Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Anjali Mulchandani, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Ruben D. Lopez-Parra, Purdue University ; Sydney Donohue Jobe, University of New Mexico; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico

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First-Year Programs Division (FYP)

when faced withcomplex problems they have to agentively solve, this shows that these students can successfullydo design work to frame and conceptualize large and difficult problems.There are several limitations to this work. The primary limitation lies in the differing number ofcredit hours between the two courses. This is reflected in students in the CCEE course havingmore accurate calculations when analyzing their data collected in the lab, and having moreprofessional presentation slides. However, these results show that even a 1-credit class allows fornuanced design work from first-year engineers. The sample size for this study is also relativelysmall, limiting universalizing due to small-scale statistics.AcknowledgmentsThis material is

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Bieryla, University of Portland; Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland

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First-Year Programs Division (FYP)

water resources engineering and urban hydrology. ©American Society for Engineering Education, 2024 Early Design Sprint Impact on Engineering Identity and Entrepreneurial Mindset in the First YearAbstractThis Complete Research paper describes the impact of a design sprint early in a first-yearengineering course on engineering identity and the entrepreneurial mindset (EM). In anintroduction to engineering class, many first-year students do not see the connection of small,one-off lab activities, to their engineering identity and the EM. The first year is a critical time forstudents to develop their sense of self and identity. The purpose of this paper was to determine ifintroducing a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Crismond, City University of New York, City College

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Diversity

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First-Year Programs Division (FYP)

throughout themodule. In the first class meeting, students first watched the 21-min 1999 Nightline episode,“Deep Dive” [3], where members of product design firm, IDEO, redesigned a traditionalshopping cart in five days. After watching the video, students discussed design strategies thatthey saw IDEO team members using, while also pointing to key elements of IDEO’s workplaceculture that help support and sustain high levels of innovation at IDEO. Creativity heuristics anddesign mindsets were also introduced that included lateral thinking [4], analogical reasoning andproductive thinking [5] as ways to stave off limits to creative thinking like idea fixation [6] [7]. During the first two class meetings, students working in teams of four were

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

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Diversity

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First-Year Programs Division (FYP)

interests include investigating first-year engineering student experiences, faculty experiences, and the research to practice cycle within first-year engineering.Laine Rumreich, The Ohio State University Laine Rumreich is a PhD student studying Computer Science and Engineering at The Ohio State University. She completed her undergraduate research thesis in the Department of Engineering Education and has been doing research in the department for six years. She has been a graduate teaching associate for two years and has taught first-year engineering and computer science courses. Her engineering education research interests are in computer science education, entrepreneurship, and first-year engineering.Ethan Cartwright, The

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gordon Stewart, Roger Williams University; Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Charles R. Thomas, Roger Williams University

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Diversity

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First-Year Programs Division (FYP)

engineeringthat students can specialize in. To meet the additional goals of strengthening teamwork andproject management skills, the team-based project was organized into a series of phases andmilestones. During the first phase, students focus on project management and team-building bydeveloping a Team Working Agreement. Phase 2 introduces students to the electrical andmechanical engineering applications of the offshore wind industry, where they apply the EDP tocreate blades for model scale wind turbines. The phase culminates in a class-wide competition tosee which team can produce the most power. In the final phase, civil and environmentalengineering applications are introduced. Students again follow the EDP, but this time the focus ison designing

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)

learning changes the individual’sway of thinking, feeling, perceiving, and behaving [14]. Experiential learning can also be viewedas a set of methods or approaches (e.g., lab design, experiments, a poem, a field trip)employed—for instance—in engineering or language class to achieve certain learning outcomesof the course [18]. So, while experiential learning as a methodology involves “learning by doing”or learning through experience, it does not encompass the more comprehensive philosophy ofeducation, like experiential education that involves a broader scholarship or worldview thatcenters individuals’ knowledge on their participation in shaping society in thoughtful ways [12].Systematic Literature Review MethodologyOur review follows three crucial

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas H. Cheong; Meagan Eleanor Ita, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University; Ethan Cartwright, The Ohio State University; Amanda Singer Nault, The Ohio State University

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First-Year Programs Division (FYP)

EM.IntroductionEntrepreneurship education has been regarded as an important component of undergraduatetraining programs in the last decade [1], including in engineering education [2]. For example,94% or above of faculty and academic administrators believe that students should have access toinnovation and entrepreneurship opportunities via electives and/or extracurricular activities,despite their personal engagement level in those opportunities [2]. Most respondents in the study,however, identify challenges to making entrepreneurship a core component of curriculum, with a“lack of room in curriculum” reported as the most common challenge [2].The author(s) acknowledge The Kern Family Foundation’s support and collaboration through theKern Entrepreneurial Engineering Network

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aditya T. Vadlamani, The Ohio State University; Laine Rumreich, The Ohio State University; Andrew H. Phillips, The Ohio State University

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First-Year Programs Division (FYP)

student studying Computer Science and Engineering at The Ohio State Univer- sity. She completed her undergraduate research thesis in the Department of Engineering Education and has been doing research in the department for six years. She has been a graduate teaching associate for two years and has taught first-year engineering and computer science courses. Her engineering education research interests are in computer science education, entrepreneurship, and first-year engineering.Andrew H. Phillips, The Ohio State University Andrew Phillips is a Ph.D. Candidate in the Department of Engineering Education at The Ohio State University (OSU) expecting to graduate in Summer 2023. He received his B.S. in 2016 and M.S. in 2018

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May P.E., Dartmouth College

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Diversity

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First-Year Programs Division (FYP)

(e.g., laser-cutting, 3D intro to differential equations. motion, resonance. printing), computer-aidedHCE3 Vector calculus, Matrix algebra, Thermodynamics, lumped design, entrepreneurship, &Fall eigenvalues, ODEs, finite systems, fluids, biological and social impact.Year 2 differences. chemical engineering.The new three-course sequence (HCE 1, 2, 3, with an optional pre-college HCEP class) will beoffered as an alternative to the more traditional mathematics-only pathway that consists ofproof-based courses in Single Variable Calculus, Multivariable Calculus, and Vector Calculus

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Abagael Riley; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Scott Streiner, University of Pittsburgh

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First-Year Programs Division (FYP)

Center (EERC) in the Swanson School of Engineering at the University of Pittsburgh. Scott has received funding through NSF to conduct research on the impact of game-based learning on the development of first-year students’ ethical reason- ing, as well as research on the development of culturally responsive ethics education in global contexts. He is an active member of the Kern Engineering Entrepreneurship Network (KEEN), the American So- ciety for Engineering Education (ASEE), and serves on the First-Year Engineering Education (FYEE) Conference Steering Committee. ©American Society for Engineering Education, 2023 Work in Progress- Toxic Workplaces: Game-Based Exploration of

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)

externalentity or community association as a partner. Proposals must bring together what isdesirable from a human perspective (desirability) with what is technologically feasible(feasibility) and economically viable (viability).The Extension, Innovation, and Entrepreneurship activity stage, developed in the secondacademic semester, sought to engage students in proposing solutions for communitydemands identified through partner institutions in organized civil society, always basedon a project methodology. It could eventually identify opportunities for socialentrepreneurship, always involving actions that impact society's improvement bycreating/proposing a new reality.As possible solutions emerged in the Ideation stage, the student group should identify

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)

. A list of the initial roughproject descriptions and project sponsors was sent to the course instructor to review, and afollow-up meeting was scheduled to further refine and discuss these ideas to ensure that theycould be aligned with the course outcomes.Initially, ten projects were identified by Facilities staff. Of those, three were found to be in closealignment with the course learning outcomes and planned class activities, three more were ableto be used after modification and further communication between the course instructor and theproject sponsor, one was found to be too technically complex for the course, and an additionaltwo ideas were proposed through further brainstorming after the meeting. Ultimately, six projecttopics were

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)

the following premise: Assume that you are an employee at Jim’s Donut Shop in Vandalia. Your supervisor, upon hearing that you’re taking a programming class, asks you to write a program that calculates the cost of a customer’s purchase. Fortunately for you, while there are over 40 varieties of donuts available, there are only two pricing categories for donuts: regular and fancy. Those varieties considered as “regular” donuts are priced at 75 cents individually, or you can get a dozen for $7.99. “Fancy” donuts, on the other hand, are priced at 85 cents each, or at $8.49/dozen. Also available at Jim’s are their humungous apple fritters, priced at $1.50 each (sorry, no volume discount).With this paragraph, the word problem is

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

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First-Year Programs Division (FYP)

their accomplishments in the five GCSP competencies. Allgraduating senior scholars are celebrated and share their final e-portfolio with interested studentsand other scholars through the annual GCSP symposium held in the fall and spring of eachacademic year.The GCSP’s five core competencies are designed to better prepare future engineers (GCSPscholars) for future leadership careers and to problem-solve complex and global engineeringgrand challenges. The five competencies include talent (research), multidisciplinary curriculum,entrepreneurship, multiculturalism, and social consciousness competencies (Fig. 1) [17].Fig. 1. The Grand Challenges Scholars Program (GCSP) core competencies.a. Talent or Undergraduate ResearchEach grand challenge scholar

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

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First-Year Programs Division (FYP)

replace all five of those courses with a single common introductory class. And as acommon course, one of the goals is to provide incoming students with information and experiencesto help them choose their major or at least confirm that they want to continue in their selectedmajor. At present, this goal is carried out in two ways. First, six class meetings are devoted to themajors; each major has one dedicated class period with each section: the Major Day. Typically, aMajor Day involves an overview of the major through a review of the curriculum and a discussionof career options. Then, the bulk of the time is spent in a hands-on design activity that illustratesaspects of the major (for example, building prosthetic hands to do a task in biomedical

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Arturo A. Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

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First-Year Programs Division (FYP)

entrepreneurship within the technical realm. The concept ofDesign Thinking has expanded the application of the technical design process beyond traditionalboundaries, encompassing domains such as economics, government, and management. Thus, itbecomes plausible to extend this framework to undergraduate STEM students, facilitating aprocess of self-design, self-innovation, and self-transformation, wherein the student assumes therole of the designer and their academic path becomes the product [10-16]. While acknowledgingthat students are far from being simple products, the analogy offers valuable insights. Ourstudents bring forth a diverse array of skills and face an array of challenges. Some studentsstruggle with framing their problems, exhibit reluctance in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

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First-Year Programs Division (FYP)

classes in 2022. Results highlight certain factorsthat affect student academic performance. The present research has improved ourunderstanding of the new generation of young people entering the engineering field throughseveral different variables. Therefore, higher education institutions must analyze andimplement appropriate actions to enhance first-year students' academic performance andimprove retention rates.IntroductionThe retention of students who decide to pursue a degree in the science, technology,engineering, and mathematics (STEM) fields is of crucial importance to universities aroundthe world. It is broadly recognized that the development of nations is directly associated withthe education of their populations in these specific academic

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Danilo Alberto Gomez Correa, Universidad Andres Bello, Concepcion, Chile

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Diversity

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First-Year Programs Division (FYP)

Paper ID #41398Analyzing Attrition: Predictive Model of Dropout Causes among EngineeringStudentsMs. Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile Cristian Saavedra is an assistant professor at the School of Engineering at the University Andres Bello in Concepcion, Chile. He holds a bachelor’s degree in Electronics Engineering and a master’s degree in Technological Innovation and Entrepreneurship. Cristian is certified in Industrial Engineering, University Teaching, Online Hybrid and Blended Education, and Entrepreneurship Educators. He teaches industrial engineering students and carries out academic

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Javeed Kittur, University of Oklahoma; Moses Olayemi, University of Oklahoma; Tierney Harvey, University of Oklahoma; Haley Taffe, University of Oklahoma

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First-Year Programs Division (FYP)

engineering courses 4.01 0.77 -0.72 1.16 29 I can master the knowledge and skills taught in this course 4.14 0.68 -0.70 1.72 Sense of belonging 4.10 30 I feel that I belong in the engineering community 3.97 0.85 -0.82 1.15 31 I feel I am a part of my class 4.08 0.72 -0.77 1.52 32 I feel I am included in my class 4.15 0.72 -0.96 2.37 33 I felt comfortable interacting the client 4.04 0.83 -0.77 0.74 34 I felt comfortable interacting with the professor in class 4.30 0.84 -1.44 2.60 35 I felt

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

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Diversity

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First-Year Programs Division (FYP)

set by an upbringing on the family ranch near Joshua, Texas and 4 memorable years at Texas A and M where I met my wife, I led Bugle Rank #7 in the Fightin’ Texas Aggie Band (Class of ’86 Whoop!), and dove into Telecom Engineering. Once in Telecom, my learning continued at MCI, Vartec, and Charter. ©American Society for Engineering Education, 2023 Using an Entrepreneurial Mindset and Biomimicry-Based Design to Better Engage First-Year Engineering StudentsAbstractThis is an evidence-based practice paper that examines the curriculum deployment that occurredin the second semester of the first-year engineering program. The curriculum introducedEntrepreneurial Mindset (EM) and biomimicry