Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

Katrina L Carlson, Michigan Technological University; Akua B. Oppong-Anane, Montana Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Amanda Marie Singer, Michigan Technological University

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] accredited discipline, engineering students across thecountry may not be as aware of Systems Engineering. In fact, the literature shows a general lackof student understanding of engineering, and student knowledge of Systems Engineering is likelylower. FYE students’ perceptions have been shown to be low for engineering knowledge andskill base, along with engineering application and ability. Their perception is high forprofessionalism and personal attributes of engineers, but there is a demonstrated lack ofawareness about the technical skills and knowledge required of all engineers in general [2].Studies of middle school and high school students found that most students, even teachers, at theK-12 level could not describe the work of an engineer

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Kelly Salyards P.E., Bucknell University; Benjamin B Wheatley, Bucknell University; Katsuyuki Wakabayashi, Bucknell University

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apps, and thedevelopment of sensors for a smart building. Commonality in scope and assessment acrossDesign Sessions and projects was achieved through three common Benchmark assignments.Each Benchmark included specific goals for the project along with an assessment rubric.Figure 2. General course timeline.Design Session 1 emphasized learning the Engineering Design Process (EDP) in detail, includingdata collection and analysis and low-fidelity prototyping. In Design Session 2, students wereexpected to be able to complete certain EDP steps (such as researching the larger problem) withless instruction, enabling more of an emphasis on advancing data collection, analysis, andprototyping. The specific power skills emphasized in each DS also varied

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; Roger J Marino P.E., Drexel University; James R McCusker PhD, Wentworth Institute of Technology; Johanna P Casale, Drexel University

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coping.Before delving into the authors’ views regarding the value of enduring pedagogical andoperational shifts that have resulted from teaching in a Covid environment, it is important toexplore some key trends identified in recent literature. The shift to emergency remote teaching inthe Spring of 2020 spawned a flurry of self-study, casual, collegial conversations, andconsultations with teaching and learning support staff by engineering faculty around the country.In [1], it was found that throughout the second half of the Spring 2020 semester, participation inactivities to assess and redesign teaching pedagogies, modalities, and assessments was high andsustained. Despite this increased energy around pedagogical conversation, self-study, andredesign

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE); Srinivas Mohan Dustker, Purdue University at West Lafayette (COE)

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shown in Table 1. This set of requirements laysthe foundation for all engineering majors. Students matriculate to their respective engineeringmajor after completing the requirements and achieving minimum grade levels.Table 1: First-Year Engineering Required Courses Calculus I Calculus II General Chemistry I Ideas to Innovation I Ideas to Innovation II English Composition Fundamentals of Speech Communication Physics I (mechanics) Science Selective – (General Chemistry II, Computer Programming or Biology):The two engineering courses, Ideas to Innovation I and II, are designed and taught by faculty inengineering education. The four main content areas are design, teamwork, major exploration andcomputing

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Surupa Shaw, Texas A&M University

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in Mechanical Engineering from University of New Hampshire, USA and B.Tech [Hons.] in Ocean Engineering & Naval Architecture from Indian Insti- tute of Technology, Kharagpur, India. Her research interests include Computational Fluid Dynamics (CFD), Numerical Analysis and Applied Mathematics, Heat Transfer Applications, Mechanical Design, Nanotechnology, HP/HT Rheology. She also has strong industrial experience as a Senior Technical Pro- fessional at Halliburton [Oil-well Cementing Research & Development]. American c Society for Engineering Education, 2022 Full Paper: Provision of the practical learning environment via application-based

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

James R McCusker PhD, Wentworth Institute of Technology; Christopher John Brigham, Wentworth Institute of Technology; Afsaneh Ghanavati, Wentworth Institute of Technology

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,Electromechanical, General and Mechanical Engineering majors [12]. The common first-year curriculumfrom 2014-2022 was comprised of 32 total credits that are equally distributed between Mathematics,Science, English and Engineering (Table. 1).Table 1: Common First-Year Curriculum 2014-2022 (R-Recitation hours per week, L-Laboratoryhours per week, C – Total credit hours) Fall Spring Course R L C Course R L C Calculus 1 4 0 4 Calculus 2 4 0 4 Physics 1 3 2 4 Physics 2 4 0 4 English 1

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Heath Aren Schluterman, University of Arkansas; Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Brandon Crisel; Candace Auburn Rainwater, University of Arkansas

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University of Arkansas to teach general Introduction to Engineering and to coordinator for the First-Year Honors Innovation Experience.Mr. Brandon Crisel, I am a 12 year veteran instructor at the University of Arkansas with a BS and MS in Mathematics with emphasis in Statistics and applied Math as well as an MS in Industrial Engineering. I began working in the Math Department, teaching service courses such as College Algebra, Math for Elementary Teachers 1&2, Mathematical Reasoning, and Finite Mathematics. I also helped spearhead the Math Department’s online initiative to create an online program for our service courses while simultaneously implementing a flipped course teaching method to the traditional classes. I

Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

Sean P Brophy, Purdue University at West Lafayette (COE); John H Cole, Purdue University; Srinivas Mohan Dustker, Purdue University at West Lafayette (COE); William C. Oakes, Purdue University at West Lafayette (COE); Carla B. Zoltowski, Purdue University at West Lafayette (COE)

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shown that most first-year engineering programs include programming orcomputer tools courses in their first-year curriculum [1]. Many challenges occur in teachingcomputing and computer tools in first-year engineering education courses. Students’ preparationand prior experience vary significantly. Students demonstrate difficulty learning the concepts incomputing and applying those concepts to writing code in a specific language [2][3]. Forengineering students, there can be a disconnect between the learning outcomes desired byinstructors and students’ perception of the connection of writing code to their future profession.This disconnect can impact engineering students’ performance to write code. One of our majorlearning outcomes for our students

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Hannah Nolte, The Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Christopher McComb, Carnegie mellon University; Nicolas F Soria Zurita, The Pennsylvania State University & Universidad San Francisco de Quito

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students were receptive to completing the mindfulness-basedmeditation in-class and they perceived many benefits. This aligns with prior research that foundthat students are receptive to mindfulness-based interventions [6], [11], they perceive increasesto their interpersonal competencies [6], and they experience reduced stress [5], [6]. Additionally,these findings may also align with previous research, which found that mindfulness-basedinterventions can help first-year students transition to college [8].Instructor ReflectionsAuthor 2 (S1) implemented the mindfulness-based meditations at the beginning of every onlineclass session. This class met every weekday. Author 3 (S2) included 1-2 meditation sessions aweek during the in-person class sessions

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Charles E. Pierce, University of South Carolina

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experiences. (journal • Now, answer the following questions. What abilities or skills have you learned orassignment 1 practiced in other classes (high school or college) that might relate to, or bedue at start of important for, this class? In those classes, what activities were most helpful in week 2) learning or practicing those abilities or skills? Describe at least three abilities or skills and the activities that most helped with learning them. • Finally, discuss how you have applied each one of those abilities or skills in other settings, like clubs/organizations, sports, hobbies, jobs, research, or as part of life in general

Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

John Cole, The University of Texas at Dallas

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Diversity, Full Papers

roughly equal parts that each member of the team did the same amount of work? • Could the project be accomplished with minimal to no programming knowledge or skill? • Did the project require problem-solving, both at the technical and organizational levels? • Did the project encourage creativity rather than just following a path already laid out?Student PopulationEvery incoming freshman who declares computer science as a major must take this course. It isoffered only in the Fall term. We can be reasonably sure that students are proficient in math andthat they got good high school grades and high SAT scores. They were from the usualdemographic to be found in a school like ours: ages ranged from 17 to 19 and they were frommany

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Amanda Marie Singer, Michigan Technological University; Katrina L Carlson, Michigan Technological University; Akua B. Oppong-Anane, Montana Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Sarah Tan, Michigan Technological University

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Paper ID #36384Familial Influence on the Choice to Study Engineering: Insights from aCross-University Study.Miss Amanda Marie Singer, Michigan Technological University Amanda Singer is a PhD student in the Department of Engineering Education at the Ohio State Univer- sity. Prior to attending OSU, she received a B.S. and M.S. in environmental engineering from Michigan Technological University. Her current research interests include understanding engineering identity and motivation in first-generation college students, online learning pedagogy, and service learning projects.Mrs. Katrina L Carlson, Michigan Technological

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

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three assignments analyzed in this study.Figure 3 shows box and whisker plots of final score (out of 100) of all 651 students in Fall 2021categorized by the CATME flags they received in Project 1 Report. 88% of the students did nothave a CATME flag (n = 575; mean = 93.6). Final scores of students flagged as “LowPerformer” had a wide range and were generally lower than students with other CATME flags (n= 5; mean = 59.4). Students flagged manually for having an adjustment factor < 0.8 did betterthan the “Low Performer” category (n = 30; mean = 83.5) and performed similar to studentsflagged as “Overconfident” (n = 9; mean = 85.3). “Manipulator” flag was rare (n = 2), with bothstudents with this flag receiving high final scores. For all other

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Robin A.M. Hensel, West Virginia University; Susie Huggins, West Virginia University

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Diversity, Full Papers

to picture themselves sitting in the emptychair as part of the team and to generate strategies to help the team work together moreeffectively. The three actors then take their places and begin the sketch.In the shortened, online implementation of the “warm-up,” the Zoom Technical Moderatorintroduces the students to the webinar participation guidelines and leads them in practicing “up-voting.” Then, facilitators introduce themselves, explain the purpose of the activity, leadactivities to engage with the online audience, and introduce the online sketch of a dysfunctionalteam attempting to complete a technical assignment via Zoom.PerformanceThe in-person sketch involves three students, two males and one female, who are in an assignedteam

Conference Session

S6A: Full Papers - Out with the Old, In with the New

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Derin Ural, University of Miami

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educationoften focuses primarily on technical knowledge and skills, neglecting the broader aspects ofstudent development and engagement. In recent years, there has been a growing recognition ofthe need to enhance engineering student success by creating a more holistic and supportivelearning environment [1], [4],[13].This paper presents a case for enhancing engineering student engagement and success through amulti-faceted effort at an Engineering College. Recognizing the importance of the first year as acritical transition period for students, the College has undertaken a comprehensive approach tosupport and empower first-year engineering students [2], [7], [11].To ensure that first-year students are well-prepared and connected to their engineering

Conference Session

S6A: Full Papers - Out with the Old, In with the New

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Joshua Eron Stone, University of Maryland - A. James Clark School of Engineering - Keystone Program; Forrest Milner; Sophie Roberts-Weigert

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computing capabilities to trainmodels to intelligently understand and respond to complex situations. Nearly all engineeringdisciplines have begun utilizing ML to effectively solve challenging problems. With newlearning technologies and a plethora of easy to use ML model libraries in Python, students nowhave the opportunity to gain hands-on experience with this emerging subject. Educators shouldembrace ML and its ability to transform problem solving and teach students how to use machinelearning as a tool.Current ML curriculum efforts are heavily focused on computer/data science or mathematicsdisciplines, with little emphasis on teaching ML applications to students in traditionalengineering disciplines, especially at the undergraduate level [1]. This