Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

Paper ID #36317Developing the next generation expert: What we learned fromunder-academically prepared students about academic self-efficacy inengineering and computingDr. Jennifer I Clark, Montana State University - Bozeman Jennifer Clark serves as the Student Success Coordinator for the Norm Asbjornson College of Engi- neering at Montana State University in Bozeman, Montana. Her research focuses on the retention of Freshman and Sophomore students in engineering and computing disciplines. As a scholarly practitioner, Jennifer considers factors involved in student persistence, building academic self-efficacy, re-defining

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Elizabeth A. Powell, Tennessee Technological University; Harry T Ingle Jr., Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University

Tagged Topics

Works In Progress

Paper ID #36365WIP: Eagle ExCEL-Engineers Connect, Engage, and Learn: An At-RiskAdvising ProgramDr. Elizabeth A. Powell, Tennessee Technological University Dr. Beth Powell has a doctorate in Rhetoric and Composition from the University of Louisville. Her research is in engineering communication, and she works as the Assistant Director for the College of Engineering Student Success Center at Tennessee Tech University.Mr. Harry T Ingle Jr., Tennessee Technological University Harry Ingle, Jr., a Nashville native, graduated from Tennessee Technological University with his B.S. in Business Administration and Masters of Arts in

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

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

Tagged Topics

Diversity, Works In Progress

Paper ID #36376Work-In-Progress: Tackling DEI Issues in the Classroom ThroughInteractive Historical FictionDr. Stephany Coffman-Wolph, Ohio Northern University Dr. Stephany Coffman-Wolph is an Assistant Professor at Ohio Northern University in the Department of Electrical, Computer Engineering, and Computer Science (ECCS). Research interests include: Artifi- cial Intelligence, Fuzzy Logic, Game Theory, Teaching Computer Science, STEM Outreach, Increasing diversity in STEM (women and first generation), and Software Engineering.Dr. John K. Estell, Ohio Northern University An active member of ASEE for over 25 years, Dr. John

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Works In Progress

Paper ID #36402WIP: Investigating the relationship between FYE students’ reflectionsand academic performance across genderMr. Ahmed Ashraf Butt, Purdue University at West Lafayette (COE) Ahmed Ashraf Butt is a doctoral candidate in the school of engineering education at Purdue University with a multidisciplinary research focus that combines theory and practice in the area of learning science, Human-computer interaction (HCI), and engineering education. His primary research focuses on design- ing and developing educational technologies that can facilitate different aspects (e.g., engagement) of the students’ learning and

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Raymond Eugene McGinnis Jr., Christian Brothers University; Andrew Assadollahi, P.E., Christian Brothers University

Tagged Topics

Works In Progress

and Technical Drawing TechniquesIntroductionThis Work in Progress Paper discusses the importance of freehand sketching and technicaldrawing skills for students studying computer aided drawing. Freehand sketching involvesdrawing without any measuring instruments and is accomplished using only pencil and paper.Technical drawing uses drafting equipment including T-squares, drawing triangles, and acompass. Freehand sketching has been shown to be important because it connects students’ handmovements and their mental thinking ability. Freehand sketching is also a quick and easy methodof communicating ideas via graphics. Freehand sketching has been shown to be helpful inproviding quality design solutions [1]. With the

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Raymond Eugene McGinnis Jr., Christian Brothers University; Andrew Assadollahi, P.E., Christian Brothers University

Tagged Topics

Works In Progress

WIP: The Students’ Perspective on CAD Software in a First-Year Civil Engineering Graphics CourseIntroductionThis research focuses on the students’ perspective on computer-aided design (CAD) software ina first-year civil engineering graphics course (CE 111). This paper aims to chronicle thestudents’ experience in transitioning from MicroStation to AutoCAD during the semester and todetermine the extent of how much of each software program should be taught and discusses howthe instructor transitions from MicroStation to AutoCAD and will survey current and priorstudents who have completed the class to gain their perspective in how well the transition wasachieved. The long-term goal of the course it to provide the students

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Nada Veskovic, Lehigh Carbon Community College

Tagged Topics

Works In Progress

. Tinto, “Reflections on student persistence,” Student Success, vol. 8(2), pp. 1–8, July 2017.[4] A. Brooker, S. Brooker, and J. Lawrence, “First year students’ perceptions of theirdifficulties,” Student Success, vol. 8(1), pp. 49–62, 2017.[5] M. Prince, “Does Active Learning Work? A Review of the Research,” Journal of EngineeringEducation, vol. 93(3), pp. 223-231, 2004.[6] G. Akçayır and M. Akçayır, “The flipped classroom: a review of its advantages andChallenges,” Comput. Educ., vol. 126, pp. 334–345, November 2018.

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Gibin Raju, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Niall Seery, Technological University of the Shannon

Tagged Topics

Works In Progress

-ended and divergentresponses has been widely noted in the literature. Holistic strategies can provide insight intothe role of qualities (e.g., professional constructs) that are not typically conducive to standardassessment rubrics. Adaptive Comparative Judgement (ACJ) is an assessment approach thatis used to assess design projects holistically. The assessment of projects using ACJ can becarried out by experts or students to scaffold their learning experience. This Work-in-Progress paper explores the use and benefits of ACJ for assessing design projects specificallyfocusing on first-year engineering students and educators. Further, conference attendees willbe provided the opportunity throughout the conference to engage with the ACJ software

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Rui Li, New York University; Jack Bringardner, New York University Tandon School of Engineering

Tagged Topics

Works In Progress

students were allocated the task based on theirindividual strengths. For example, a student with a computer science background was assigned toa machine-learning-related task. In April 2022, both teams were at the storming stage. All theteam members took the rater practice before the peer evaluation. To investigate if CATME couldprovide more insightful information than conventional Google form, Team B members also tookthe peer evaluation in Google form. An end-of-semester survey was taken to evaluate theCATME experience (Figure 2). Figure 2. Survey strategy used in this studyResults and DiscussionCATME Peer Evaluation Results for Team Conflicts and LeadershipThe average peer rating for Team A and B was above 3.9 across the

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Madison Jeffrey, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, UM, Center for Academic Innovation

Tagged Topics

Diversity, Works In Progress

swayed by characteristics andperceptions of students, instructors must approach the practice with a complete understanding ofwhat those ratings reflect. Establishing best practices for peer assessment in how it is conducted,determining the subject matter, and how it is reviewed is integral to the growth of small learningpractices and its positive impacts on the student experience.References[1] M. Donia, T. O’Neill, & S. Brutus. (2018). The longitudinal effects of peer feedback in the development and transfer of student teamwork skills. In Learning and Individual Differences, 61, 87-98.[2] C. Brooks & J. Ammons. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer