Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mahdi Agheli, Worcester Polytechnic Insitute; Greg Lewin, Worcester Polytechnic Institute; Markus Nemitz

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Diversity

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First-Year Programs Division (FYP)

assessment to evaluate itseffectiveness. This endeavor is an effort to further enhance our existing RBE curriculum’sexcellence and adapt to the changing landscape of robotics engineering education while inspiringexisting and future RBE departments in their creation of a curriculum.IntroductionThe Robotics Engineering (RBE) program at Worcester Polytechnic Institute (WPI) stands out asa leader of innovation and practical learning in the realm of engineering education. Renowned forits project-based and programming-intensive curriculum, the RBE program is meticulouslydesigned to not only impart theoretical knowledge but also to ensure hands-on, experientiallearning. Central to this curriculum are core courses such as Introduction to Robotics (RBE1001

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia; Keith Andrew Williams, University of Virginia; Esther Tian, University of Virginia; Julia Lapan, University of Virginia; Shaylin Williams, University of Virginia; Deepyaman Maiti, University of Virginia; Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Nicole Dufalla, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; William H. Guilford, University of Virginia

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First-Year Programs Division (FYP)

withinthe context of their design projects. The expertise of career development professionals supportsthe program’s objective to develop students’ professional competence alongside theirengineering knowledge. By leveraging an integrated and well-supported curriculum, the newEngineering Foundations courses provide a holistic approach to educating first-year engineers.While constructing an engineering course sequence is not a novel process, our integration oftechnical and sociotechnical content is unusual. We report on our process and the resultingcourse sequence so that other institutions might benefit from the insights we gained.BackgroundA persistent challenge in postsecondary engineering education is keeping the curriculum currentwith industry

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa K. Murray, Western New England University

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Diversity

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First-Year Programs Division (FYP)

Paper ID #41782GIFTS: Transforming First-Year Engineering Curriculum with Diversity, Equity,Inclusion, and Entrepreneurial-Minded LearningDr. Lisa K. Murray, Western New England University Dr. Murray is an a Assistant Professor of Practice in the First Year Program at Western New England University. She holds a BS in biomedical engineering, masters in education and a masters and a PhD in engineering management. Her research interests are in engineering education, advanced manufacturing, design for additive manufacturing, sustainable manufacturing, medical manufacturing, quality and regulatory standards for medical devices

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May P.E., Dartmouth College

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Diversity

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First-Year Programs Division (FYP)

, and other practices well known to be in stark contrast with inclusivepedagogy and active learning. One of the largest drivers of attrition in engineering are so-called“gatekeeper” prerequisite courses that introduce math and science concepts in an out-of-context,high-stakes format.Through human-centered curricular interventions interwoven with co-curricular support we willtransform students' sense of belonging in college generally and in engineering more specifically.Our focus is on changing systems to promote student success rather than "fixing" or "weedingout" students. The traditional introduction to our engineering curriculum—and that of many ofour peer institutions—requires that students take prerequisite courses in mathematics and

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; Xinyu Zhang, Purdue University

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First-Year Programs Division (FYP)

Paper ID #42503Institutionalization Challenges for an NSF S-STEM ProgramDr. Robin A.M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is a Teaching Professor in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University and an ASEE Fellow Member. As a mathematician and computer systems analyst, she collaborated in engineering teams to support energy research before entering higher education where she taught mathematics, statistics, computer science, and engineering courses, secured over $5.5M to support STEM education research, led program development efforts, and

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Brainerd Prince, Plaksha University; Vinayak Krishan Joshi, Plaksha University

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First-Year Programs Division (FYP)

Paper ID #41796Assessing the Motivation and Emotion Levels of First-Year Engineering StudentsEnrolled in an Academic Writing CourseDr. Aparajita Jaiswal, Purdue University Aparajita Jaiswal is an Intercultural Research Specialist with CILMAR, Purdue University. Her research endeavors revolve around exploring strategies for seamlessly integrating intercultural learning into both regular curriculum and study abroad programs. Aparajita actively engages in offering guidance in developing research studies, curriculum enhancements, and assessment methods pertaining to integration and cultivation of intercultural competence. Her

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina ; Ehssan Nazockdast, University of North Carolina ; Daphne Klotsa , University of North Carolina

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First-Year Programs Division (FYP)

Paper ID #44080Work in Progress: An ”Engineering for Everyone” Class that IncorporatesModeling, Simulation, and Biomimicry into the Engineering Design ProcessDr. Richard Goldberg, University of North Carolina Richard Goldberg is a Teaching Associate Professor and Director of Undergraduate Studies in the Department of Applied Physical Sciences at UNC Chapel Hill. He is developing a new interdisciplinary engineering minor and major at UNC. He is interested in integrating engineering with the liberal arts and an entrepreneurial mindset. He teaches a variety of classes for first year students, seniors, and everyone in between

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nusaybah Abu-Mulaweh, The Johns Hopkins University; Constanza Miranda, The Johns Hopkins University; Alissa Burkholder Murphy, The Johns Hopkins University; Jenna Frye, The Johns Hopkins University

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Diversity

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First-Year Programs Division (FYP)

understanding aspects that help students develop a sense ofbelonging, first-year engineering educators can create experiences that promote a more seamlesstransition and contribute to an overall enhanced university experience.Defining Sense of BelongingWhile there is a general agreement on the importance of a sense of belonging, the specificdefinitions and dimensions can vary across disciplines and contexts [3]. Usually, the firstdefinition of belonging is ascribed to Abraham Maslow [2]. Used by many disciplines, it hasbecome key for educational psychologists as it is related to student success [4], students’perception of thriving or not in their environment [5, 6], and social capital [7]. Allen et al.’snarrative review proposes an integrated framework

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Ekong, Western New England University; Arnab A. Purkayastha, Western New England University; Gladys Ekong

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First-Year Programs Division (FYP)

engineering education.Dr. Arnab A. Purkayastha, Western New England University Arnab A Purkayastha is an Assistant Professor in the Electrical and Computer Engineering department at Western New England University, Massachusetts. He received his PhD in the year 2021 from the University of North Carolina at Charlotte. His research interests and activities lie in the recent advances in High Performance Computing and Machine Learning fields, including system level integration both at the cloud and edge.Dr. Gladys Ekong Dr. Gladys Ekong is an Associate Professor in the Department of Pharmaceutical and Administrative Sciences, College of Pharmacy and Health Sciences, Western New England University (WNE). Her research work

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Anjali Mulchandani, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Ruben D. Lopez-Parra, Purdue University ; Sydney Donohue Jobe, University of New Mexico; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico

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First-Year Programs Division (FYP)

Paper ID #42689Ill-Structured Design Challenges in First-Year CoursesMadalyn Wilson-Fetrow, University of New MexicoProf. Anjali Mulchandani, University of New Mexico Dr. Anjali Mulchandani is an Assistant Professor in the Department of Civil, Construction and Environmental Engineering at the University of New Mexico. She leads the Environmental Resource Sustainability group, which studies themes related to environmental and water resources engineering, atmospheric water harvesting, waste-to-energy technologies, and environmental remediation. Her work integrates and highlights science communication and community needs-based

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University

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First-Year Programs Division (FYP)

and open-ended questions wasconducted in an R1, land-grant, public university. The survey was distributed to allundergraduate students enrolled in the College of Engineering and 156 valid responses wereanalyzed. The results of this study are intended to help this institution, as well as otherengineering programs, support necessary skills for success in upper-level engineering courses.IntroductionEngineers must acquire professional and technical skills to meet global demands. Technicalskills are highly emphasized in the engineering curriculum; however, technical skills may not beeffective unless they are built around non-technical (professional) skills. Professional skills, orsoft skills, are career competencies and abilities that help the

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey N. Phillips, Hanover College; Kathryn A. Lowe Schneider, Hanover College

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First-Year Programs Division (FYP)

improve the retentionof all undergraduate students.Several changes were made to improve retention, both in terms of retaining students inengineering and, failing that, at least retaining them as students at the college. These include theimplementation of a math placement exam, a modification of the engineering curriculum basedon best practices used at other engineering programs for improving retention, and the intentionalgrouping of first-year engineering students in a college success course that was led by anEngineering faculty member and a peer mentor who was a returning engineering student.All of these engineering-focused efforts were coupled with college-wide efforts at improvingretention which included an increase in staffing for the

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Chris Cagle

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Diversity

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First-Year Programs Division (FYP)

integral component of the first-year engineering course, with participation inthese sessions contributing to the students' final course grades.Expanding the Peer Mentoring Program to include transfer students necessitates greaterflexibility compared to students following the traditional FEP curriculum. Given that the transferclass operates as an asynchronous remote course, adjustments were made to the Transfer PeerMentoring Program to accommodate both remote and in-person meetings. Existing mentorsvolunteered to also serve the transfer student population and were matched with mentees basedon declared major and meeting preference (i.e., in-person vs. virtual). Instead of providingpredetermined topics, mentors adopted a more personalized approach

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tristan Hernandez, University of Texas at El Paso; Sarah Huizar, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Juan Jose Ochoa Jr., University of Texas at El Paso; Victor Manuel Garcia Jr., US Army Engineer Research and Development Center

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First-Year Programs Division (FYP)

andacademic development workshops into the curriculum of an introductory engineering class. Inaddition, this paper discusses the importance of a peer-to-peer mentorship program, specificallyfocusing on utilizing the course teaching assistants (TAs) as role models and mentors. Thestudents’ demographic data, the development workshop topics and content, and the impact andoverall effectiveness of the interventions implemented in this study are discussed. The researchproject explores the implications of future iterations that integrate the lessons learned from thisanalysis and propose the next steps to ensure a replicable positive impact on the students.MethodologyOverview of Introductory Engineering CourseAt the University of Texas at El Paso, first year

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

William Davis Ferriell, University of Kentucky

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First-Year Programs Division (FYP)

ManufacturingEngineering Technology Program," Proceedings of the 2002 American Society for EngineeringEducation Annual Conference and Exposition, pp. 7.824.1-9, 2002.[4] D. Crevier, "Educational Experiments in Machine Vision," IEEE Transactions onEducation, vol. 39, no. 1, pp. 90-92, 1996.[5] G. Morison, M. D. Jenkins, T. Buggy and P. Barrie, "An Implementation FocusedApproach to Teaching Image Processing and Machine Vision - From Theory to Beagleboard,"Proceedings of the 6th European Embedded Design and Research, pp. 274-277, 2014.[6] R. N. Savage, K. C. Chen and L. Vanasupa, "Integrating Project-based Learningthroughout the Undergraduate Engineering Curriculum," Journal of STEM Education, vol. 8, no.3, pp. 15-27, 2007.[7] C. Jiang, Y. Wan, Y. Zhu

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Jorge Paricio Garcia Ph.D., HRM, MID, University of Connecticut; Jake Scoggin, University of Connecticut; Martin Huber, University of Connecticut; Michael Cohen, University of Connecticut; Stephany Santos, University of Connecticut; Kathrine Pavel Ionkin, University of Connecticut; Sean Patrick Hirt, University of Connecticut; Britney Russell, University of Connecticut

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Diversity

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First-Year Programs Division (FYP)

the habitat. Finally, the smaller groups integrated theircomponents and collaborated to maximize the energy efficiency and performance of the Solar-powered Habitat.The assessments of this project were designed for each level of teamwork: 1) Studentshighlighted their contributions through an Engineering Portfolio. 2) Smaller groups reflected ontheir design and building process by submitting weekly engineering logs and a semester-endposter. Finally, 3) Each group habitat (comprising 5~6 groups) presented its energy-efficienthabitat design in the first-year design expo at the end of the semester. The ongoing datacollection of this effort on project-based, multidisciplinary, multilevel teamwork proved how thisproject design effectively cultivated

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Bieryla, University of Portland; Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland

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First-Year Programs Division (FYP)

motivation: Connections between first‐yearstudents' engineering role identities and future‐time perspectives," J Eng Educ, vol. 109, (3), pp.362-383, 2020.[13] D. Rae and D. E. Melton, "Developing an entrepreneurial mindset in US engineeringeducation: an international view of the KEEN project," The Journal of EngineeringEntrepreneurship, vol. 7, (3), 2017.[14] J. Blake Hylton et al, "Working to instill the entrepreneurial mindset across the curriculum,"Entrepreneurship Education and Pedagogy, vol. 3, (1), pp. 86-106, 2020.[15] R. S. Harichandran et al, "Developing an Entrepreneurial Mindset in Engineering StudentsUsing Integrated E-Learning Modules." Advances in Engineering Education, vol. 7, (1), pp. n1,2018.[16] D. R. Riley et al, "First-year

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bryan Ranger, Boston College; Avneet Hira, Boston College; Siddhartan Govindasamy, Boston College

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First-Year Programs Division (FYP)

Hira, Boston College Dr. Avneet Hira is an Assistant Professor in the Human-Centered Engineering Program and the Department of Teaching, Curriculum and Society (by courtesy) at Boston College.Siddhartan Govindasamy, Boston College Siddhartan Govindasamy is a Professor of Engineering at Boston College, where he is a founding faculty member of the program in Human-Centered Engineering. Prior to Boston College, he was an Assistant and then Associate Professor of Electrical and Computer Engineering at Olin College of Engineering, where he was part of the team of faculty who redesigned the introductory mathematics, physics and engineering course sequence to become more integrated. ©American

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

, Lecturer at the Department of Engineering Education at The Ohio State University, and Assistant Professor at the Department of Integrated Engineering at Minnesota State University, Mankato. She holds a Ph.D. in Engineering Education from Virginia Tech. ©American Society for Engineering Education, 2024WIP: Implementing a community engagement project in a first-yearfoundations of engineering courseIntroductionThis paper seeks to explore the benefits and challenges of incorporating community engagementprojects into an existing first-year engineering course. Instructors have noted over the years thatstudents in engineering courses often find it difficult to relate to non-technical issues, especiallymaterial

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin

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Diversity

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First-Year Programs Division (FYP)

their counterparts [36]. Efforts haveincluded updating the first year curriculum to incorporate social justice [37], integratinginclusive practices into the departmental makerspace [38] [15], creating a summer bridgeprogram for engineering students [39], conducting research on impacts of curricular and co-curricular changes on belonging and identity [40] [41] [42], and an National Science Foundation(NSF)-funded project which seeks to increase student sense of belonging in undergraduateengineering students through the integration of social engagement activities into an academicmakerspace.The focus of this paper is related to an NSF-funded makerspace engagement and belongingproject. There are two main components of the project: 1. Development and

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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Diversity

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First-Year Programs Division (FYP)

Paper ID #41539Neurodivergent and Neurotypical Students in a First-Year Engineering DesignCourse: Identity, Self-Efficacy, and ExperiencesDr. Angela R. Bielefeldt, University of Colorado Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and the Director for the Integrated Design Engineering (IDE) program. The IDE program houses both an undergraduate IDE degree accredited under the ABET EAC General criteria and a new PhD degree in Engineering Education. Dr. Bielefeldt conducts research on engineering ethics

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Sparks, Miami University; Katherine M. Ehlert, Miami University; Karen C. Davis, Miami University; Justin Michael Saul, Miami University; Brian P. Kirkmeyer, Miami University; David Joseph Fox, Miami University; Thao Nguyen, Miami University; Michael Hughes, Miami University

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Diversity

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First-Year Programs Division (FYP)

an engineering identity early in theirmatriculation can be significant drivers of attrition from technical fields. Previous researchsuggests that project-based learning builds students’ engineering/computing identity by piquingand developing student interest in engineering topics. Literature on the sense of belonging inengineering suggests that experiencing camaraderie within course-based teams, and particularlyhaving a clear purpose or role within the team, can promote that sense of belonging. The currentresearch project sought to implement evidence-based practices to enhance first-year students’identity and sense of belonging in engineering and computing, in the context of a two-semesterintroductory course sequence that integrates students

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danahe Marmolejo, Saint Louis University; Chris Carroll P.E., Saint Louis University; Michael A. Swartwout, Saint Louis University; Kyle Mitchell, Saint Louis University; Raymond LeBeau, Saint Louis University; Gary Bledsoe, Saint Louis University; Susheel Singh, Saint Louis University; Huliyar S. Mallikarjuna, Saint Louis University; Scott A. Sell, Saint Louis University

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First-Year Programs Division (FYP)

] integrated the used of the ESEMAinto a first-year civil engineering curriculum. Their study demonstrates notable improvements inentrepreneurial attitudes among students, particularly in ideation and help-seeking behaviors, asrevealed by the ESEMA survey.Table 1—Engineering Student Entrepreneurial Mindset Assessment Items [1] Factor 1: Ideation (Id) 1. I like to reimagine existing ideas 2. I like to think about ways to improve accepted solutions 3. I typically develop new ideas by improving existing solutions 4. I like to think of wild and crazy ideas 5. I tend to challenge things that are done by the book 6. Other people tell me I am good at thinking outside the box 7. I prefer to challenge adopted solutions rather

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin M. Anderson, Southern Methodist University; Kristen McAlexander, Schreiner University

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Diversity

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First-Year Programs Division (FYP)

emphasis on Higher Education. Dr. Rola’s professional efforts focus on promoting equity, inclusion, and student success in higher education. Her research projects center on supporting traditionally underrepresented students in engineering, social justice education in predominantly White contexts, student well-being and thriving, gender inequities in STEM fields, and navigating the hidden curriculum as a first-generation student.Dr. Caitlin M. Anderson, Southern Methodist University Dr. Caitlin Anderson is a Senior Lecturer in the Department of Applied Physiology and Sport Management at Southern Methodist University. She is the Director of the Hilltop Scholars Program at SMU, an honors community for first-year college

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane A. Brown P.E., Oregon State University; Natasha Mallette P.E., Oregon State University

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Diversity

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First-Year Programs Division (FYP)

supportiveacademic environment in the first year, suggesting that targeted feedback and increased tutorcontact could significantly enhance the student transition experience [27].These examples underscore the importance of the constructs to student engagement and success.Together, these constructs offer a comprehensive view of the multifaceted nature of studentengagement, encompassing related elements critical for student engagement and success inengineering education.Site and ParticipantsThis study was conducted within the context of the Engineering+ program at Oregon StateUniversity, an innovative first-year engineering curriculum designed to engage students in hands-on projects, major exploration, and skill development. The Engineering+ program aims

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Arturo A. Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

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First-Year Programs Division (FYP)

limitations. The scope of ourstudy is confined to a single academic institution (UTRGV) and a specific cohort of studentsenrolled in introductory engineering courses. Additionally, the implementation of design thinkingprinciples in the curriculum may require additional resources and faculty training. Despite theselimitations, we believe that our project has the potential to yield valuable insights and serve as amodel for other institutions seeking to support the success of freshman engineering students.Project ApproachThe project approach employed in this study aimed to integrate engineering design principlesinto freshman engineering education to facilitate self-transformation and enhance academic andcareer readiness. The study involved freshman

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Ethan E. Danahy, Tufts University

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Diversity

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First-Year Programs Division (FYP)

as an increasedawareness of the complexity of racialized sociotechnical problems, stronger emotional responses,more refined ideas about potential solutions, and realizing the systemic nature of racism.Findings suggest that the students met learning goals regarding an awareness of sociotechnicalproblems and catalyzed (early) critical thinking on how to address them through engineering.Implications from this work demonstrate that first-year students are capable of wrestling withdifficult topics such as racism in technology, while still meeting ABET requirements within thecourse for data science and coding.IntroductionAt a small private engineering institution in the northeast region of the United States, year one ofa research-based reimagining

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue University ; Kerrie A. Douglas, Purdue University ; Tamara J. Moore, Purdue University

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Diversity

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First-Year Programs Division (FYP)

students' motivation topursue a career in microelectronics differ after this limited curriculum intervention?Literature ReviewThe Role of Interest in Career DevelopmentSocial Cognitive Career Theory (SCCT) [9] is an overarching conceptual framework that guidesall of the decisions of the Scalable Asymmetric Lifecycle Engagement (SCALE) project. SCCTemphasizes the role of relevant interests in career development. Within SCCT's Choice Modeland Interest Model, interest directly links self-efficacy, outcome expectations, and career-relatedchoices [9]. Because of this, many studies seeking to affect student's interest in engineeringcareers focus on increasing student self-efficacy and outcome expectations. In SCCT, interestsdirectly relate to choice

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benito Mendoza, New York City College of Technology; Angran Xiao, New York City College of Technology; Muhammad Ummy, New York City College of Technology

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Diversity

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First-Year Programs Division (FYP)

identity as an HSI (Hispanic Serving Institution) and the vital role HSIs play in improving access to education and advancing equity for historically underserved students. He is the PI of the project ”Information Systems meet Cultural Competencies (IS-CUCO),” an NSF-funded project aiming to integrate cultural, linguistic, data, and infrastructure factors into Information Systems that provide access to food-security services such as food pantries. He is also a Co-PI of a DoE Title V grant titled ”City Tech STEM Success Collaborative,” which seeks to improve retention, graduation, and workforce readiness of Hispanic and low-income STEM-interested students by strengthening and coordinating academic and support programs for

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet, Louisiana Tech University; James D. Palmer, Louisiana Tech University

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First-Year Programs Division (FYP)

from large metropolitan areas but draws its student population both statewide andregionally and operates on the quarter calendar. Louisiana Tech University merged the math,chemistry, and physics programs with the engineering, technology, and computer scienceprograms into a single college in 1995 and created an integrated freshman engineeringcurriculum in 1998. Louisiana Tech University has a long history of educational innovations inengineering education, with a hands-on project-based approach implemented in 2004 and fourother NSF-funded programs to increase student success in engineering since 2007.The SSP builds on these prior efforts by providing financial, academic, personal, andprofessional support to engineering students starting in