Displaying all 14 results
- Conference Session
- S6B: Full Papers - One Size Does Not Fit All
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- 14th Annual First-Year Engineering Experience (FYEE) Conference
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- 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
- 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
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- 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
- 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
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- 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
- 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
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- 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
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- 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
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- 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
- 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
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- Robin A.M. Hensel, West Virginia University; Susie Huggins, West Virginia University
- Tagged Topics
- Diversity, Full Papers
: 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
- S6C: Full Papers - Cannot Have Too Much Math!
- Collection
- 14th Annual First-Year Engineering Experience (FYEE) Conference
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- Karen D Alfrey, Indiana University - Purdue University Indianapolis; Jeffrey Watt; Christine Krull, Indiana University - Purdue University Indianapolis
- Tagged Topics
- Diversity, Full Papers
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
- S6B: Full Papers - One Size Does Not Fit All
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- 14th Annual First-Year Engineering Experience (FYEE) Conference
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- Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Gretchen Scroggin, University of Arkansas
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Paper ID #40614Full Paper: Incorporating Academic Coaching in First-Year EngineeringProgram to Support Student Success and PersistenceDr. Aysa Galbraith, University of Arkansas Dr. Aysa Galbraith is a Teaching Associate Professor in the First-Year Engineering Program at Uni- versity of Arkansas. She received her PhD in Chemical Engineering from Chemical and Biomolecular Department at North Carolina State University in 2006. She is responsible from coordinating the First- Year Honors Research Experience, teaching Introduction to Engineering, developing course material, and advising freshmen engineering students.Dr. Heath Aren