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)

Tagged Topics

Diversity, Full Papers

createcohorts of students in the form of learning communities. Students are placed into classes ingroups with other engineering students and take one or more classes together. In some cases thestudents may also live together and participate in outside of class activities with other studentsand instructors. These approaches have shown benefits for retention and learning [2].Pedagogical approaches can also help attract and retain diverse students. One such approach thatinvolves students in meaningful experiences include community engaged learning, which hasalso been called service-learning, community-based learning and civically engaged learning.Community-engaged learning integrates work that meet the needs of an underserved segment ofsociety and/or

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Nathan Delson, University of California at San Diego; Huihui Qi, University of California, San Diego; Lelli Van Den Einde, University of California, San Diego

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classrooms and developing K-16 design-build curriculum in earthquake engineering and spatial vi- sualization. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Full Paper: The Impact of Freehand Sketch Training on Engineering Students' Communication and Spatial Visualization Skills: A Controlled TrialAbstractEngineers often employ freehand sketching to effectively communicate ideas to their peers.Additionally, research has demonstrated that practicing freehand sketching of orthographic andisometric views enhances spatial visualization skills and subsequently improves GPAs inengineering

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University

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Towards the Use of the MUSIC Inventory for Measuring Engineering Student Empowerment Abstract One of the "Grand Challenges in Engineering Education" is to engage students in their own learning. According to a past president of the National Academy of Engineering, engineering education must focus on the environment in which students learn. While the content is changing at a fantastic pace, facilitating a learning environment that fosters student ideas, inspiration, and empowerment is critical. We need students who are technically and creatively able to solve the challenges of tomorrow. The MUSIC Model of Academic Motivation was developed to help instructors apply motivation research to the design of

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

Tagged Topics

Diversity, Full Papers

activity. During the on-campus events, the room was quiet; students paid attention andappeared to be mentally engaged with the performance. Students were very willing to participateon-stage to intervene in the team dynamics. Even those students who remained in a passive roleand did not volunteer to try to implement an improvement strategy on stage appeared to beimpacted by what they observed. While the implementation of the theatre sketch was modifiedfor an online environment, the impactful nature of this intervention appeared to remain intact, asreflected in students’ responses in the Q&A feature, and the questions they asked the characters.Future plansThe online implementation has been retained, currently, because of the scheduling

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

Tagged Topics

Full Papers

the close interactions between students and faculty extremely helpful,especially having a faculty mentor. I have learned a lot from these [interactions]. I also enjoy the"doing" aspect of the program. I learn much more effectively by doing, and the hands-on designchallenges [that] are perfect for this.”The impact of these new programs is rigorously assessed through the administration of theNational Survey for Student Engagement, providing valuable insights into the effectiveness ofthe initiatives. The findings from these assessments inform enhancements and modifications tocontinually improve engineering student engagement and success. The NSSE is routinelyadministered for first year students and senior’s institution-wide, every four years

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Charles E. Pierce, University of South Carolina

Tagged Topics

Full Papers

institutions. One reason for implementing a journal was to personalize the course for this25%, including older students who often feel disinterested or out of place in a 100-level course.Reflective journaling was constructed on three core principles. Students should (1) considertheir own expectations for personal learning in courses; (2) practice establishing and monitoringacademic, personal, and/or professional goals; and (3) engage in honest self-reflection that isshared with their instructor. The journal tool in Blackboard provides a private communicationspace between student and instructor. Having appropriate and meaningful prompts is critical forguiding students on what to write about. Prompts are designed to accommodate students atvarious points

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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efforts, outcomes, and student responses received by introducing ML tofirst-year engineering students in ENES100.PilotDuring the spring 2023 semester, a machine learning curriculum was piloted to three sections,totaling 120 students in ENES100. The goal was to determine the most effective way toimplement ML in ENES100. The team decided that the integration of hands-on, interactivemachine learning projects would be the most beneficial approach. Huang used a project basedlearning (PBL) paradigm when designing a machine learning module for first-year students atLoyola Marymount University because PBL has been shown to positively impact studentengagement, motivation, and self-efficacy [2]. Since ENES100 already follows a project basedapproach

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Katherine A Grover, Utah State University; Kristina T Glaittli, Utah State University; Christian R. Bolander, Utah State University Department of Engineering Education ; Thomas H Fronk, Utah State University

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% In addition to looking at high school performance, % of Students who freshmen success was analyzed based on student 36.6% math readiness. Math preparation was defined by Graduated the first math course the student registered for at 14.3% the university. Of the different factors that affect graduation, math readiness was found to have the largest impact on student

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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lost time and tuition fees since leaving the engineering field costs studentsapproximately $500k over the course of their careers [4].Factors that contribute to students leaving engineering programs include lack of belonging, quality ofadvising and instruction, and performance in first-year courses. Research shows that a lack of sense ofbelonging is one of the biggest reasons a student leaves engineering [5]. In addition, the quality of advisingand course instruction has a significant impact on student persistence in an engineering program [6,7].Students’ persistence can be greatly improved if there is a culture of collaboration in their academicenvironment [8]. It has been shown that fostering a community environment, both in and out of

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Surupa Shaw, Texas A&M University

Tagged Topics

Full Papers

] outlined the essential requirement of the application-based projects in complex tasksand learnings, as it requires scaffolding to help students engage in sense-making, managing their investigation& problem-solving processes, and encouraging them to articulate their thinking, while reflecting on theirlearning. However, a completely different perspective in terms of fighting social stigmatization amongstudents, using application-based projects was presented by K. Koutrouba et al. [6]. They held the application-based projects responsible for the successful acquisition of skills such as persistence, willingness,cooperativeness, creativity and self-starters, while the student’s personal experiences, traits, needs, interestsand objectives were

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Jessica Martin, Baylor University; Jana Roste, Baylor University; Austin T. Smith, Baylor University; Shane Michael Meyer, Baylor University; Emma G Cartisano, Baylor University; Emily Sandvall, Baylor University; Andrea Pouso Morales, Baylor University

Tagged Topics

Diversity, Full Papers

student success programs provide the opportunity.LimitationsA few study limitations warrant consideration. First, this study was conducted amidst theCOVID-19 pandemic, with obvious impacts on student involvement. Second, this studyexamined involvement in first and second-year students; their involvement patterns may stillchange going forward. Third, defining SES is difficult [5] and the institution’s definition of “lowincome” for participation in ECS was unclear. Thus, findings may not be generalizable to otherlow socioeconomic status (SES) STEM students. Similarly, each participant received ascholarship, possibly buffering the salience of low-SES identity—resonating with the findings of[6]. Student perceptions and experiences of involvement

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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inspection reveals a body of work that includes thought leadership, collegialconversation, and critical analysis of the impacts of the pandemic on all areas and concernstypically considered in the engineering education community. Scholars have documented andexplored emergency remote teaching (ERT) and the implications to or impacts on acceptedteaching pedagogies and teaching modalities, student learning and self-efficacy beliefs,challenges and opportunities with hands-on learning, and the systemic challenges related toinclusivity, equity, access, and engagement in engineering higher education. The enormity of theimpact of the pandemic is underscored by the language of the pandemic ERT literatureincorporating terms like disruption, survival, and

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Karen D Alfrey, Indiana University - Purdue University Indianapolis; Jeffrey Watt; Christine Krull, Indiana University - Purdue University Indianapolis

Tagged Topics

Diversity, Full Papers

the last 1-3 semesters). Rather than demonstrating how to solveproblems while students passively watch, the mentors engage students in active team-basedproblem-solving activities – typically a mix of foundational and more challenging problems –and offer hints and guidance on approaches rather than direct solutions. Peer Mentors receivetraining in how to guide students through the problem-solving process and help them self-discover the approachess that work best for them. It has been shown to improve grades anddecrease DFW rates in large introductory Chemistry classes [4, 5]. Perhaps more importantly,these gains persist even among students who are less quantitatively prepared than their peers [6]as well as among students from underrepresented

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

Tagged Topics

Full Papers

was not the focus oflessons or discussions. Rather, the course emphasized one single identity as an engineer, andstudents undertook the same assignments, deliverables, and goals regardless of declared major.The course provided a uniform opportunity for students to equitably thrive in the comfort of thefirst-year engineering community. For the faculty, the uniformity and normalization of coursematerials ensured that the faculty members spoke to students using the same engineeringlanguage, and the project-based format allowed the faculty to actively engage with and teach thestudents without prioritizing individual disciplinary obligations.Student course evaluations highlighted “hands-on” and “open-ended” nature as reasons for deepstudent

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)

Tagged Topics

Diversity, Full Papers

teams. The Engineering Projects in Community Service (EPICS)program engages students in community-based design teams for one or two credits per semester.The other program, Vertically Integrated Projects (VIP), engages students in researchexperiences, industry sponsored projects and competition-based projects, also can be taken forone or two credits. In this pathway, the design and teamwork aspects of the introductoryengineering courses are developed within the EPICS or VIP courses as students participate overtwo semesters but do not formally address the computation foundation. The computationrequirements are assessed as part of ENGR 133 course. Figure 1. Pathways to meet first-year engineering credits at Purdue UniversityTheoretical