Conference Session

T1A: Readiness 1

Collection

2019 FYEE Conference

Authors

Nicholas A Meisel, The Pennsylvania State University; Sarah C Ritter, Pennsylvania State University, University Park; Christopher McComb, Pennsylvania State University, University Park; Jessica Dolores Menold, Pennsylvania State University, University Park

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FYEE Conference - Paper Submission

and the successful execution of a world-class engineering designproject. This ensures that faculty-developed design projects are of an appropriate scope and contextin order to provide proper scaffolding to support the six individual educational modules. This paperdemonstrates how such a framework can be applied to both create new projects for the course, aswell as redesign existing projects to better meet course goals and incorporate module content.1. MOTIVATION AND BACKGROUND Introduction to Engineering Design (EDSGN 100) acts as the cornerstone engineering coursefor over 3800 students across Penn State’s numerous campuses each year. This includes studentsfrom almost all engineering disciplines offered at 20 Penn State campuses. Each

Conference Session

T1A: Readiness 1

Collection

2019 FYEE Conference

Authors

Adam Joseph Malecki; Emily Rose Breniser, 2019 FYEE Conference; Alexa L. E. Littman; David Gee, Gannon University

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Diversity, FYEE Conference - Paper Submission

-centered learning experience that emphasizes faith, leadership,inclusiveness, and social responsibility. For example, the St. Joseph House of Faith in Action is anew residential volunteer-supported construction which will eventually be a home base forvolunteering and connecting in the community. A recent study found that a clear majority of studentswere willing to volunteer for weekend community service projects post-graduation [1]. A smallermajority were even willing to forgo some salary as a professional engineer working at a companyknown for its support of community activism.Engineering FYS students lean on their background and/or inclination in engineering design andconstruction to help carry out their particular service project. In past years

Conference Session

T1A: Readiness 1

Collection

2019 FYEE Conference

Authors

Natalie C.T. Van Tyne P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

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Diversity, FYEE Conference - Paper Submission

differentenvironments, cultures and other phenomena, which may or may not be easily understood oraccepted. Reflection is a form of mental processing, according to Moon [1], which can bedirected at a specific outcome, such as building knowledge of a different culture in order torespond with intercultural competency [2]. Participants also develop meaning by comparingtheir new experiences to prior ones, and recognize that other ways of life are no less worthwhilethan their own. This last realization arises from reflection, according to Kember, McKay,Sinclair and Wong, who considered reflection as a re-examination of beliefs [3].Moon proposed a framework for reflection consisting of four stages, from descriptive to highlyreflective writing, where the final stage

Conference Session

T1A: Readiness 1

Collection

2019 FYEE Conference

Authors

Brian Robert Moore, Rowan University; John Austin Schneider, Rowan University; Scott Duplicate Streiner, Rowan University

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FYEE Conference - Paper Submission

Engineering Students: Determining Educational ImpactIntroductionEvery day the worlds of business and engineering become more interconnected and interdependentdue to advancements in technology regarding communication and transportation. This hasproposed a need for engineering graduates to achieve a reasonably high level of “globalpreparedness,” which has been recognized and promoted by both the professional and educationalengineering communities in conferences, national reports and publications.1 The NationalAcademy of Engineering (NAE), the National Science Foundation (NSF), and the NationalResearch Council (NRC) have each challenged universities to graduate students who are globallyprepared or have a global perspective.2-4 Engineering educators and

Conference Session

M2A: Learning By Design 1

Collection

2019 FYEE Conference

Authors

Nicholas A Meisel, The Pennsylvania State University; Sarah C Ritter, Pennsylvania State University, University Park

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FYEE Conference - Paper Submission

, print preparation, material extrusion, andmanufacturability constraints. The integration of the proposed solution with existingmanufacturing lessons and faculty skillsets is also discussed.1. MOTIVATION AND BACKGROUND Additive manufacturing (AM, or 3D printing) technology is quickly becoming a common sightin cornerstone engineering design courses [1,2]. The reason is twofold: (i) AM is set to be adominant tool for end-use manufacturing (and thus it benefits engineering students to be exposedas soon in their careers as possible) and (ii) low-cost AM systems can enable rapid prototypingand iteration in the design process, while dovetailing well with computer-aided design (CAD)skills also learned in cornerstone design courses. Learning

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Daniel Tai Klawson, University of Maryland, College Park; Nathaniel Alexander Ferlic, University of Maryland; Cheng Peng, University of Maryland, College Park

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FYEE Conference - Paper Submission

2019 FYEE Conference : Penn State University , Pennsylvania Jul 28 Work in Progress: An Introduction to Computer Vision for First-Year Electrical and Computer Engineering Students Daniel T. Klawson, Nathaniel A. Ferlic, and Cheng Peng Department of Electrical and Computer Engineering, University of Maryland, College Park Abstract-- This work-in-progress paper will detail one of of machine learning, artificial intelligence, image processing,ENEE101’s newest modules, computer vision. ENEE101 is the and self-driving cars.introductory course to electrical and computer engineering (ECE)at the University of Maryland (UMD) [1] [2]. This

Conference Session

M3A: Learning in Context 1

Collection

2019 FYEE Conference

Authors

Hyunjae Park, MARQUETTE UNIVERSITY

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FYEE Conference - Paper Submission

design experiences.explore their potential through various course contents, The author’s previous works [1-6] describe the detailstopics, and activities integrated with the EML about the Freshman Engineering Discovery courses that havepedagogical approach. In order to indirectly assess and been running for more than ten years at Marquette Universitymeasure how freshman engineering students have built – Opus College of Engineering. The main objective of thetheir engineering entrepreneurial mindset through these two-semester course integrated with EML is to provide newtwo semester courses, course surveys were given to engineering students with a vision as engineers with anstudents twice a

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jack Bringardner, NYU’s Tandon School of Engineering

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FYEE Conference - Paper Submission

primer when a field is significantly advanced (1). These types ofprimers can be used to help to make decisions by practitioners; for education, practitionersinclude administrators, educators, advisors, and researchers. In order to help with recruitmentand outreach for ASEE, primers can help assist novices with familiarizing themselves with thefield. Not only does the primer summarize the research, but it explains how to interpret researchoutput and apply it to practice. This paper adapts a model introduced by Weiner et al. (2018) to first-year engineeringeducation research at the ASEE and FYEE annual conferences (2). This study did not apply athorough systematic literature review defined by Borrego et al. (2014), and instead focuses onthe

Conference Session

M2A: Learning By Design 1

Collection

2019 FYEE Conference

Authors

Sarah C Ritter, Pennsylvania State University, University Park; Sven G. Bilén P.E., Pennsylvania State University, University Park

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FYEE Conference - Paper Submission

sequence, beginning with a cornerstone design course and culminatingwith the capstone design course. Students in EDSGN 100 learn fundamental design skills,techniques, and tools that are built upon and applied throughout their engineering curricula. Theupdated student learning outcomes are as follows: Students will (1) apply engineering design toaddress design opportunities; (2) use systems thinking and apply it to engineering design; (3)develop professional skills necessary for becoming a successful engineer; (4) communicateengineering concepts and designs; and (5) gain experience in hands-on fabrication whiledeveloping a “maker” mindset.A common grading scheme (Table 1) was adopted to ensure common expectations for students.Compared with prior

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Schinnel Kylan Small, University of South Florida

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FYEE Conference - Paper Submission

design classroomAbstractThe effectiveness of a learner-centered pedagogical model called “Flip-J” is evaluated in thiswork-in-progress paper. First-year engineering students participated in a project-basedengineering design process curriculum with a service-learning component. Students wereassigned weekly reading materials to be discussed in-class using a four stage Flip-J process. Thestages were: 1) individual reading assignments outside of classroom; 2) in-class formation ofcollaborative expert groups; 3) in-class formation of cooperative Jigsaw groups and 4) in-classreflection exercises. More than 80% of the students indicated a productive experience from thecooperative learning strategy used. Students’ feedback also included recommendations

Conference Session

M3A: Learning in Context 1

Collection

2019 FYEE Conference

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Brandon Crisel

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FYEE Conference - Paper Submission

Full Paper: Hands-On Laboratory Exercises for Engineering Applications of Mathematics CourseIn Fall 2007, the First-Year Engineering Program (FEP) was started with the intent of increasingstudent retention and success. One of the main hindrances to retention at a public universityengineering program with open enrollment is the unpreparedness of students for rigorouscurriculum requirements of the first year. In an effort to help first year engineering students whoare one or two semesters behind Calculus I, FEP offers Engineering Applications of Mathematics(E-Math) course, which was inspired by the Wright State model for Engineering MathematicsEducation [1]. E-Math aims to teach College Algebra

Conference Session

M3A: Learning in Context 1

Collection

2019 FYEE Conference

Authors

Xiaohong Wang, University of Wisconsin, Platteville

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FYEE Conference - Paper Submission

Full Paper: Implement Hands-on Activities for Statics Course into Student Success Programs 1. BackgroundThe University of Wisconsin-Platteville (UWP) is a very much student-centered teachingschool with high reputation for its engineering programs. The College of Engineering,Mathematics and Science Student Success Programs (EMS SSP) plays a crucial role inhelping students become the next generation of successful engineers.In EMS SSP, there are three Living Learning Communities (LLCs) for students pursing adegree in STEM fields. In 2017, the UWP is proud to offer an Explore EMS LLC for allfreshman students in the College of EMS who are interested in exploring career opportunities inEMS fields. The Women in

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Maria J Evans, Penn State Brandywine; Ivan E. Esparragoza, Pennsylvania State University, University Park

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FYEE Conference - Paper Submission

includes teamsfrom around the globe [1-5].Team Design Project IThere are two major group design projects worth 50% of their total grade. The engineeringdesign process in introduced during the first design project. This project is based on reverseengineering a simple device like an electric toothbrush, and then redesigning the device foradded functionality. Teams are formed the first week of the semester, so team dynamics are a bitunstable because the students don’t know each other very well. Teams are typically formed bywho they happen to sit near. During this first project, students learn about reverse engineering,perform market analysis, derive specifications and functional diagrams, generate designconcepts, and apply concept selection

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jennifer Mullin, UC Davis

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Diversity, FYEE Conference - Paper Submission

, etc.Tinkering has been defined as a type of making that sits on the more creative and improvisationalcontinuum where things could fail in unexpected and sometimes wonderful ways [1]. Thisapproach relies on materials, phenomena and models to inspire ideas along with a collaborativeculture of facilitators and fellow tinkers to support learners in realizing their ideas [2]. A learningdimensions framework for Making and Tinkering developed by the Exploratorium [3] providedguidance and structure to the “tinkering” instructional initiative for this project. Although theframework was generated with K-12 informal learning experiences in mind, it offers a promisingpedagogical approach for undergraduate engineering education. The five Learning Dimensions(LD) of

Conference Session

M3A: Learning in Context 1

Collection

2019 FYEE Conference

Authors

Jennifer Felder Marley, Valparaiso University; Doug Tougaw P.E., Valparaiso University

Tagged Topics

FYEE Conference - Paper Submission

future course that is the focus of this work incorporates many ofcareers. Third, they are unsuccessful in building meaningful these practices. As described in the following sections, itconnections with their engineering faculty and peers, and as provides students with significant mastery experiences, thesuch do not develop a strong identity as an engineer [1]. opportunity to collaborate on a design project with their peersAnother study found that the three most common reasons for and apply their theoretical background to concretestudents leaving engineering were poor advising and engineering activities. Moreover, our results demonstrateteaching, the difficulty of engineering curriculum, and

Conference Session

M2A: Learning By Design 1

Collection

2019 FYEE Conference

Authors

Charlotte De Vries, Penn State Erie, The Behrend College; Qi Dunsworth, Penn State Erie, The Behrend College; Dean Q. Lewis, Penn State Erie, The Behrend College

Tagged Topics

FYEE Conference - Paper Submission

hands-on exposure and consideration of manufacturing processes. These projects work well in some respects, yet both lack the physical “building and testing” experience due to physical constraints. An overview of the two projects and the previous course set up can be read in [4]. As a result, studentsFigure 1: Design process as taught in the learn about the engineering design process (see Fig. 1) in theory course without fully completing it with practice. They are encouraged tocome up with creative ideas but are not given the chance to verify their

Conference Session

M2A: Learning By Design 1

Collection

2019 FYEE Conference

Authors

Breigh Nonte Roszelle, University of Denver

Tagged Topics

FYEE Conference - Paper Submission

the original project, students were required to submit a report that compiledall of the design work they did over the seven-week period. This included sections on constraintsand criteria, conceptual design, detailed design including SolidWorks drawings, prototyping,testing, and final design. Each group was also required to make a video demonstration of theirdevice to share with the rest of the class. Figure 1 shows examples of final projects.  Figure 1: Examples of final designs from the course. From the left: Monkey’s Playhouse complete withpully elevator, gear crank door, and slide. Musical gear box with moveable gear train. Pull back car withinterchangeable wheel sizes. Crane with pulley

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Topics

FYEE Conference - Paper Submission

within people as connections are made toother knowledge. The academic theory of service-learning has been used for both types ofconnections. Service-learning connects people through the “service” that is done and currentexperiences to previous ones through reflection upon that service[1], [2]. It is through theseconnections that service-learning can be used to make STEM education less superficial.Oftentimes, STEM educators want to provide cross-cutting experiences and higher levels ofcognition—primarily because the nature of today’s world requires solutions to complexproblems. Instead of just remembering or understanding facts, experiences should lead toanalysis, evaluation, and creation. Connections between academic learners and practitioners

Conference Session

M1A: WIP - Learning experiences 1

Collection

2019 FYEE Conference

Authors

Bonnie S. Boardman, University of Texas, Arlington; Lynn L. Peterson, University of Texas, Arlington; Nancy L Michael, University of Texas, Arlington

Tagged Topics

FYEE Conference - Paper Submission

-specific content.The learning objectives for UNIV 1131 and their origins are shown in Table 1.The COE committee developed course content for fifteen 50-minute class periods to cover theproposed learning objectives. All class periods were designed to include active learning studentparticipation. A course materials packet was developed for each class period. The packetincluded daily learning goals and objectives, class preparation tasks, lecture notes and slides,active learning exercise instructions and materials, and assessment instructions.The committee believed that standardizing a course packet for each class period was necessarygiven the COE would be responsible for 35 sections of the course in the first semester it wasoffered. The hope was

Conference Session

T2A: GIFTS - Session A

Collection

2019 FYEE Conference

Authors

Mike Elmore P.E., Binghamton University

Tagged Topics

FYEE Conference - Paper Submission

Conference Session

M3C: Mentoring into the profession

Collection

2019 FYEE Conference

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University; Amanda Marie Singer; Jason Mathews

Tagged Topics

FYEE Conference - Paper Submission

life, effectiveness oflearning, scheduling and class hours, and evaluation. 2Assuming academic responsibility may be among the most difficult transitions highschool students face in the first year of college. In fact, American high school studentsspend about 30 hours in class per week and 5 hours per week studying; while collegestudents spend approximately 15 hours each week in class and are expected to studyabout 30 hours.3 Although this 2:1 ratio of hours studying to hours in class may be typicalfor most college students, the demands of engineering programs are even higher,requiring better time management. But not all students enter college with the same studyskills and discipline. In fact, many first year students do not put in adequate

Conference Session

M2B: Learning in teams

Collection

2019 FYEE Conference

Authors

Anna Norris, Colorado State University; Alistair Cook, Colorado State University; Rebecca A Atadero, Colorado State University; Thomas J. Siller, Colorado State University

Tagged Topics

FYEE Conference - Paper Submission

) educational programs and careers [1]. This underrepresentation is reflected in the normsand culture existing in STEM fields. The perception of a white-men dominated environment canoften result in unfair stereotypes and biases imposed on women and people of color. These studentscan face assumptions of inferiority and be considered as part of the STEM field only as part of arequirement or quota [2],[3],[4]. Group based project learning is a common tool used in the engineering classroom topromote the acquisition and development of skills that prepare students for engineering careersrequiring significant collaborative effort. Working in groups and collaborating towards acommon goal allows students to develop their communication, leadership

Conference Session

T1B: Developing foundations in Science

Collection

2019 FYEE Conference

Authors

David Joseph Ewing, University of Texas, Arlington; Catherine Mary Unite, University of Texas at Arlington (UTA); Christina Natasha Miller, University of Texas at Arlington; Cedric Shelby, University of Texas at Arlington

Tagged Topics

Diversity, FYEE Conference - Paper Submission

domore poorly in their courses and have lower graduation rates than other students. In looking forways to meet the needs of these underprepared college students, one-to-one tutoring has becomea service that is most often provided to them. Tutoring has sometimes been called the goldstandard to supplement effective instruction [1]. Many universities have also adoptedSupplemental Instruction programs to help students reach their academic goals. SupplementalInstruction works in conjunction with the tutoring program to provide multiple levels ofacademic aid. Some universities have First-Year engineering programs and Bridge programs thatare designed to improve the preparation and ease the transition for students into college [2].These programs are

Conference Session

T1C: Developing Foundations in Mathematics

Collection

2019 FYEE Conference

Authors

Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Nicholas Jameson Tomlin, MIDFIELD; Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); George D. Ricco, University Of Indianapolis

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FYEE Conference - Paper Submission

among these threeinstitutions. The results also show the changes across the past 30 years. However,investigating the outcomes of each of the curricula patterns needs further investigation usingstudent data – particularly as more institutions are added to the study.Keywords—Curricular pathways, Course requirements, Higher education I. INTRODUCTIONFirst-Year Engineering (FYE) programs are formal programs that teach students introductorycourses along with science and mathematics courses such as calculus, physics, and chemistry [1].The intention of creating FYE programs is to provide students with early engineeringexperiences, help them make an informed choice about their future engineering discipline

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Asad Azemi, Pennsylvania State University, Brandywine; Maria Jane Evans, Penn State Brandywine; Ivan E. Esparragoza, Pennsylvania State University, University Park

Tagged Topics

FYEE Conference - Paper Submission

related to students' culture and the technology. Instructorswho have taught this course have adopted the same course objectives but have used differentapproaches. The paper includes experiences from different instructors who have taught thecourse at our location, the changes that we have introduced and the reasons behind them, as wellas a brief literature review. The paper also discusses challenges associated with offering thecourse from faculty and students prospective.IntroductionMany of today’s engineering educators have recognized the need to develop a first-yearengineering course [1]-[8], which would help students in areas such as: making a successfultransition from high school to college; recognizing the importance of academic performance

Conference Session

T2B: GIFTS - Session B

Collection

2019 FYEE Conference

Authors

Kurt M Degoede, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Jean Carlos Batista Abreu, Elizabethtown College

Tagged Topics

Diversity, FYEE Conference - Paper Submission

detached from such a situation. We intentionally developed activities thatchallenge students’ thoughts and beliefs, so they connect their actions as students to their lives asworking professionals.We first examine ethics on a global scale by considering engineers’ roles in promoting globalhealth and wellbeing through sustainability. Students learn about green design andmanufacturing strategies through assigned readings, a video on cradle-to-cradle design, andgameplay. Students play the In the Loop ® board game, which teaches players about the finiteresources necessary for devices such as LCD screens, MRI machines, and wind turbines [1].Throughout the game, players develop strategies to manage limited resources using circulareconomies. A reflective

Conference Session

T1B: Developing foundations in Science

Collection

2019 FYEE Conference

Authors

Bradley A. Striebig, James Madison University; Robert J Prins, James Madison University

Tagged Topics

FYEE Conference - Paper Submission

average laptop computer.The video demonstrated and introductory physics using the relationships between the propertiesof density, specific gravity of materials, weight and force. An example was developed thatutilized a spreadsheet for basic calculations and graphical analysis and introduced forceprinciples and the concept of a distributed force, the data for the example is shown in Table 1.The introduction to the fundamental relationships between force, mas and weight was reinforcedwith a hands-on design and build balance project. A balance is a simple mechanical device thatillustrates many fundamental principles and can be easily built and assembled. Students weregiven a series of assignments to design, draw and build a simple mechanical balance

Conference Session

M2B: Learning in teams

Collection

2019 FYEE Conference

Authors

Siqing Wei, Purdue University-Main Campus, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Daniel M. Ferguson, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity, FYEE Conference - Paper Submission

three CATME dimensions: Contributing to theteam’s work; Interacting with teammates; Keeping team on track.IntroductionIn the first year engineering class where we collected teamwork peer evaluation data, 55.56% ofthe total number of teams include at least one international students. As Joseph Distefano pointedout, diverse teams typically perform worse or better than homogeneous teams and betterperformance for diverse teams is conditioned on proper management and training because“Compared to homogeneous teams they (multicultural team) can be more creative, generatemore and better alternatives to problems, and generate more and better criteria for evaluatingalternatives”. [1] It implies that if a team has more complexly cultural background, then

Conference Session

T2B: GIFTS - Session B

Collection

2019 FYEE Conference

Authors

Jennifer Saltsgiver, The Pennsylvania State University, College of Engineering, Engineering Advising Center

Tagged Topics

FYEE Conference - Paper Submission

Conference Session

M3C: Mentoring into the profession

Collection

2019 FYEE Conference

Authors

Whitney Gaskins, University of Cincinnati; Dewey Burnell Clark Jr

Tagged Topics

Diversity, FYEE Conference - Paper Submission

conference paper.Introduction:To ensure a diverse and well-educated workforce, we must increase the number of women andethnic minorities enrolling and graduating from programs in engineering. The College ofEngineering and Applied Science (CEAS) at UC has 4,214 undergraduate students, with 16.9%women, and 1,217 graduate students, with 24.6% women, who are taught by 170 full-timefaculty members. Virtually all, 89.1%, of UC's CEAS undergraduate students reside in Ohio. InOhio, the total K-12 population is 1,692,347. Gender makeup is ~ 50-50 (male-female); majorethnic groups are white and African-American, with an average of 73% white, 25% ethnicminorities, and 48.5% from low-income families [1]. However, our efforts to recruit from thispool of ethnic