Conference Session

S2A: Workshop III

Collection

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

Authors

Todd R Hamrick, West Virginia University; Atheer Almasri, West Virginia University; Carter Hulcher, West Virginia University; Xinyu Zhang, West Virginia University; Akua B. Oppong-Anane, West Virginia University

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- jamin M. Statler College of Engineering and Mineral Resource at West Virginia University. She received her Ph.D. in Environmental Engineering in 2012 from University of Illinois at Urbana-Champaign. She is a licensed P.E. in North Carolina. Her research interests include STEM education such as broadening participation in engineering and advanced technologies for STEM education, engineering entrepreneur- ship, environmental engineering, and sustainable biomanufacturing. She started to lead a summer bridge program for incoming first-year engineering students called Academy of Engineering Success (AcES) in 2021.Dr. Akua B. Oppong-Anane, West Virginia University Akua Oppong-Anane is a Teaching Assistant Professor in the

Conference Session

Technical Session S2B

Collection

2022 First-Year Engineering Experience

Authors

Stephany Coffman-Wolph, Ohio Northern University; John K. Estell, Ohio Northern University

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Workshop: Let’s Talk to Our Rubber Ducks: Scavenger Hunt for Computational Thinking, Analyzing Code, & DebuggingIntroductionA rubber duck can act as a sounding board for programmers to work through difficult conceptsor complicated logic sequences. Speaking or explaining code logic out loud is known to behighly beneficial when “stuck” by an error. Andrew Errington created the concept of “rubberduck debugging”. A good programmer needs to develop several essential skills includingdebugging, computational thinking, and code analysis. How do we instill these concepts intofirst-year programming students? Introductory programming students are often reluctant to trydebugging their code independently. Introductory programming

Conference Session

S4C: Workshop VIII

Collection

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

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology; Marcia Pool, University of Illinois at Urbana - Champaign; John T. Hird, West Virginia University Institute of Technology; Aida Jimenez, West Virginia University Institute of Technology

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Workshops

Paper ID #40659Workshop: Why on earth do I have to take a class in [fill-in-the-blank]?Dr. Stephany Coffman-Wolph, Ohio Northern University Dr. Stephany Coffman-Wolph received her PhD from Western Michigan University and is currently an Assistant Professor in the ECCS Department (in Computer Science) at Ohio Northern University. Previ- ously, she worked at The University of Texas at Austin and West Virginia University Institute of Technol- ogy (WVU Tech). While at WVU Tech she was a founding member and faculty advisor of AWESOME (Association of Women Engineers, Scientists, Or Mathematicians Empowerment) at WVU Tech. She

Conference Session

Technical Session M4C

Collection

2022 First-Year Engineering Experience

Authors

Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Sheryl A. Sorby, University of Cincinnati; Gibin Raju, University of Cincinnati; Niall Seery, Technological University of the Shannon

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Workshops

Workshop: Introduction to Adaptive Comparative Judgement: A Holistic Assessment tool for Design Problems Clodagh Reid1, Sheryl A. Sorby2, Gibin Raju2, Niall Seery1 1 Faculty of Engineering and Informatics, Technological University of the Shannon 2 Department of Engineering Education, University of CincinnatiAbstractThis workshop is an interactive session where participants will experience an excitingapproach for holistically assessing design problems, Adaptive Comparative Judgement(ACJ). ACJ is an adaptive software tool that can be used by students and faculty to assessstudents’ work holistically and reliably. This tool can be used to reduce the grading

Conference Session

Technical Session M3C

Collection

2022 First-Year Engineering Experience

Authors

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Conference Session

Technical Session S1A

Collection

2022 First-Year Engineering Experience

Authors

Tracy Jane Puccinelli, University of Wisconsin - Madison; Courtney Lynch, University of Wisconsin - Madison ; Lennon Rodgers, University of Wisconsin - Madison

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Workshop: The Integration of Technical Skills Within a First-Year EngineeringDesign and Innovation Course Featuring Hands-On ElectronicsSummary for the Conference Program:IntroductionOur college of engineering offers first-year engineering students an interdisciplinary hands-onproject-based engineering design course. The students learn several technical skills, such ascomputer-aided drawing and shop skills, as well as non-technical skills, such as team buildingand creativity. To facilitate the prototyping process, a curriculum has been developed to integratemore technical skills that are deemed critical. The first phase of the developed curriculum allowsstudents to experience 3D printing and laser cutting. Students learn how to design a

Conference Session

S4B: Workshop VII

Collection

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

Authors

Kevin Calabro, University of Maryland, College Park; Stacy S Klein-Gardner, Vanderbilt University; Susan E. Walden, University of Oklahoma; Kenneth Reid, University of Indianapolis; Medha Dalal, Arizona State University; Petronella A James, Morgan State University

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the co-PI and co-Director of the Youth Engineering Solutions (YES) Middle School project focusing on engineering and computational thinking. Dr. Klein-Gardner is a Fellow of ASEE.Dr. Susan E. Walden, University of Oklahoma Dr. Susan E. Walden is the Executive Director of Engineering Pathways at the Univ. of Oklahoma. She leads outreach, recruiting, first-year engineering, and several retention programs in the Gallogly College of Engineering.Dr. Kenneth Reid, University of Indianapolis Kenneth Reid is the Associate Dean and Director of the R.B. Annis School of Engineering at the Univer- sity of Indianapolis and an affiliate Associate Professor in Engineering Education at Virginia Tech. He is active in engineering

Conference Session

S5B: Workshop X

Collection

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

Authors

Rachel McCord Ellestad, University of Tennessee at Knoxville; Kevin Kit, University of Tennessee at Knoxville; Richard M. Bennett P.E., University of Tennessee at Knoxville; Erin McCave, University of Tennessee at Knoxville; Andrey A. Puretskiy, University of Tennessee, Knoxville

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Workshops

Paper ID #40645Flipping Across the First Year WorkshopDr. Rachel McCord Ellestad, University of Tennessee at Knoxville Rachel McCord Ellestad is the DIrector of Engineering Fundamentals and a Senior Lecturer and Research Assistant Professor in the Engineering Fundamentals Division at the University of Tennessee in Knoxville. She received her Ph.D. in Engineering Education from Virginia Tech.Dr. Kevin Kit, University of Tennessee at Knoxville Kevin Kit is Director of the Engineering Honors Program and Associate Professor of Materials Science and Engineering at the University of Tennessee. He received a B.S. in Materials

Conference Session

Technical Session S1C

Collection

2022 First-Year Engineering Experience

Authors

Peter J. Shull, Pennsylvania State University, Altoona Campus

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Workshops

success methodologies are low cost to both students andfaculty. For students, low cost implies the methods must be very efficient, i.e., easy to learn andimplement, rapidly implemented, and have a high rate of learning. High impact is related toeffectiveness in learning. The crux of effectiveness is not if a particular method works (itwouldn’t be used if it didn’t work) but whether students will consistently use the method. Thiscrux element—will students use the success skill—is generally overshadowed by how well themethod would work if employed and taught regardless of whether students will actually use it.From a faculty standpoint, low cost consists of a) a small learning curve, b) little disruption tostatus quo, i.e., readily integrated into

Conference Session

Technical Session S2C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE)

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Workshops

outcomes. Journal of Adolescence, 17, 1994, pp. 327–339.[4] Eyler, J., & Giles, D.E. (1999). Where’s the learning in service-learning? San Fransisco: Jossey-Bass.[5] A. W. Astin, L. J. Sax & J. Avalos, J. Long-term effects of volunteerism during the undergraduate years. Review of Higher Education, 22(2), 1999, pp. 187–202.[6] A. Furco, et al. "Modeling the influence of service-learning on academic and sociocultural gains: Findings from a multi-institutional study." Civic engagement and community service at research universities. Palgrave Macmillan, London, 2016. 143-163.[7] B. Jaeger, & E. LaRochelle, E.. EWB2 – Engineers Without Borders: Educationally, a world of

Conference Session

S1B: Workshop II

Collection

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

Authors

Joshua Fagan, University of Tennessee at Knoxville; Amy Katherine Biegalski PE, University of Tennessee at Knoxville

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Paper ID #40649Workshop: Interfacing MATLAB with Sphero Robots for an Introduction toProgramming ClassDr. Joshua Fagan, University of Tennessee at Knoxville Dr. Fagan is a lecturer in the Engineering Fundamentals Program at The University of Tennessee, Knoxville (UTK). He received his M.S. and Ph.D. in Computer Science from UTK. Dr. Fagan’s research focused on Human-Robot Interactions.Dr. Amy Katherine Biegalski PE, University of Tennessee at Knoxville Dr. Biegalski is a senior lecturer in the Engineering Fundamentals Program at The University of Ten- nessee, Knoxville. She received her M.S. and Ph.D. in Structural Engineering

Conference Session

S5C: Workshop XI

Collection

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

Authors

Courtney June Faber, University at Buffalo; Lorna Treffert, University at Buffalo

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Workshops

, and agency. Dr. Faber has a B.S. in Bioengineering and a Ph.D. in Engineering and Science Education from Clemson University and a M.S. in Biomedical Engineering from Cornell University. Among other awards for her research, she was awarded a National Science Founda- tion CAREER Award in 2022 to study epistemic negotiations on interdisciplinary engineering education research teams.Lorna Treffert, University at Buffalo Lorna Treffert is a 1st year Ph.D. student in the engineering education department at the University at Buffalo . She holds both a BS and MS in Industrial and Systems Engineering. Her research interests include facilitating diversity and inclusion within engineering education, epistemologies in

Conference Session

Technical Session M3A

Collection

2022 First-Year Engineering Experience

Authors

John Krupczak Jr, Hope College; Katharine Hopkins Polasek, Hope College

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Workshops

courses that include students with a wide range of prior exposure toengineering. The design projects engage students with a tentative interest in engineering and limited priorhands-on experience, while also challenging the skills and creativity of those students already committedto an engineering career. This workshop will allow participants to learn about and carry out some of thesehands-on projects for themselves. At the workshop, participants will be provided with materials that theycan take with them back to their home institutions.The efforts to increase diversity in engineering have resulted in a challenge for introduction toengineering classes of supporting students with a wide range of prior exposure and degree of interest inengineering

Conference Session

S2B: Workshop IV

Collection

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

Authors

Betsy Chesnutt, University of Tennessee at Knoxville; Laura Knight, University of Tennessee at Knoxville

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Workshops

Paper ID #40641Building Bridges (but not with balsa wood) through Scalable EngineeringDesign Process LessonsDr. Betsy Chesnutt, University of Tennessee at Knoxville Betsy Chesnutt is a lecturer in Engineering Fundamentals at the University of Tennessee-Knoxville. She is interested in understanding how to prepare pre-service teachers to teach engineering, as well as how to support current K-12 teachers so that they can implement engineering into K-12 classrooms more effectively.Prof. Laura Knight, University of Tennessee at Knoxville Laura Knight is an Assistant Professor of Practice in the Department of Industrial and

Conference Session

Technical Session S2A

Collection

2022 First-Year Engineering Experience

Authors

Whitney Gaskins, University of Cincinnati

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Workshops

FYEE 2022 WorkshopOverview:In this workshop, participants will learn how to build a holistic retention program that supportsdiverse first-year students in engineering. The model retention program is student-focused anddeveloped with the student voice in mind. This workshop will present a working model of acurrent retention program, lessons learned from developing the program and future paths andopportunities for growth. Participants will also engage in interactive case studies to show theadaptability and flexibility of the retention program.Program Components:Summer Bridge Program: The 7-week Summer Scholars Bridge Program (SSBP) is a residentialprogram prior to freshman enrollment. The SSBP objectives

Conference Session

Technical Session S1B

Collection

2022 First-Year Engineering Experience

Authors

Todd R Hamrick, West Virginia University

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Workshops

Paper ID #36360Student Success Beyond Covid, Teaching The Workforce Of 2026Dr. Todd R Hamrick, West Virginia University Dr. Todd Hamrick, Ph.D. is an Assistant Teaching Professor in the Freshman Engineering Program at West Virginia University’s Statler College of Engineering and Mineral Resources, a position he has held since 2011. He received his Ph.D. that same year from WVU in Mechanical Engineering, with studies in efficiency improvement in well drilling and organic solar cells. Dr. Hamrick received undergraduate degrees in Mechanical Engineering and German in 1987, and returned to academia after a 22-year engi

Conference Session

Technical Session M3B

Collection

2022 First-Year Engineering Experience

Authors

Kathryn Schulte Grahame, Northeastern University; Richard Whalen, Northeastern University

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Workshops

2022 First-Year Engineering Experience (FYEE) Workshop Fully Engaged: Integrating mindfulness and meditation in engineering classes. Michigan State University, East Lansing, MichiganABSTRACTThe purpose of this workshop is to actively involve participants in the practice of mindfulness and meditationwhile learning its principles and how to integrate them in a variety of ways into engineering classes.The workshop will look at the art and science of mindfulness and meditation interspersed with activities usedto teach and practice. The format will be hands-on including participation in exercises as well as discussionsand sharing of practices from a variety of perspectives.The content

Conference Session

S1A: Workshop I

Collection

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

Authors

Lisa Lampe, University of Virginia

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at the Missouri University of Science & Technology in 2004. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 302023 FYEE Conference Theme Expanding Student Success: Multifaceted Approaches for Student Successin Today’s “New Normal”Title: Workshop on Engineering First-Year Holistic Support to Succeed ModelAbstractFirst year engineering students need not persevere through a multitude of barriers alone while pursuingtheir degree. At the University of Virginia, we teach engineering undergraduates to consult with expertsto solve difficult and complex problems as engineers; this includes experts in mental health