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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status and nature of K-12 engineering education in the U.S.” The Bridge 39, 3, pp. 5-10.[4] National Academy of Engineering, & National Research Council. (2009). Engineering in K-12 Education: Understanding the status and improving the prospects. Washington, DC: The National Academies Press.[5] I. Zeid, J. Chin, C. Duggan, and S. Kamarthi (2014). “Engineering Based Learning: A Paradigm Shift for High School STEM Teaching.” International Journal of Engineering Education 30(4), pp. 876-887.[6] M. S. Zarske, J. L. Yowell, H. L. Ringer, J. F. Sullivan, and P. A. Quinones (2012). “The Skyline TEAMS Model: A Longitudinal Look at the Impacts of K-12 Engineering on Perception, Preparation, and Persistence.” Advances

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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.​ Table 1. Systems Engineering Coding Results Michigan Montana Code Code Description Tech Tech Total Example Student Quotes “Working to improve whatever S Systems 46.6% 27.8% 39.4% systems they are working with.” “Design and prototype computing CD Modeling & Design 44.9% 19.5% 33.3% systems.” Project/operations/system “Someone who acts as an overseer M s management skills 17.3% 41.7% 25.9% to a project

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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development was studied using the Tuckman model, first popularized in the 1960's forworkplace teams and later updated [5], [6]. This model consists of four stages: Forming,Storming, Norming and Performing. Tuckman demonstrated that team members tend to act asindividuals during the first two stages, and then realize that, as contributors to a team, morecould be accomplished with the team than individually. This realization leads team memberperformance toward the Norming and Performing stages. A summary of each of the stagesand their key characteristics is given in Table 1 below [1], [5]–[7]. This table was adaptedfrom a prior study using similar methods with introductory engineering transfer student teams:Table 1: Team Development Stages and Key

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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needed to wait for students to log into the online class before starting the practice.Author 3 noted that being able to move the time of the mediation to better fit in the coursematerial for the day was advantageous. Additionally, Author 3 noticed that different classsections had different preferences. For example, Author 3’s morning class section liked havingthe practice early during class (e.g., at the beginning), while the afternoon class section liked thepractices later in the class session, especially on Friday (e.g., at the end of class). Lastly, it is ofnote that Author 2 thought a five-minute practice might be too long for an online course,especially when done daily, but the same duration worked well for the in-person course,according to

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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process an engineer. and testing out my prototypes” Prior K-12 exposure to “I chose my college major because I took a Experiences engineering and other circuits class when I was in high school, and I STEM topics. Prior STEM was very interested in it, so I knew I wanted to do courses taken during high something in the electrical field… Enjoyed this school; participation in type of work in FIRST robotics.” STEM extracurriculars. Outcome Expected outcomes of “I wanted a degree that utilizes STEM courses Expectation choosing to major in and has high job placement.” s

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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Diversity, Full Papers

conveniencefor the actors, facilitators, and students. Whether or not it returns to an on-campusimplementation in future years will be decided collaboratively by those who plan this event andthe theatre personnel who implement it. Additional considerations regarding futureimplementations of the Theatre Sketch productions are related to the time, effort, and cost ofproduction and the university and department budgetary resources.AcknowledgmentThis material is based upon work supported by the National Science Foundation. Any opinions,findings, conclusions, or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science Foundation. The authors alsothank the Partnership for Equity

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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Diversity, Full Papers

semester.Our results suggest that PLTL in Calculus 1 strongly supports student success, with particularlystrong gains for students typically underrepresented in engineering. While the focus ondeveloping problem-solving skills and engagement with course content is important, intentionalcommunity-building to foster peer connections that lead to mutual academic support appears tobe a crucial aspect of these gains. Thus, linking PLTL to a LC or incorporating intentionalcommunity-building directly into early PLTL sessons will help maximize achievement gains.References[1] J. A. Middleton, S. Krause, S. Maass, K. Beeley, J. Collofello, and R. Culbertson, “Early course and grade predictors of persistence in undergraduate engineering majors

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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development, and well-being," American psychologist, vol. 55, no. 1, p. 68, 2000, doi: https://doi.apa.org/doi/ 10.1037/0003-066X.55.1.68. [6] B. D. Jones, M. C. Paretti, S. F. Hein, and M. T. Knott, "An examination of the relationships between expectancies, values, achievement, and career intentions for freshman engineering students," presented at the Annual meeting of the American Educational Research Association, April, 2010, 2010. [7] A. Bandura, Self-efficacy: The exercise of control. New York: Freeman. New York: Freeman, 1997. [8] M. V. Covington, Making the grade: A self-worth perspective on motivation and school reform

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

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a growing number of STEM roles.Marginalized populations are disproportionately absent from these fields, which NationalScience Foundation (NSF) has sought to address through the funding of programs aimed atimproving STEM students’ success [1]-[2]. Thus, Baylor University created the Engineering andComputer Science (ECS) Scholars Program—a NSF-funded program to support the success ofhigh achieving, low income (HALI) STEM students. Because student success literatureoverwhelmingly evidences the positive relationship between involvement and success [3]-[4],this study explored how HALI STEM students in the ECS Scholars Program perceive andexperience involvement and success as related to their most salient identities.Guiding Research Question(s

Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Surupa Shaw, Texas A&M University

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motivation,thought, and prove to be a potentially important learning tool. They underlined the role of technology as acontributor to variety, challenge, means of interaction, generation of artifacts, physical and intellectualaccessibility of information. J. Hawkins et al. [2] however pointed out the need of presenting scientific enquiryin a way that the students learn to develop questions and problems, recognize their own ideas and knowledge-states, learn to explore the consequences of alternative ideas, and juxtapose and try out interactions of this newinformation with their own beliefs. S. Bell [3] suggested the application-based projects as a targeted tool thatis guided by an inquiry question that drives the research and allows students to apply

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Jenahvive K. Morgan, Michigan State University

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-To-Face,” PLoS ONE, vol. 9, no. 12, pp. 1-16, Dec. 2014.[7] J.K. Morgan, R. Solhmirzaei, and H. Salehi, “Improving Team Performance in First-YearEngineering Students” 126th ASEE Annual Conference Proceedings. Tampa, Florida, June 15-192019.[8] J.K. Morgan, “Examination of the Development of Grit in First-Year Engineering Students”10th FYEE Annual Conference Proceedings. Glassboro, New Jersey, July 24-26 2018.[9] A. L. Duckworth, C. Peterson, M. D. Matthews, and D. R. Kelly, “Grit: Perseverance andPassion for Long-Term Goals,” Journal of Personality and Social Psychology, vol. 92, no. 6, pp.1087-1101, 2007.[10] E. S. Elliott and C. S. Dweck, “Goals: An Approach to Motivation and Achievement,”Journal of Personality and Social Psychology, vol

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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experience that preparesthem for future challenges in the engineering field.AcknowledgmentsThe author would like to acknowledge the support of the University of Miami College of Engineering andtechnical support of the Academic Technologies department for the administration of the NSSE surveys.References[1] S. Cotner, J. Loper, J.D. Walker, & D.C. Brooks, ““It’s not you, it’s the room”—Are the high-tech, active learning classrooms worth it?” Journal of College Science Teaching, 42(6), 82–88, 2013.[2] S. Freeman, S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, M.P. Wenderoth: “Active learning increases student performance in science, engineering, and mathematics”. Proc. Natl. Acad. Sci. 111(23), 8410–8415, 2014

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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Paper ID #36361Full Paper: First-Year Computing Course with Multiple ComputingEnvironments - Integrating Excel, Python and MATLABDr. Sean P Brophy, Purdue University at West Lafayette (COE) Dr. Sean Brophy is a learning scientist, computer scientist and mechanical engineer with expertise in developing and research effective learning environments. His research centers on developing engineering students’ expertise to adapt to new problem solving contexts.Dr. John H Cole, Purdue University John H. Cole (S’10–M’12) received the B.S.E.E. and Ph.D. degrees in electrical engineering from Purdue University, West Lafayette, IN, USA

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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, Inc., a company that may potentiallybenefit from the research results. The terms of this arrangement have been reviewed andapproved by the University of California, San Diego in accordance with its conflict of interestpolicies. In addition, a Small Business Innovation Research (SBIR) grant was awarded to eGroveEducation, Inc., by the NSF (Award # 1648534).References1) Sorby, S. A. (2012). Spatial skills training to improve student success in engineering. Chemistry, 1(2.47), 0-024.2) Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of educational Psychology, 101(4), 817.3) Norman, K.L.(1994) “Spatial

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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for sustaining and continually improving thiscourse. Factors to consider include: transitions for coordination team, future course themes andcomplementary campus partners, ongoing data collection (pre- and post- student surveys, facultyinput, etc.), and a regular assessment period.References [1] Vigeant, M., Velegol, S., Baish, J., Kozick, R., Zaccone, R., and Ziemian, R. (2003), Restructure Exploring Engineering at Bucknell University. Presented at 2003 American Society for Engineering Education Annual Conference & Exposition, Nashville, TN. [2] Vigeant, M., & Marosi, K., and Ziemian, R. (2007), Evaluating the seminar model for first year engineering education, Paper presented at 2007 Annual Conference &

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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Teaching Practices during a Covid Environment," in Middle Atlantic ASEE Section Spring 2021 Conference, 2021.[4] C. M. Wigal, "Teaching the Design Process in a HyFlex Environment," Journal of Higher Education Theory and Practice, vol. 21, no. 10, 09/30 2021, doi: 10.33423/jhetp.v21i10.4637.[5] U. J. T. Garcia, K. Pakala, S. Schauer, D. Bairaktarova, and B. Chittoori, "Evaluating STEM Course Re-Design Strategies in Light of COVID-19," in 2021 ASEE Virtual Annual Conference Content Access, 2021.[6] R. J. Marino, M. Cross, D. M. Feinauer, J. R. McCusker, and J. P. Casale, "Including Multi-Disciplinary Project Awareness in First Year Introduction to Engineering Courses," in 2021 First-Year

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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performance UNIX clusters as the vectors forinteracting with ML. The downside would be the high setup cost of developing a preconfiguredimage for an ML instance. The Jetson comes with all of the libraries and docker images correctlypre-installed; the cluster does not. The Jetson comes with default ML scripts students can interactwith; the cluster does not. However, the instructional team plans on students continuing tointeract with ML in future years, independent of the platform, as they believe this is a tool allengineers need to understand. In addition, more quantitative data is set to be recorded nextsemester, including surveys, to give a broader insight into the success of the program.References [1] L. Huang and K. -S. Ma, "Introducing Machine

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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Diversity, Full Papers

Not recommend recommend Figure 1. Learning Community EvaluationThe LC has attracted more diverse students. The Women in Engineering and the MinorityEngineering Programs use it as part of their recruiting because of the success they have seenwithin the populations they serve. The LC has consistently drawn higher percentages of femalestudents [15] remaining at or above 40%’s female. Figure 2 shows the last two years comparedto the overall college demographics. The LC aligns with much of the research on diversity withits design in context of human, community and environment needs, strong mentoring, leadershipopportunities and authentic design. Prior studies have shown

Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

John Cole, The University of Texas at Dallas

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Diversity, Full Papers

included everything from the previous phase along with the following: a. The sub-problem you selected to discuss, from Phase 2. This will be different for each group member, and will be graded individually. Go into enough detail so that I will understand your pseudocode and diagrams, below. This will typically require a paragraph or more. b. The platform(s) on which your part runs. c. Finally, you must complete the following for your sub-problem only: (Your document must have these parts in this order.) Pseudocode and flowcharts that are entirely linear, without branching or looping, are probably too simplistic to meet requirements ii and iii

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

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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://www.abet.org/accreditation/accreditation- criteria/criteria-for-accrediting-engineering-programs-2023-2024/ (accessed May 22, 2023).[2] I. Izenberg, S. Marra, T. Mackesey, L. Kendrick, and J. Bernstein, “Industry Assessment of Multidisciplinary Teamwork Skills,” Paper presented at 2022 ASEE Annual Conference and Exposition, Minneapolis, MN.[3] R. Marino, M. Cross, D. Feinaur, J. McCusker, and J. Casale, “Including multi-disciplinary project awareness in first year introduction to engineering courses,” Paper presented at 2021 First-Year Engineering Experience, Virtual.[4] B. McPheron, W. Troy, and C. Baker, “Allowing Freshman Engineering students to encounter multiple disciplines: Discipline oriented labs in the

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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About Leaving,” Westview Press, Boulder, CO, 1997.[7] P. A. Daempfle, “Analysis of the high attrition rates among first year college science, math, and engineering majors,” U.S. Department of Education, Office of Educational Research and Improvement, 2002.[8] K. Reid, and D. Reeping. "A classification scheme for “introduction to engineering” courses: defining first-year courses based on descriptions, outcomes, and assessment." 2014 ASEE Annual Conference & Exposition, pp. 24-24. 2014.[9] J. Sticklen, D. Briedis, C.E. Vergara, M. Urban-Lurain, R. S. DeGraaf, L. Paquette, R. Heckman, N. Buch, and T. F. Wolff. "Engaging Early Engineering Students (EEES): A Fourth Year Report from an NSF STEP Project." 2013 ASEE Annual

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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that as instructors, we are also still adjusting to a newnormal. Our hope is to continue to adapt to the students’ needs while helping them understandwhat is required to be a good sophomore engineering student.References[1] Park, J. J., Park, M., Jackson, K., & Vanhoy, G. (2020). Remote Engineering Education under COVID-19 Pandemic Environment. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 160-166.[2] Grodotzki, J., Upadhya, S., & Tekkaya, A. E. (2021). Engineering education amid a global pandemic. Advances in Industrial and Manufacturing Engineering, 3, 100058.[3] A. Hamad, A. P. Rehmat, G. Panther and H. A. Diefes-Dux, "Challenges and Successes of Engineering Instructors

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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-semester feedback poll relating to their perceptions of team discord. Across all course modalities,the presence of “slacker” team member(s) dominates as a reason for interpersonal conflicts. InFall 2021, on average, 35% of students indicated that they did not experience conflict. Incontrast, only 32% of student teams had CATME flags for Project 1 report at the end of thesemester (Figure 2). Thus, CATME peer-evaluations may not be fully capturing all interpersonalconflicts in these student teams. (a) Face-to-face (Fall 2019) Different levels of experience with subject matter Different expectations for success/grade in course One or more dominating team members One or more “slacker” team members

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Charles E. Pierce, University of South Carolina

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., & Thomas, L.D., & Sattler, B., & Atman, C.J.(2015), On an Upward Trend: Reflection in Engineering Education. Paper presented at 2015ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24533[2] Mina, M., & Cowan, J., & Heywood, J. (2015), Case for reflection in engineering education-and an alternative, 2015 IEEE Frontiers in Education Conference (FIE), pp. 1-6, doi:10.1109/FIE.2015.7344252.[3] Heo, D., & Anwar, S., & Menekse, M. (2018), The relationship between engineeringstudents’ achievement goals, reflection behaviors, and learning outcomes. International Journalof Engineering Education, 34(5), 1634-1643.[4] Consortium to Promote Reflection in Engineering Education, 2014-2015 Reflection

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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100784, 2020.[7] U. Treisman, "Studying students studying calculus: A look at the lives of minority mathematics students in college," Coll. Math. J., vol. 23, no. 5, pp. 362-372, 1992.[8] X. Ge and S. M. Land, "A conceptual framework for scaffolding ill-structured problem- solving processes using question prompts and peer interactions," Educ. Tech. Res. Dev., vol. 52, no. 2, pp. 5-22, 2004.[9] Engineering Mathematics (EGR 1010) Topics and Materials. Wright State University. (website). Accessed May 27, 2023, n.d. Available https://engineering-computer- science.wright.edu/research/engineering-mathematics-topics-and-materials

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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-56). While using this tool robs students of the learningbenefits of performing these calculations themselves, it does provide a step by step breakdown ofthe steps it performs in these calculations much like you would see in textbook exampleproblems. It can make for a great tool for students looking to verify their own calculations orthose stuck on a particular step. That being said, some caution should be exercised as there lacksa verification of ChatGPT’s ability to solve all equations encompassed within a first-yearengineering design course. There is no guarantee that all solutions it presents will be correct, asshowcased in RQ2’s example of weighted decision making.A current limitation of the free version of ChatGPT is the presented