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

. 14th Annual First-Year Engineering Experience (FYEE) Conference: University of Tennessee in Knoxville, Tennessee Jul 30 Workshop: Building Bridges (but not with balsa wood) through Scalable Engineering Design Process LessonsWorkshop PurposeThe purpose of this workshop is to expose STEM and first-year engineering educators to a greater depthand breadth of understanding of the engineering design process (EDP) in order to strengthen their self-efficacy with teaching engineering and ability to motivate student interest in learning engineeringprinciples and to provide educators with lesson plans and supplies to implement these skills immediately.In this workshop, first-year

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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Workshops

coursework at universities around the country, and will understand the benefits ofoffering an e4usa course at their institution. Workshop participants will have time to exploreways to bring an engineering literacy course derived from the e4usa curriculum to their homeinstitution.This workshop is designed for higher education administrators and faculty who offer or plan tobegin offering first-year engineering coursework. High school engineering educators andadministrators may also find this workshop of interest as it relates to developing a network ofinstitutions offering coursework that is closely aligned with the high school e4usa curriculum.Lastly, influencers and changemakers frustrated with the status quo and who desire more diverse,equitable

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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Workshops

together towards a common goal, educators can share ideas, resources and strategies. ○ A team structure collaboration fosters a supportive environment in which educators can learn from each other, provide feedback, and improve teaching practice together. ○ A team structure also enables the exchange of best practices and innovative approaches that lead to better research outcomes. Implementing Team Teaching Methods● Joint planning Facilitate collaborative lesson planning sessions. ○ Distribute planning work by assigning specific tasks to different team members. ○ Learn how to share assessment data, analyze results, and give feedback to students. ○ Discuss strategies for monitoring student learning

Conference Session

S1A: Workshop I

Collection

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

Authors

Lisa Lampe, University of Virginia

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Workshops

, and veteran barriers. We willbreak audience members up and give them 20 minutes to read, discuss and form an action plan basedon their institutional resources. They will report back an example of how a student facing these barrierswould get support at their institution, imagine if a growing population of engineering first yearsexperienced the barrier and how their institution might respond, and think through whose expertisethey could include within their school to systemically address that barrier. We will provide examples ofhow our team typically triage these case studies to demonstrate the value of our partnership and weeklymeetings.Important Logistical and Financial ConsiderationsOur model has required us to financially invest in people

Conference Session

Technical Session S1B

Collection

2022 First-Year Engineering Experience

Authors

Todd R Hamrick, West Virginia University

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Workshops

hour.A draft of the slides that I plan to present is included. These are subject to some minor changesbased on additional research that I have conducted since I created them in May.

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

approach in class sessions in differentcourses, including: • Quick Review • Addressing muddiest point(s) • In Class Activities o TPS/conceptual MC o Problem solving o Mini-labs • Leading to the full assignmentWe will finish this section with working time and discussion on the development of a learningactivity for attendees.Part 5: Expectations and Lessons Learned (10 Minutes)In the final part of our workshop, our team will discuss expectations instructors should havewhen starting this process as well as lessons we have learned over several years of transition andsteady implementation of flipped classrooms. These discussions will include: • Time to implement/long term planning for flipped classroom

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

. Marcia Pool is a Teaching Associate Professor and Director of Undergraduate Programs in the Depart- ment of Bioengineering at the University of Illinois at Urbana-Champaign (UIUC). She has been active in improving undergraduate education including developing laboratories to enhance experimental design skills and mentoring and guiding student teams through the capstone design and a translational course following capstone design. In her Director role, she works closely with the departmental leadership to manage the undergraduate program including: developing course offering plan, chairing the undergrad- uate curriculum committee, reviewing and approving course articulations for study abroad, serving as Chief Advisor