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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

of belonging within engineering. ©American Society for Engineering Education, 2024 Concept Mapping the Entrepreneurial Mindset in a First-Year Engineering Design Course: How Students' Perceptions ShiftAbstractThis complete evidence-based practice paper looks at a concept mapping activity that was usedin a first-year engineering design course. Students created concept maps of the EntrepreneurialMindset before their design project started and then they were asked to iterate on the map afterthey completed their design project. This study examines the concept maps and uses anautomated scoring tool to complete traditional and categorical scoring. The results show that thecomplexity of the maps did increase

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 Marie Singer, The Ohio State University

Tagged Divisions

First-Year Programs Division (FYP)

complete research study was to evaluate the efficacy of how these projectsfurther an EM in the honors FYEP. We focused on one specific attribute of EM which wasmaking connections. Our primary research question was: Are there differences in students’ability to make connections between different first-year engineering design projects? Thepurpose of the comparison was to determine whether both projects provided equal value to thefirst-year students regarding their ability to learn to make connections. To answer our researchquestion, we used concept maps developed during the 2021-2022 academic year. We scored asubset of 22 maps (n = 11 from the robot design project, n = 11 from the nanotechnologyresearch project) with an adapted traditional scoring

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sánchez-Peña, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M. Burke; Julia Latorre; Carl F. Lund, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

summarizes the structure of such curricular priorities identified bythe backward design model, using the modified language proposed by Streveler & Smith [13]. Figure 1. Levels of course content adapted from Wiggins & McThige [4] based on the CAP model [13].The core element of the CAP model is the alignment between the content, assessment, and pedagogyelements, having the enduring outcomes as the main driver for the design [13]. In addition, the Streveler& Smith CAP framework, which has been taught for more than a decade at Purdue University [13], hasinfused the execution of backward design with tools that facilitate its different stages. For the first stage,(1) Content, the use of concept maps is suggested as a tool to explore the

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christopher Daniel Winfrey, Middle Tennessee State University; Lei Miao, Middle Tennessee State University

Tagged Divisions

First-Year Programs Division (FYP)

lego robot project using concept maps and peer led teams for a freshman course in engineering and engineering technology. In 2009 Annual Conference & Exposition, number 10.18260/1-2–4657, Austin, Texas, June 2009. ASEE Conferences.[6] Djedjiga Belfadel, Marcia Arambulo Rodriguez, Michael Zabinski, and Ryan Munden. Use of the Arduino platform in fundamentals of engineering. Proceedings of the ASEE Annual Conference Exposition, pages 1 – 15, 2019. ISSN 21535868.[7] Nebojsa Jaksic, Boyan Li, Benjamin Maestas, and Katheryn Rothermal. Dancing humanoid robots lab demonstration for the first year engineering students. 06 2017. doi: 10.18260/1-2– 28099.[8] Eric Wang, Jeffrey LaCombe, and Ann-Marie

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Thomas, Bucknell University; Sarah Appelhans, Bucknell University; Stu Thompson, Bucknell University; Stewart Thomas, Bucknell University; Robert M. Nickel, Bucknell University; R. Alan Cheville, Bucknell University; Richard J. Kozick, Bucknell University; Christa Matlack, Bucknell University; Philip Asare, University of Toronto

Tagged Divisions

First-Year Programs Division (FYP)

world.ePortfolios have become more prevalent in higher education as a tool to encourage studentreflection across all aspects of their lives [16]–[18]. A campus-level platform allows universitiesto support and integrate reflection at different levels: individual course assignments, curriculum-wide reflection, and inclusion of other university experiences, such as athletics, career services,and student organizations. This multilevel integration is crucial for achieving the full benefits ofreflection in education [19]. The use of digital platforms may enable new kinds of reflectivethinking [20] as students creatively curate different media types, including text, images, video,concept maps, and social media. Students develop their ability to integrate a