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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University Katrina is an educator with more than 30 years in the K-12 and Special Education systems. She has taught at the elementary level, in CTE with HS students, and most recently was an administrator in Special Education overseeing curriculum, assessments, and Professional Development for a staff of over 40. She is currently working with a team of researchers, two professors and a PhD student, on First Year Engineering experiences. She is a PhD student in Applied Cognitive Sciences and Human Factors at Michigan Technological University. Her interests include Learning Theory, self-efficacy, 3D spatial visualization, Women in Engineering, and GRIT.Dr. Akua B. Oppong-Anane, Montana Technological University Akua

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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Paper ID #36371First Year Engineering Student Definitions of Systems Engineering: AComparison Between Two InstitutionsMrs. Katrina L Carlson, Michigan Technological University Katrina Carlson is currently working with a team of researchers at Michigan Technological University as a PhD student in Applied Cognitive Sciences and Human Factors.Dr. Akua B. Oppong-Anane, Montana Technological University Akua Oppong-Anane is an Assistant Professor of Freshman Engineering at Montana Technological Uni- versity. She holds a bachelor’s degree in Chemical Engineering, a master’s degree in Chemistry and a doctoral degree in

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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Development and is active with ASCE’s ExCEEd Workshop.Dr. Benjamin B Wheatley, Bucknell University Benjamin Wheatley was awarded a B.Sc. degree in Engineering from Trinity College (Hartford, CT, USA) in 2011 and a Ph.D. in Mechanical Engineering from Colorado State University (Fort Collins, CO, USA) in 2017. He is currently an Assistant Professor in the Department of Mechanical Engineering at Bucknell University (Lewisburg, PA, USA). His pedagogical areas of interest include active learning ap- proaches, ethics, and best practices as they relate to computational modeling. He runs the Mechanics and Modeling of Orthopaedic Tissues Laboratory at Bucknell, where they use computational and experimental techniques to better

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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the program to include, feedback from faculty, UTAs andundergraduates on their experiences within the engineering classroom, more specifically, theirperceptions of the effectiveness of the embedded UTAs in fostering inclusive instructionalpractices, a sense of belonging and inclusion in the first-year engineering undergraduateclassroom.References[1] Report - S&E indicators 2018 | NSF - national science foundation. Available at:https://www.nsf.gov/statistics/2018/nsb20181/report/sections/higher-education-in-science-and-engineering/highlights (Accessed: 03 June 2023).[2] D. B. Luckie, B. W. Mancini, N. Abdallah, A. K. Kadouh, A. C. P. Ungkuldee, and A. A.Hare, “Undergraduate teaching assistants can provide support for reformed practices to

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Surupa Shaw, Texas A&M University

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prior knowledge, from a variety of appropriate resources. All the above-mentioned bullet points indicate self-directed learning as a powerful tool that leads to students becoming responsible learners over the semester, while reducing the dependance on the expected instructions from the instructors. B. Adopting new assessment techniques The evaluation techniques have a major influence on the student’s learning strategies. The assessment techniques should be designed in a way that would encourage students to remain focused in their learning process and feel the enthusiasm and joy to continue learning in the hope of a better grade. There should be several stages of grading throughout the semester for the 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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B.S. work was in mass transfer and distillation. After three years working in industry, Prof. Brigham received his Ph.D. in 2006. His thesis work was focused on the interplay of the human commensal organism/opportunistic pathogen Bacteroides fragilis with the mammalian host. Specifically, he examined sugar utilization and how it affects the commensal and pathogenic lifestyles of B. fragilis. Prof. Brigham then moved to Massachusetts Institute of Technology as a postdoctoral scholar and later a Research Scientist. It was during this time that he developed a passion for bioman- ufacturing, fermentation and bioprocess engineering. He examined the industrially relevant bacterium Ralstonia eutropha (now known as

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Todd France, Ohio Northern University; Tena L. Roepke; Karli Katterle; Dua Chaker, University of Colorado Boulder

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literature suggests that engineering activities can provide a meaningful context forlearning math [e.g., 2,3] – a practice that is recommended by the National Academy ofEngineering [4] – and that engineering-based curricula can positively influence: a) students’STEM content knowledge, b) their appreciation of STEM fields’ interconnectedness, and c) theirattitudes towards STEM careers [5-13]. Interdisciplinary STEM approaches can also beleveraged to inform students about engineering, a field that is not widely understood by K-12students [14]. While engineering curricula that clearly improve students’ math comprehension doexist (such as earthquake vibration modeling in a pre-calculus class [10]), some studies suggestthat engineering coursework has a

Conference Session

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

Collection

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

Authors

Kevin Calabro, University of Maryland, College Park; Catherine Marie Hamel, University of Maryland, College Park; Joshua Cocker, University of Maryland - Keystone Program

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design courses.MethodsThe method for this paper included the researchers creating and entering multiple prompts forChatGPT that are relevant to the three RQs provided above. The researchers, each experiencedteachers of ENES100, carried out conversations with ChatGPT until there was enough content todraw relevant conclusions on each RQ. Researchers then qualitatively analyzed theconversations, both individually and collectively, identifying themes related to (a) how ChatGPTcould have a beneficial effect on teaching/learning/design, and (b) challenges associated with theuse of ChatGPT in the areas of teaching/learning/design. All researchers used the free,web-based version of ChatGPT, release versions February 13th through May 24th [7]. It

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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members One or more “slacker” team members 0% 20% 40% 60% 80% 100% Percentage of Respondents Did not experience conflict Not a factor Possibly a factor Definitely a factor Figure 4. Student responses to the question, “How much, if any, interpersonal conflict occurred within your team due to…” over the past three course offerings: (a) Fall 2019 (face-to-face), (b) Fall 2020 (fully online), and (c) Fall 2021 (hybrid).It is of note that a higher percentage of students in the fully online modality (Fall 2020) reportedthat they did not

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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is a fellow of the American Society for Engineering Education and the National Society of Professional Engineers.Dr. Carla B. Zoltowski, Purdue University at West Lafayette (COE) Carla B. Zoltowski is an assistant professor of engineering practice in the Elmore Family School of Elec- trical and Computer Engineering and (by courtesy) School of Engineering Education, and Director of the Vertically Integrated Projects (VIP) Program within the College of Engineering at Purdue. Prior to her appointment in ECE, Dr. Zoltowski was Co-Director of the EPICS Program. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineering Education, all from Purdue. Her research interests include the pro- fessional formation of engineers

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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-on projects typicallyoffered in GNEG 1121/1121H were put on hold and Excel assignments that originally wasplanned for later in the semester were shifted to replace them. When it was clear that studentswould not be returning to the classroom, additional Excel topics on data analysis were deployedto replace the hands-on projects and the exam was given remotely through Blackboard.Fall 2020, we were able to rearrange our classroom to fit nearly half of a full-size section. GNEG1111/1111H courses were delivered in a hybrid manner, in which students were divided intogroups A and B. Group A could physically attend on the first day of class (Monday or Tuesday),group B could attend on the second day of class (Wednesday or Thursday), and 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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College Health Association, “American college health association-National college health assessment III: Reference group executive summary fall 2020,” Silver Spring, MD: American College Health Association, 2020, pp. 1–22.[2] L. Acharya, L. Jin, and W. Collins, “College life is stressful today – Emerging stressors and depressive symptoms in college students,” J. Am. Coll. Heal., vol. 66, no. 7, pp. 655– 664, Oct. 2018.[3] C. Foster and L. Spencer, “Are undergraduate engineering students at greater risk for heart disease than other undergraduate students?,” J. Eng. Educ., vol. 92, no. 1, 2003.[4] C. S. Conley, A. C. Kirsch, D. A. Dickson, and F. B. Bryant, “Negotiating the transition to college

Conference Session

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

Collection

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

Authors

Muzammil Arshad, Texas A&M University; Mamoona Muzammil, University of Texas Rio Grande Valley

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., Shreve, M., “Online Resource Utilization in a Hybrid Course inGraphics”, Advances in Engineering Education, 2(3), pp. 1-20, 2011.[3] He, W., Gajski, D., Farkas, G., Warschauer, M., “Implementing Flexible Hybrid Instructionin an Electrical Engineering Course: The Best of Three Worlds?”, Computers & Education,Elsevier, 81, pp. 59-68, 2015.[4] Ahn, B., Bir, D.D., “Student Interactions with Online Videos in a Large Hybrid Mechanics ofMaterials Course”, Advances in Engineering Education, 6(3), pp. 1-24, 2018.[5] Kazeruni, N.M.B., Laboy, A., Hess, H., “Designing a Hybrid Engineering Course CombiningCase-Based and Lecture-Based Teaching”, 2018 40th Annual International Conference of theIEEE Engineering in Medicine and Biology Society (EMBC

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Susan E. Walden, University of Oklahoma; Randa L. Shehab, University of Oklahoma; Casey Violette Haskins, University of Oklahoma; Brian M McSkimming, University of Oklahoma; Jahnavi Dirisina, The University of Oklahoma; Jude A. Okolie, University of Oklahoma; Javeed Kittur, The University of Oklahoma; Allison Quiroga, University of Oklahoma

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seventeen students in our initialscholar class. The support provided through the Catalyst program helped these students achievean average "B" grade in that mathematics class in comparison to a "C" average for allengineering students in the course.Two students have not been retained in the college: one left OU for personal reasons, andanother has left engineering. The remaining fifteen of the seventeen students have maintainedgood academic standing in the college of engineering. This 88% first-year retention ratecompares quite favorably with the college average of 68%.It turns out that the flexibility to be responsive to student needs contributed to a perception thatthe Engineering Catalyst class was not a "real" class. Helping students dig

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Jenahvive K. Morgan, Michigan State University

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Paper ID #36343Full Paper: Student Reflections on Team Experiences in a First-YearEngineering CourseDr. Jenahvive K. Morgan, Michigan State University Dr. Jenahvive Morgan is the instructor for EGR 100 - Introduction to Engineering Design and Aca- demic Director of the First-Year Engineering CoRe Experience at Michigan State University. She is also currently the Director of Positions for the ASEE Women in Engineering Division, as well as an ASCE ExCEED Fellow. Dr. Morgan has a PhD and MS in Environmental Engineering from the University of Michigan, and a BS in Chemical Engineering from Michigan State University. Her

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

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

Authors

Djedjiga Belfadel, Fairfield University; Isaac Macwan, Fairfield University; John F Drazan, Fairfield University

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Paper ID #40637Full paper: Dr. Djedjiga Belfadel, Fairfield University Dr. Djedjiga Belfadel is an Associate Professor in the Electrical and Biomedical Engineering Department at Fairfield University in Connecticut. She earned her Ph.D. in Electrical and Computer Engineering from the University of Connecticut in 2015. Dr. Belfadel’s research focuses on estimation theory, with a particular emphasis on practical applications like drone navigation and target tracking. Her scholarly contributions span various areas, including space-based infrared (IR)/electro-optical (EO) sensors, signal and image processing, machine

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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Paper ID #40601Full Paper: Promoting First-Year Student Success through the Data-DrivenCreation of a Preparatory Engineering Program and an Engineering MathResource CenterMs. Katherine A Grover, Utah State University Katherine A. Grover has served as the USU College of Engineering Data Analytics Team Supervisor for over 5 years, providing the college with actionable student-related analytics. Additionally, she has worked with students as an Academic Advisor for the USU College of Engineering for ten years, serving as the Lead Academic Advisor for the last six. She serves on the Steering Committee for the National Academic

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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Paper ID #40602The Impact of Freehand Sketch Training on Engineering Students’Communication and Spatial Visualization Skills: A Controlled TrialDr. Nathan Delson, University of California at San Diego Nathan Delson, Ph.D. is a Senior Teaching Professor at the University of California at San Diego. He received a PhD in Mechanical Engineering from MIT and his interests include robotics, biomedical de- vices, product design, engineering education, and maker spaces. In 1999 he co-founded Coactive Drive Corporation (currently General Vibration), a company that provides force feedback solutions. In 2016 Nate co-founded eGrove

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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Paper ID #40631Full Paper: Introducing Machine Learning to First Year EngineeringStudentsJoshua Eron Stone, University of Maryland - A. James Clark School of Engineering - Keystone Program Laboratory Teaching Assistant for the University of Maryland’s flagship introduction to engineering course, and undergraduate Computer Engineering student.Mr. Forrest Milner Undergraduate Engineering Student at the University of Maryland, College Park. A. James Clark School of Engineering. Interested in projects relating to electronics and batteries, which you can check out on my website, forrestfire0.github.io.Sophie Roberts-Weigert

Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

John Cole, The University of Texas at Dallas

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list provided. Turn in a document containing the following: a. Group Name b. Group number c. List of all group members including e-mail addresses d. Name of group leader e. Project Idea (Bullet point 1 from the “Design an App” slide) f. A one-paragraph description of the major functions of the app. 2. Phase 2 built on phase 1 by adding the following additional information: a. A few paragraphs describing what the app does and how it would be used for some common cases. b. A listing of all the requirements of the app. These are relatively large-scale functions. “Creating the user interface” is not a task, since various functions will

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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. Barrella, E., et al. . “A mixedmethods study of cognitive and affective learning during a sophomore design problembased service learning experience”. International Journal for Service Learning in Engineering, Special Edition(Fall), 2013, pp. 1-28.[9] K. Litchfield, A. Javernick‐Will, and A. Maul. "Technical and professional skills of engineers involved and not involved in engineering service." Journal of Engineering Education 105.1, 2016, pp. 70-92.[10] Redacted[11] L. Piket-May, and J. Avery, Service-learning First Year Design Retention Results, ASEE/IEEE Frontiers in Education Conference. October 10-13, 2001, Reno, NV.[12] B. Ropers-huilman. , Carwile, L., and Lima, M. “Service-learning in engineering

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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.[3] C. Haller, V. Gallagher, T. Weldon and R. Felder, “Dynamics of Peer Education in Cooperative Learning Workgroups,” Journal of Engineering Education, vol. 89, no.3, pp. 285– 293, 2000.[4] Q. Hao, B. Barnes & M. Jing, “Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches”. Learning Environ Res 24, 109–122, 2021.[5] M. Hernández-de-Menéndez, Vallejo Guevara, A., Tudón Martínez, J.C. et al. “Active learning in engineering education. A review of fundamentals, best practices and experiences”. Int J Interact Des Manuf 13, 909–922, 2019.[6] M. Jacobi, “Mentoring and undergraduate academic success: A literature review”. Review of

Conference Session

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

Collection

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

Authors

Alex Campbell, P.E., Oklahoma State University; John J Phillips P.E., Oklahoma State University

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Paper ID #40613Full Paper: An Immersive Approach for First-Year Engineering StudentsAlex Campbell, P.E., Oklahoma State University Alex Campbell, P.E. is a licensed Professional Engineer and an Assistant Professor of Architectural En- gineering at Oklahoma State University. Alex practiced as a structural engineer before transitioning to teach at his Alma Mater where he received his Bachelor of Architectural Engineering (BAE) and Master of Science in Civil Engineering (MS) degrees. In practice Alex specialized in structural steel connection design and brings his experience into the classroom teaching Statics, Steel I, Steel

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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: STEM (P4E:STEM) team for their research and engagement incultivating inclusive professional identities in engineering and computer science students throughcurricular design and implementation.References[1] J. T. Polzer, L. P. Milton, and W. B. Swarm Jr, “Capitalizing on diversity: Interpersonal congruence in small workgroups,” Administrative Science Quarterly, vol. 47, no. 2, pp. 296- 324, 2002.[2] B. A. Pedersen, R. A. Hensel, S. A. Raisa, R. A. Atadero, A. A. Casper, R. R. DeLyser, C. D. Griffin, S. T. Leutenegger, M. L. Morris, C. Paguyo, J. Paul, S. Park, K. E. Rambo- Hernandez, and B. N. Roszelle. (2021, July), “Leveraging Changes in Engineering and Computer Science Curricula to Engender Inclusive Professional Identities in

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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UNO. Students interface the Arduino with the circuitassembly (green box) and develop a simple GUI driven by push buttons on the shield (blue box).Shown in Figure 1(b) is an example of this experiment implemented in TinkerCAD. Pushbuttons and power supplies are used to mimic the buttons on the shield (blue box), while a singlepower supply (green box) is used to simulate the entire spectrophotometer assembly. (a) (b)Figure 1. (a) Physical circuit assembly used in-person and (b) assembly simulated inTinkerCAD.Since returning to in-person instruction, TinkerCAD and other circuit simulation softwarepackages have continued to be used to demonstrate fundamental

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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described as the historical “parent” of structural equation modeling (SEM) [17]. It was developed by biometrician Sewall Wright, who first used it to quantify the contributions of genetics vs. the environment on the coloring of guinea pigs. Path analysis was originally conducted as a series of multiple regression statistical analyses used to estimate direct and indirect connections between variables. As a statistical method, path analysis allows the simultaneous comparison of both direct and indirect effects of multiple variables. One strength of this technique is that it forces researchers to consider the implications of a set of causal assumptions, theorizing the “A,B,C’s” of somewhat messy causal relationships in the

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

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0 4.3% 4.0% 10.2% 8.6% 2 or more 15.0% 0 6.0% 5.9% 6.1% Wh 75.0% 87.0% 60.0% 56.4% 59.6%1 F=Female; M=Male; As=Asian; B/AA=Black/African American; Hisp/Lat=Hispanic/Latino;Intr=International; 2 or more=2 or more races; Wh=White.In Fall 2019 (green bars, Figure 1), the Urban STEM PLTL section performed significantlybetter than any other section type, including the other learning community, with a DFW rate of0% – that is, every student in the PLTL section passed Calculus 1 with a grade of C- or higher.Students in other recitation sections (with or without learning community) fared better

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Juan David Ortega, Virginia Polytechnic Institute and State University / Universidad EAFIT

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coronavirus crisis," Harvard Business Review, vol. 27, pp. 2–7, 2020.[4] S. Tannenbaum, A. Traylor, E. Thomas, and E. Salas, "Managing teamwork in the face ofpandemic: evidence-based tips," BMJ Quality & Safety, vol. 30, pp. 59–63, 2021. [5] B.Tuckman, "Developmental sequence in small groups," Psychological Bulletin, vol. 63, no. 6, pp.384–399, 1965.[6] B. Tuckman and M. Jensen, "Stages of small-group development revisited," Group & Organization Studies, vol. 2, no. 4, pp. 419–427, 1977.[7] L. Zurcher, "Stages of development in poverty program neighborhood action committees," Journal of Applied Behavioral Science, vol. 5, no. 2, pp. 223–258, 1969.[8] Catalyst Mediation, "Tuckman's team development stages," Catalyst Mediation Training

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Charles E. Pierce, University of South Carolina

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semester, it is often difficult to prioritize personal time and space for thinking about andreflecting on new academic experiences. Yet this is a critical phase for students to build afoundation from their first-year courses and capitalize on opportunities to discover and practicehow to succeed in engineering.Reflection in engineering education has been underutilized and is often neglected. However,recent growth in reflective activities for engineering courses [1] has led to improvedunderstanding of pedagogical approaches utilized in reflective practices [2]. Reflectionencourages students to make meaning of their learning experiences and to consider future actionsthat are grounded in those experiences. Like other skills, one must practice

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Thomas J. Siller, Colorado State University; Erica J Marti, University of Nevada - Las Vegas; Cory Budischak, Temple University; Matt Gordon P.E., University of Denver; Carlo Salvinelli, University of Colorado Boulder

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Paper ID #36385An International Design Project for First Year Engineering Students atMultiple U.S. InstitutionsDr. Thomas J. Siller, Colorado State University Tom Siller is an Associate Professor in Civil and Environmental Engineering at Colorado State University. He has been a faculty member at CSU since 1988.Ms. Erica J Marti, University of Nevada - Las Vegas Erica Marti completed her PhD in Civil and Environmental Engineering at the University of Nevada, Las Vegas (UNLV). She holds a Master of Science in Engineering and Master of Education from UNLV and a Bachelor of Science in chemistry from the University of