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The Workshops begin Monday afternoon with a series of highly interactive Workshop
sessions - each topic area featured was selected for their timeliness and value
related to first year engineering programs. The purpose of the workshops are to
describe the main First Year Engineering focus areas that most attendees are connected
with in their present position. The session will allow people to meet others that
work in their area and share common discussion topics.
The workshops will provide concentrated professional development and the range of
topics offers opportunities for everyone from new faculty and staff members to the
most experienced educators to expand their skills and knowledge. A list of the scheduled
workshops is given below.
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Monday, 1:15 p.m. – 2:30 p.m.
Monday, 2:45 p.m. – 4:00 p.m.
Monday, 4:15 p.m. – 5:30 p.m.
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Monday, 1:15 p.m. – 2:30 p.m. Workshop Information
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Workshop M2A: 1:15 p.m. – 2:30 p.m.
SPONSORED WORKSHOP: National Instruments - Hands-On Workshop: Bring Engagement and Excitement to Introduction to Engineering
Room: Lehman 126B
Around the globe, students join engineering programs because they are inspired to create and learn more about the world around them. Introduction to Engineering courses require educators to deliver exciting, hands-on experiences that balance the technical with the experiential: allowing students to program but not going in-depth to teach them the language. Join National Instruments for this 90 minute hands-on exploring the latest solution to teaching Introduction to Engineering using industry-based hardware, the myDAQ student measurement device, and all new interactive software, DAQExpress. During this special session at FYEE 2017, we will work on student-focused projects that explore the fundamentals of transducer interfacing and data acquisition all while abstracting away difficult programming, giving students a hands-on experience that is not overwhelming. An engineer from National Instruments will be available to help you explore this complete solution and answer your questions.
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Workshop M2C: 1:15 p.m. – 2:30 p.m.
Adopting Evidence-based Instruction through Video-Annotated Peer Review
Room: Lehman 329
Lisa Davids, James Pembridge
This workshop seeks to encourage faculty to engage in peer teaching observations and to
provide support on how to start a video-annotated peer-review system within their community.
The workshop will also provide attendees with tools for the identification of evidence-based
practices within the review, offer tips on how to provide peer-review comments that will
result in a lasting impact on teaching, and address common limitations of the video-annotated
peer review system. By introducing video-annotated peer review in the workshop format,
participants can overcome some hesitation to participating in classroom observations.
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Workshop M2D: 1:15 p.m. – 2:30 p.m.
Incorporating the Constraint-Source Model into the First-Year Design Experience
Room: Lehman 367
John Estell, James Hylton
The purpose of this workshop is to present the Constraint-Source Model (CSM) framework and
preliminary evaluation data from an initial deployment of the CSM to the first-year
engineering community for review, discussion, and refinement. The CSM is conceptually
based on four characteristics traditionally associated with the entrepreneurial engineering
mindset: technical fundamentals, customer needs, business acumen, and societal values.
Our hypotheses are that, by categorizing constraints such that the source of a constraint
is also included, an engineering student can (1) examine each constraint from the point of
view of a stakeholder from that source area, thereby allowing for a greater perspective on
how such constraints can affect the design, and (2) gain an appreciation for the general
education courses that provide that perspective. Resources developed to date in support of
this framework will be provided. Attendees will have opportunities to apply the CSM towards
different design scenarios, to participate in evaluation of student submissions, and
join in a facilitated discussion afterwards.
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Workshop M2E: 1:15 p.m. – 2:30 p.m.
R3: A Three-Pronged Model for Engineering Student Success
Room: Lehman 369
Harry Ingle, Kristine Craven, Beth Powell, Elizabeth Hutchins, Linda Randolph, Carol McGee
The College of Engineering Student Success Center at Tennessee Technological University has developed and implemented a
three-pronged model for student success, R3: Recruitment, Retention, and Recognition. Since its inception, the Center has
seen positive impacts on student success, including an 81% persistence rate from first to second year for first-year
freshmen in the Center's advising program [1]; success stories from graduates of the Center's Ambassador program, such as an
alumni who won the 2017 STEP Ahead Emerging Leader Award; and a robust outreach program that has impacted over 5,000 secondary
students and community members.
The R3 model reflects educational research and evidence-based practices. Research and practice suggest that a
combination of efforts and supports are necessary to ensure student success for a broad number and variety of students [2],
especially considering that every student will have a unique background and all students will "start from diverse places,"
thus needing different supports and finding engagement and motivation in different sources [3]. Furthermore, the supports
within the R3 model use evidence-based practices, student success and retention research, and engineering education
research [4][6].
Workshop facilitators will offer an interactive, hands-on session utilizing strategic planning and active learning
techniques, such as small and large group discussion and hands-on demonstrations. The workshop is suited for attendees in
different roles, including educators, student success professionals, and enrollment management professionals. The goal is
to offer attendees strategies for recruitment, retention, and recognition in their own universities, recognizing that the
strategies we have developed will need to be adapted for each campus's own "culture and goals" [7]. Facilitators will achieve
this goal through discussion and activities related to recruitment, retention, and recognition strategies currently used
by the Success Center and the General and Basic Engineering Department. Moreover, the facilitators will discuss "lessons
learned" from formative assessment and program evaluation. When attendees leave, they should have the necessary tools to
identify supports, networks, stakeholders, and resources to help develop recruitment, retention, and recognition strategies
to fit their needs and goals.
- Office of Institutional Research at Tennessee Technological University.
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Jolly, E. J., Campbell, P. B., & Perlman, L. Engagement, Capacity and Continuity:
A Trilogy for Student Success. GE Foundation, 2004. Retrieved
from http://www.campbell-kibler.com/trilogy.pdf
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Committee on Underrepresented Groups and the Expansion of the Science and Engineering
Workforce Pipeline. Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads. Washington D.C.: The National Academies Press, 2011. Retrieved from http://www.nap.edu
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Earl, W. R. "Intrusive Advising of Freshmen in Academic Difficulty." NACADA Journal, 1988.
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Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. What Matters to Student Success: A Review of the Literature. National Postsecondary Education Cooperative, 2006.
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American Society of Engineering Educators. Going the Distance. ASEE, 2012. Retrieved from https://www.asee.org/retention-project
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Brownell, J. E., & Swaner, L. E.. “High-Impact Practices: Applying the Learning Outcomes Literature to the Development of Successful Campus Programs.” Peer Review, 2009, 26-30.
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Monday 2:45 p.m. - 4:00 p.m. Workshop Information
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Workshop M3A: Monday 2:45 p.m. - 4:00 p.m.
SPONSORED WORKSHOP: National Instruments - Hands-On Workshop: Bring Engagement and Excitement to Introduction to Engineering
Room: Lehman 126B
Around the globe, students join engineering programs because they are inspired to create and learn more about the world around them. Introduction to Engineering courses require educators to deliver exciting, hands-on experiences that balance the technical with the experiential: allowing students to program but not going in-depth to teach them the language. Join National Instruments for this 90 minute hands-on exploring the latest solution to teaching Introduction to Engineering using industry-based hardware, the myDAQ student measurement device, and all new interactive software, DAQExpress. During this special session at FYEE 2017, we will work on student-focused projects that explore the fundamentals of transducer interfacing and data acquisition all while abstracting away difficult programming, giving students a hands-on experience that is not overwhelming. An engineer from National Instruments will be available to help you explore this complete solution and answer your questions.
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Workshop M3C: Monday 1:30 p.m. - 3:00 p.m.
SPONSORED WORKSHOP: Cengage
Room: Lehman 329
Join representatives from Cengage as they demonstrate their digital platform and discuss how it can be used in your first-year engineering courses.
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Workshop M3D: Monday 2:45 p.m. - 4:00 p.m.
Get Rid of Your Student's Fear and Intimidation of Learning a Programming Language
Room: Lehman 367
Christina Frederick, Matthew Pierce, Andrew Griggs, Lulu Sun, Li Ding
Are your students afraid of taking programming language courses? Are they intimidated by the syntax, keywords, punctuations that
you cover in the class? Have you thought about making a change? Have you thought about your first or second language
learning experience and if you can apply it to facilitate programming language study? Do you want to learn how to effectively
design a programming language course in a blended learning environment?
In this workshop, we want to share our experience with you. We will show you how to apply second language acquisition to facilitate a
blended learning of programming language based on our NSF funded project findings, our own second language experience, and
blended learning design experience. Using this approach will place greater emphasis on problem solving techniques utilized in
all courses. Participants will be engaged in proven strategies and techniques through active discussion, collaboration, and
sharing of experiences. Discussion topics will range from programming language study and teaching experience, student perception
and feedback, online course design and techniques. Collaboration will be conducted by allowing participants to work on
different levels of programming problems and experiencing our project design. We will show the website, PowerPoint,
videos, quizzes, surveys, and programming problems developed for this project.
Each workshop participant will receive a project flyer and a flash drive, which includes our project materials.
This workshop is being offered as a NSF project of Research Initiation Grants in Engineering Education under the
division of Division of Engineering Education and Centers.
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Workshop M3E: Monday 2:45 p.m. - 4:00 p.m.
CU Thinking PROCESS: Promoting Problem Solving Skills Development in Cornerstone Courses
Room: Lehman 369
Sarah Grigg, Elizabeth Stephan
The CU Thinking PROCESS was developed by a joint initiative between the Engineering and Science Education and General
Engineering programs at Clemson University and is an innovative approach to learning and assessment that was developed based
on a task analysis of problem solving attempts of students in a first-year engineering fundamentals course. There are several
coordinating parts that work together to promote skills development of the cognitive and metacognitive tasks reflected
successful problem solving solutions. The learning aids provide students with scaffolding to support the organization of
their problem solving solution, promoting cognitive and metacognitive learning by assisting to reduce the student’s mental
workload through various tasks that have been shown to have correlations to accurate solutions. The rubric aids to provide
standardization and consistency of evaluation while providing direct feedback that can be used to monitor progression of
skill acquisition over time. The PROCESS structure was integrated into the cornerstone problem solving course in an
active-learning SCALE-UP environment, and student’s self-reported perceptions of the learning gains show that it is
particularly effective for C students in our program. This workshop (and paper) will attempt to explain the acronym,
lecture materials, scaffolding template, scoring rubric used by our program, as well as discuss future directions.
The workshop will consist of 5 parts
- Explanation of the Problem Solving PROCESS and acronym.
- Micro-lecture on using the PROCESS instructor materials.
- Working session evaluating sample solutions with the CU Thinking PROCESS Rubric
- Group evaluation of PROCESS assessment and ideas for further refinement
- Discussion of a multi-institution study to validate the rubric for use in various other courses such as
(but not limited to) the following
- cornerstone engineering courses
- other courses in engineering (Statics, Biomechanics)
- cornerstone science courses (Physics, Chemistry)
- cornerstone math courses (Pre-Calculus, Algebra, Geometry)
- General Education (non-STEM majors)
- Secondary Education (Math, Science, Pre-engineering)
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Monday 4:15 p.m. - 5:30 p.m. Workshop Information
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Workshop M4A: Monday 4:15 p.m. - 5:30 p.m.
SPONSORED WORKSHOP: National Instruments - Hands-On Workshop: Bring Engagement and Excitement to Introduction to Engineering
Room: Lehman 126B
Around the globe, students join engineering programs because they are inspired to create and learn more about the world around them. Introduction to Engineering courses require educators to deliver exciting, hands-on experiences that balance the technical with the experiential: allowing students to program but not going in-depth to teach them the language. Join National Instruments for this 90 minute hands-on exploring the latest solution to teaching Introduction to Engineering using industry-based hardware, the myDAQ student measurement device, and all new interactive software, DAQExpress. During this special session at FYEE 2017, we will work on student-focused projects that explore the fundamentals of transducer interfacing and data acquisition all while abstracting away difficult programming, giving students a hands-on experience that is not overwhelming. An engineer from National Instruments will be available to help you explore this complete solution and answer your questions.
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Workshop M4C: Monday 4:15 p.m. - 5:30 p.m.
Implementing Cloud Collaboration using Fusion 360 into a First-Year Engineering Design Course
Room: Lehman 329
Cory Brozina, Akshay Sharma
Industry and the world at large is becoming an ever-connected state where there is greater importance on atypical collaboration. The type of collaboration needed is radical in nature. Radical collaboration for a first-year engineering education curriculum needs to focus on effective learning strategies. This type of collaboration includes timely intervention by instructors, ease of learning for students, and access to professional level tool sets. All of which can create a platform for more engaging and effective peer-to-peer collaboration among students from different branches of engineering, design, and business. Cloud collaboration is a way for distributed, virtual teams to work efficiently on a common project. This workshop will teach faculty the benefits of cloud collaboration using an Autodesk Inc. product, Fusion 360, and the collaborative systems embedded within the platform. The workshop will entail four elements: (1) PreWorkshop Signup/Team Formation, (2) A Case Study, (3) Interactive Design Session, and (4) Question and Answer segment. The goal of the workshop is for faculty to feel excited and empowered to implement new technology into their engineering design projects and have students who are novice in 3D modeling increase their skills dramatically. Faculty will leave with a handbook guiding them through the process of utilizing Fusion 360 in their design-based courses with examples and assessment tools to use.
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Workshop M4D: Monday 4:15 p.m. - 5:30 p.m.
Building Alignment Between Pre-college and First-Year Engineering Programs
Room: Lehman 367
Noah Salzman, Matthew Ohland
Developments in pre-college engineering such as the incorporation of engineering in the Next Generation Science Standards and the rapid growth of formal and informal precollege engineering programs and activities has resulted in increasing numbers of students arriving in first-year engineering programs with significant prior engineering experience. To assist first-year engineering faculty and staff with improving the alignment of their programs with their students’ pre-college engineering experiences, in the first part of this workshop we present a framework we developed to understand how pre-college engineering programs and activities influence students’ transitions into firstyear engineering programs. Supported by both qualitative and quantitative data, we will describe ways that pre-college engineering activities can both support and hinder this transition. For the second part of this workshop, we will work with the participants to identify and share ways that they recognize elements of this framework in their own firstyear engineering programs, brainstorm and share strategies for promoting successful transitions from pre-college to first-year engineering, and ways to differentiate instruction to address the wide range of pre-college engineering experiences represented in the first-year engineering classroom. This workshop presents a means for participants to begin a larger conversation related to understanding the impact of pre-college engineering participation on the first-year engineering experience, and ways that firstyear engineering programs can adapt to address the changing conceptions of and experience with engineering of incoming students.
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Workshop M4E: Monday 4:15 p.m. - 5:30 p.m.
Small Wins - Big impact: Narratives from Behind the Scenes
Room: Lehman 369
Kelsey Rodgers, James Pembridge, Heidi Steinhauer, Leroy Long, Matthew Verleger
Engineering departments are continuously focusing on institutional transformation efforts that lead to lasting impacts
that improve the quality of education and the success of undergraduate students. First-year engineering programs are
often times a focus of these efforts as they are at the forefront of issues concerning the transition from high school
to college, retention of all students especially those populations that are traditionally under-represented in engineering,
and developing the foundational engineering knowledge and skills. Through these efforts, many engineering programs have implemented small incremental changes that have resulted in positive lasting effects. Due to the importance of context of these successes, this workshop will utilize a methodology based in narrative in order to develop a deep understanding of problems common to first-year engineering programs and what is the minimum viable solution that other institutions can adopt.
The workshop will be begin with the identification of 2-3 problems critical to the success of first-year engineering programs. Participating institutions will then tell in-depth stories of their experiences with the problem and their approaches to the solution. Using these narratives, the facilitators will begin to identify common themes and key features to those solutions. At the conclusion of the workshop, facilitators will generate infographics that will be distributed to the participants of both the workshop and the FYEE attendees.
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