lucena [7] to describe thefundamentally social and technical nature of engineering problems, as contrasted with the purelytechnical focus of much of engineering education.The ongoing trainings, community meetings, co-curricular events and pedagogical developmentswere implemented through a collaboration between the academic units and College-leveladministration. The GTAs and ULAs assisting faculty with the courses completed an orientationand training above and beyond standard training provided for teaching assistants by the Collegeand University. This training aimed to orient them to the program, its goals, and best

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Thomas, Bucknell University; Sarah Appelhans, Bucknell University; Stu Thompson, Bucknell University; Stewart Thomas, Bucknell University; Robert M. Nickel, Bucknell University; R. Alan Cheville, Bucknell University; Richard J. Kozick, Bucknell University; Christa Matlack, Bucknell University; Philip Asare, University of Toronto

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First-Year Programs Division (FYP)

. National Research Council, How People Learn: Brain, Mind, Experience and School. Washington, D.C.: National Academies Press, 2000.[10] R. E. Mayer and M. Wittrock, “Problem-Solving Transfer,” in Handbook of Educational Psychology, 2nd ed., vol. 1, P. A. Alexander and P. H. Winne, Eds. Abingdon: Routledge, 2006, pp. 47–62. doi: 10.1037/13138-008.[11] J.-E. Oh, Y. K. Chan, and K. V. Kim, “Social Media and E-Portfolios: Impacting Design Students’ Motivation Through Project-Based Learning,” IAFOR J. Educ., vol. 8, no. 3, pp. 41–58, Sep. 2020, doi: 10.22492/ije.8.3.03.[12] J. P. Lawler and A. Joseph, “Engaging College Students on Collaborative Projects with People with Cognitive Disabilities through e-Portfolios,” 2019.[13] S

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gregory J. Mazzaro, The Citadel; Timothy Aaron Wood P.E., The Citadel; Kevin Skenes, The Citadel

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First-Year Programs Division (FYP)

Introduction-to-Engineering class.AcknowledgmentFinancial support for this work was provided by The Citadel School of Engineering through itsVision Grant program established by Dean Andrew B. Williams in December 2021. In line withthe broader mission of The Citadel to educate and develop principled leaders, the Vision Grantprogram seeks to educate innovative engineers that impact the world through principledleadership. Its strategic priorities are Infrastructure for growth, Innovation throughout thecurriculum, Interdisciplinary efforts between departments & schools & industry, and Inclusion &outreach.References[1] G. J. Mazzaro, K. L. Skenes and T. A. Wood, "A review of multi-disciplinary introduction-to-engineering courses and unified

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

, many of which the instructorwould not have considered and some of which the instructor was unaware of. Many of thereflections contain statements from students that the activities expanded their understanding ofwhat the work of engineers can mean or accomplish beyond providing a paycheck. The qualityof in-class discussions has variability, with greater engagement from some cohorts than others.Some years the in-class activities have been received with enthusiasm, while other years haverequired more intervention from the instructor to facilitate meaningful discussions.One quantitative assessment of this set of activities is conducted through an online, anonymousend-of-class survey soliciting student feedback on the relative impact of each topic

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Nathan Delson, eGrove Education; Saharnaz Baghdadchi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Minju Kim, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; Huihui Qi, University of California, San Diego

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First-Year Programs Division (FYP)

Paper ID #36790Peer oral exams: A learner-centered authentic assessment approachscalable to large classesMarko V. Lubarda, University of California, San Diego Marko V. Lubarda is an Assistant Teaching Professor in the Department of Mechanical and Aerospace Engineering at the University of California, San Diego. He teaches mechanics, materials science, design, computational analysis, and engineering mathematics courses, and has co-authored the undergraduate textbook Intermediate Solid Mechanics (Cambridge University Press, 2020). He is dedicated to engi- neering pedagogy and enriching students’ learning experiences through

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, The Ohio State University; Laine Rumreich, The Ohio State University; Ethan Cartwright, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University; H. Schwab, The Ohio State University

Tagged Topics

Diversity

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First-Year Programs Division (FYP)

entails assigning the creation of a concept map (asample concept map from this study’s dataset shown in Fig. 1) from a topic of importance andsubsequent assessment of the map’s contents by an instructor or expert, though there are manyformats in which they are presented [5,16,17,18,19,20]. Adequate assessment of concept mapcontents is an ongoing area of study that is beyond the scope of this paper; however, the threeprominent scoring methods—traditional, categorical, and holistic—can be broadly described asattempting to capture the complexity of a concept map through assessment of its structure and/orcontent [17]. Scoring methods typically come with tradeoffs between objectivity, timeconsumption, and nuance. Of particular importance here are the

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, University of Central Arkansas; Pamela L. Dickrell, University of Florida; Katherine DeJesus

Tagged Divisions

First-Year Programs Division (FYP)

extends beyond examining conventional forms of peermentoring by examining the work of peer mentors supporting students’ work in a first-yearengineering design course based in a makerspace classroom. The problems students solve in themakerspace classroom-based course typically have a wide array of possible solutions, whichdiffers from many problems students solve in traditional courses with peer mentor support.Further, students in the makerspace classroom-based course are also expected to work in teams,which adds another layer of complexity to the role of the peer mentors working in the course.Review of LiteratureSocial SkillsSocial skills are critical for the success of professional engineers [1, 2]. Because the developmentand expressions of