Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Liang Li Wu, University of California, Irvine; Gregory N. Washington, University of California, Irvine

Tagged Topics

Diversity, FYEE Conference Sessions

two-quarter first-year engineering developed and implemented living-learning communities toprogram and the course impact on women and enhance persistence [5].underrepresented students. The first-year engineering We implemented a two-quarter first-year experientialcourse focused on team-based experiential learning and learning class, which focused on design-build-test of a hands-taught the concept of engineering design through two on project. To provide better community support for femalehands-on projects, where students acquired engineering and URM students, team-based learning was implemented.skills in CAD, basic machining, fabrication, circuitry and Two

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Hyunjae Park, Marquette University

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FYEE Conference Sessions

order to meet these Wisconsin 53201-1881, Hyunjae.Park@marquette.edugoals of the two-semester long courses, the entrepreneuriallyminded learning (EML) pedagogical method along withothers has been explicitly implemented. It should be noted that the development of disruptivetechnologies is not tied to one discipline within engineering.Rather, it is a universal approach to technology developmentthat has potential to be both exciting and ground-breaking inits impact on the mindset of emerging engineering students. The primary outcomes obtained by implementing a six-week long disruptive technology design challenge activityshow that many new engineering students are able to use

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Katie Loughmiller, Kansas State University; Julia A Keen P.E., Kansas State University; Katherine Marie Benton, Kansas State University

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Diversity, FYEE Conference Sessions

the class. In additionto using the survey for research, the data collected was also used to assign students to groups forthe semester based on shared commonalities.The survey consisted of 18 questions: 13 multiple-choice, 4 select-all-that-apply, and 1 scale.The main categories utilized in this research were demographics and students’ interests/hobbies.All students were required to take the survey as a homework grade for the class. One of thequestions in the survey gave the student the opportunity to opt out of having their response usedas a part of the research. It was clearly communicated to every student that if they chose to notparticipate in the research, it would have no impact on their grade. All student responsesremained anonymous. 95

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Sheila Erin Youngblood, Cameron University; Irene Camilla Corriette, Cameron University ; Tyler C Bishop, Cameron University

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Diversity, FYEE Conference Sessions

syoungbl@cameron.edu, icorriet@cameron.edu, tyler.bishop@cameron.eduAbstractAn engineering program, in collaboration with a mathematics program in Lawton Oklahomahas developed three annual pipeline development opportunities to strengthen the link betweenK-12 and a university. The primary goal of these opportunities is to give Southwest Oklahomamiddle school, high school, and community access to enrichment programs that increase theirinterest in engineering and mathematics careers and attract them to majors in engineering andmathematics. It is imperative that middle and high school students learn to apply engineeringand mathematics prior to entering college. It is equally important that students feel confidentand comfortable on a college campus

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Carmellia Davis-King, Michigan State University

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Diversity, FYEE Conference Sessions

. Often as they begin their course of studies they sometimesstruggle to see how classes in their first year on campus connect to the careers that they haveenvisioned. CoRe co-curricular programming provides students with a broad introduction to theengineering profession, experiential opportunities, mentoring, connections to campus resources,problem solving and team building skills to retain them at the university and in the college.Supporting student success relies on the programs ability to show students their potential role inthe engineering professional community and that they belong in the college. The main goalthroughout the academic year is to help new students to become integrated into their college anduniversity community by connecting

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Jennifer Felder Marley, Valparaiso University; Doug Tougaw, Valparaiso University

Tagged Topics

FYEE Conference Sessions

beenthan their more senior counterparts. One way to overcome designed around software simulations [4], but most focus onthis challenge is to engage the students in active learning, hands-on work with relevant hardware [5]-[6]. It has alsoincluding laboratory work. However, a typical engineering been shown that students who are exposed to significantlab is three periods (two-and-a-half hours) long, and even team-based hands-on experiences show improvedwith the engagement that comes from active learning, it is collaboration, teamwork, and communication skills [7].difficult to maintain their interest for such a long Laboratories are also a critical component of courses that areuninterrupted period of time

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Tiago R Forin, Rowan University

Tagged Topics

Diversity, FYEE Conference Sessions

take an introductory course in thefundamentals of engineering. In this course, students learn the fundamentals of engineering thatthey will use for years to come. Beyond helpful tools such as CAD and other computer software,the course offers students a chance to explore other topics relevant to engineering. This includes,disciplinary boundaries of engineering, engineering ethics, and the design process. While thesetopics can be given a cursory lecture, there exists opportunities to expand on these themes andtopics. Given practices of inclusive classrooms, a faculty member can create engaging ways tohave students explore these topics and encourage the development of good research skills andcritical thinking. Inclusive practices can include

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Sheila Erin Youngblood, Cameron University

Tagged Topics

FYEE Conference Sessions

in active learning classrooms [2]. Thus classroom engagement isimportant for retention of students in rigorous programs such as the engineering program at CameronUniversity. Also, critical attrition points for Cameron University overall as well as in STEM programs arepersisting from the freshman to sophomore year and completing degree programs within three or six yearsbased on Associate or Bachelorette level. Cameron University has a retention rate of 65% for first-time,full-time baccalaureate degree seeking freshmen in Fall 2016 returning in Fall 2017; and CU has agraduation rate of 23% for first-time, full-time baccalaureate degree seeking students from theSummer/Fall 2010 cohort [3]. Therefore, at the local level there is a need to

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Todd France, Ohio Northern University; Brittney Lynn Masters, Ohio Northern University

Tagged Topics

FYEE Conference Sessions

. Instructors place widely varying degrees ofemphasis upon technical skills (such as design, critical thinking, algebra, fabrication, androbotics) and professional skills (including teamwork, communication, and time management);courses may also serve as an orientation to the college and/or the engineering profession. With somany available topics, courses are often offered as a medley of disconnected units. Thisapproach can unfortunately demotivate students from continuing in the discipline [2, 6].Others have noted that courses focused strictly on technical skills do not fully prepare studentsfor the professional expectations of engineering [7]. Likewise, an emphasis on design, wherebyanalysis is largely ignored, may distort students’ views of the

Conference Session

Technical Session I

Collection

2018 FYEE Conference

Authors

Chester Levern Miller Jr, North Carolina State University; Rachel Elizabeth Worsham, North Carolina State University; Lori Nero Ghosal, North Carolina State University

Tagged Topics

FYEE Conference Sessions

and Engage” using Dr. Baxter Magolda’s Theoryof Self-Authorship. Magolda [7] identifies four non-linear phases of self-authorship defininghow students move away from following external influences to developing their inner voice tomake meaning of life based on their internal foundation. After learning about the impact on a few students who participated in the 2016 cohort,the Director and Graduate Assistant sought to expand the CIP to impact more EngineeringVillage students. The Director and Graduate Assistant completed Coach Training andcommitted to working with 35 students as part of the fall 2017 CIP cohort. Each coachingsession was unique, as each student had differing conceptions of their career goals. Goalstypically included

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Edmund Tsang, Western Michigan University; Lenore H Yaeger, Western Michigan Univeristy; Katherine N. Fox, Western Michigan University; Rebecca A. Scheffers, Western Michigan University; Dannielle Marie Curtis, Western Michigan University; Lindsay Gove, Western Michigan University

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FYEE Conference Sessions

-year studentsannually are placed in cohorts [2], [3]. Progressing through the entire first year as a cohort isidentified as a “high impact practice” by the National Survey of Student Engagement (NSSE)[4]. Gabelnick et al [5] report that a cohort or learning community helps to build connectionamong student peers, and between students, faculty and staff. Our cohorts each has an anchorclass that serves as a focal point to direct student success services. Based on surveys conductedeach fall, we learned that a significant majority of students have studied and formed study groupswith other students in their cohort. Graduating seniors have often told us the study groups theyformed during their first year through STEP lasted through senior capstone

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University; Krista M Kecskemety, Ohio State University; Deborah M. Grzybowski, Ohio State University; Monica Farmer Cox, Ohio State University

Tagged Topics

FYEE Conference Sessions

(EML) elements to an existing first-year engineeringcourse. This work-in-progress paper represents the first phase of a four-phase, 18-month pilot,during which we explored the impact of EML in first-year engineering classrooms on motivationand identity. While Phase 1 focuses primarily on engineering education research, phases 2, 3,and 4 target curriculum development, assessment, and dissemination, respectively.This pilot will position us to expand our curriculum via the application of engineering educationscholarship to support our students’ development of EML. It will also demonstrate our ability toscale up EML-related curriculum in the first year of engineering while effectively training allmembers of the teaching team including faculty

Conference Session

Technical Session II

Collection

2018 FYEE Conference

Authors

Richard Tyler Cimino, ExEEd Department, Rowan University; Scott Duplicate Streiner, Rowan University

Tagged Topics

Diversity, FYEE Conference Sessions

addition of “an understanding of professional and ethicalresponsibility” as a requirement for ABET accreditation [1], there has been renewed interest in thescope and practice of ethics education in engineering curricula. While ethics education is nowmandated for accreditation, the form that education takes varies considerably with each program. Despite the increased awareness and codification of ethics into engineering education overthe last two decades, there is continual debate about the efficacy of ethics education and the abilityof educators to make a positive impact on students’ moral development [2]. At least one prominentstudy [3] has documented skepticism amongst faculty with respect to the (positive) nature andinfluence of the

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Topics

Diversity, FYEE Conference Sessions

future direction of the course.Service learning is defined as a teaching method that combines classroom instruction withvaluable community interactions to provide for the mutual benefit of all. At its core, this involvesreflection on how the experience might improve critical thinking skills, increase student civicengagement, help to achieve learning objectives, impact the community or community partner,and/or provide for reciprocity between student and the community [2,3]. The course waschanged to teach all of its course objectives as part of the semester long service-learning project.Students opted into their project of choice from five options, spending half of their semesterdesigning and the other half fabricating deliverables. Service

Conference Session

Technical Session VIII

Collection

2018 FYEE Conference

Authors

Cheryl A Bodnar, Rowan University; Daniel D. Burkey, University of Connecticut; Daniel D. Anastasio, Rose-Hulman Institute of Technology; Scott Duplicate Streiner, Rowan University

Tagged Topics

FYEE Conference Sessions

these “play” experiences back totechnical content.What Constitutes a Game?A game is defined as a structured form of play where participants must accomplish a goal whileadhering to specific rules [2]. Games are inherently engaging and immersive, foster teamwork,and provide immediate feedback to players, promoting experimentation and creative problemsolving [3], [4] many of which are key skill sets that professional engineers possess.Games can take several forms within a classroom. One of the most common means toimplement a game is a classroom game, such as a card game, board game, or live-action gamethat promotes communication, comprehension, or critical thinking about classmaterial. Alternatively digital games can be used where students play a

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Aubrey Wigner, Michigan State University; Megan K Halpern, Michigan State University; Isaac Record, Michigan State University

Tagged Topics

Diversity, FYEE Conference Sessions

solutionsin a societal context, 5 – function effectively on teams [5]. II. THE FUTURE DESIGN STUDIOThe goal of FDS is to provide participants with a chance to imagine future technologies, buildprototypes of such artifacts, and deeply engage with the broader impacts and societal interactionsthat might occur in such a technological future. Part of this deeper engagement occurs whenparticipants are faced with how their creation plays out in an imagined world, created on the fly,by a professional improv team trained in how to think critically about sociotechnical interactions.This allows the students to explore the unintended consequences and possibly beneficial uses oftheir imagined technology outside of the initial

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

David Gee, Gannon University

Tagged Topics

FYEE Conference Sessions

qualify for the National School Lunch program [3].At GU, the Office of Service Learning (OSL) plays a directrole. In addition to describing the need, OSL also funds theprojects. It should also be noted that current and previousteams have successfully engaged corporate or privatesponsors to donate both materials and expertise in supportof these projects. Thus in addition to developing someuseful networking skills, this process also serves toadvertise the service learning project to the communitywhich, in turn, provides one small way for the company toengage in community service. At Gannon, the freshman engineering cohort istypically divided across three sections. Within each section,students are assigned to multidisciplinary (i.e., mechanical

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Christopher McComb, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Jessica Dolores Menold, Pennsylvania State University, University Park

Tagged Topics

Diversity, FYEE Conference Sessions

professional expectations of engineering as a career and discipline [9], [10]. Someprograms also use these courses to foster engineering ethics, writing and communication skills,teamwork competencies, and to develop community and engineering identity within students toaid in retention of engineering students [11], [12]. In other words, first-year engineering designstudents are typically gaining other competencies beside academic objectives (the what part ofengineering) in addition to learning how competencies are enacted within the engineeringdiscipline.While all engineering programs may structure their first year and design experiences differently[11], engineering education and design literature concurs that the emphasis on authentic andexperiential

Conference Session

Technical Session III

Collection

2018 FYEE Conference

Authors

Mary Fraley, Michigan Technological University; Mary Raber, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

Tagged Topics

Diversity, FYEE Conference Sessions

projects developed encompassed seven critical skills, they do not “hook” students early in theirclassifications (Student Life, Assistive Technologies, college career. Courses that engage students in hands-onOutdoor Activities, Appliances, Personal Use innovation and entrepreneurial activities are one way toConveniences, Environmental/Road Management/Office create that hook. At Michigan Technological University, weArrangement, and Phone/Portable Technologies). Over piloted modifications in a first-year engineering course thatthe course of the semester student teams completed allow students the opportunity to learn about innovation andproject deliverables. This

Conference Session

Technical Session V

Collection

2018 FYEE Conference

Authors

Lunal Khuon, Drexel University; M. Eric Carr, Drexel University (Eng. & Eng. Tech.); Yalcin Ertekin, Drexel University (Tech.) (MERGED)

Tagged Topics

FYEE Conference Sessions

engineering 3. “Flip” the course using web-based lectures andeducation. The project’s learning objectives are that assessments in conjunction with hands-on, problem-students will be able to successfully integrate digital and based-learning laboratory activities.physical design, develop a navigation algorithm, and A prior college taskforce had identified emphasis areasimplement it in Arduino C, in order to allow an that included professional skills such as technicalautonomous robot vehicle to successfully navigate a communication and an ability to work in teams as well as thecourse. Students use modern, industry-standard engineering fundamentals of applying