Displaying all 9 results
- Conference Session
- Full Papers I
- Collection
- FYEE 2025 Conference
- Authors
- DeAnna Katey, Virginia Polytechnic Institute and State University; Terrance I Harris, Drexel University
- Tagged Topics
- Diversity, FYEE 2025
). San Francisco, CA: Jossey-Bass.[5] D. Yomtov, S. W. Plunkett, R. Efrat, and A. G. Marin, “Can peer mentors improve first-year experiences of university students?,” J. Coll. Stud. Retent. Res. Theory Pract., vol. 19, no. 1, pp. 25-44, 2017.[6] V. Cornelius, L. Wood, and J. Lai, “Implementation and evaluation of a formal academic-peer-mentoring programme in higher education,” Active Learn. High. Educ., vol. 17, no. 3, pp. 193-205, 2016.[7] J. Carragher and J. McGaughey, “The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol,” Syst. Rev., vol. 5, pp. 1-9, 2016.[8] P. Collier, “Peer mentoring
- Conference Session
- WIP II
- Collection
- FYEE 2025 Conference
- Authors
- Olukemi O. Akintewe, University of South Florida
- Tagged Topics
- Diversity, FYEE 2025
Mentoring in Promoting Student Success and Retention." International Journal of Human and Society (IJHS) 4, no. 1 pp. 110-123, 2024. [3]. Chandrasekera, T., Hosseini, Z., Jayadas, A. and Boorady, L.M., PeTe (Peer Teaching) Mentors: How near peer mentoring (NPM) affects academic success and retention in design education. Innovative Higher Education, 49(5), pp.975-991, 2024. [4]. Gehreke, L., Schilling, H. and Kauffeld, S., Effectiveness of peer mentoring in the study entry phase: A systematic review. Review of Education, 12(1), p.e3462, 2024. [5]. Ntombela, B., Ramabodu, M.S. and Moloi, K., 2025. Strategies for Empowering and Retaining Women in Science, Technology, Engineering, and
- Conference Session
- Full Papers I
- Collection
- FYEE 2025 Conference
- Authors
- Saloome Motavas, University of British Columbia, Vancouver; Fatimah Mahmood, University of British Columbia, Vancouver
- Tagged Topics
- Diversity, FYEE 2025
University, Dec. 2, 2007, pp. 99–107.[2] P. J. Guo, "Non-native English speakers learning computer programming," in Proc. 2018 CHI Conf. Human Factors in Computing Systems, Apr. 21, 2018.[3] N. Pillay and V. R. Jugoo, "An investigation into student characteristics affecting novice programming performance," ACM SIGCSE Bull., vol. 37, no. 4, pp. 107–110, Dec. 2005.[4] D. Horton and M. Craig, "Drop, fail, pass, continue: Persistence in CS1 and beyond in traditional and inverted delivery," in Proc. 46th ACM Technical Symp. Computer Science Education, Feb. 24, 2015.[5] C. N. Guzman, A. Xu, and A. G. S. Raj, "Experiences of non-native English speakers learning computer science in a US university," in Proc. 52nd ACM
- Conference Session
- GIFTS II
- Collection
- FYEE 2025 Conference
- Authors
- Ryan McAfee Grudell, Ohio Northern University; Mark Mintzlaff, Ohio Northern University; Ethan Berei, Ohio Northern University; Grace Lawson, Ohio Northern University
- Tagged Topics
- Diversity, FYEE 2025
technology to make learning fun: Technology use is best madefun and challenging to optimize intrinsic motivation and engagement - European Journal of Psychologyof Education,” SpringerLink, https://link.springer.com/article/10.1007/s10212-023-00734-0 (accessedApr. 28, 2025).[4]Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students inthe learning process with game-based learning: The fundamental concepts. International Journal ofTechnology in Education (IJTE), 4(3), 542-552. https://doi.org/10.46328/ijte.169[5]S. Jihan Lubis, M. Setia Priyadi, and , “implementation of the Independent Learning Curriculum inElementary School,” Muhammadiyah University Kotabumi, Dec. 2022. Accessed: Apr. 23, 2025.[Online
- Conference Session
- Full Papers I
- Collection
- FYEE 2025 Conference
- Authors
- Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Lisa Lampe, University of Virginia; David R. Gutierrez, University of Virginia; Esther Tian, University of Virginia; Shaylin Williams, University of Virginia
- Tagged Topics
- Diversity, FYEE 2025
Question(s) Likert Scale 1 = strongly disagree, Sense of Belonging I feel like I belong at my university 7 = strongly agree When you think about your university, how often, if 1 = Never, Belonging Uncertainty ever, do you wonder: Maybe I don't belong here? 5 = Always 1 = strongly disagree, Engineering Identity Sum of multiple Items from Godwin [12] 6 = strongly agree
- Conference Session
- GIFTS II
- Collection
- FYEE 2025 Conference
- Authors
- Osman Sayginer, Temple University; Cory Budischak, Temple University
- Tagged Topics
- Diversity, FYEE 2025
Paper ID #49797GIFTS: AI2QTI:Automated Quiz Generation Using Generative AI and QTIfor Teaching Content Management SystemsDr. Osman Sayginer, Temple UniversityCory Budischak, Temple University Dr. Cory Budischak, Associate Dean for Undergraduate Studies in the College of Engineering at Temple University, strives to create a culture of evidence based teaching and co-curricular supports in the College of Engineering. A proponent of innovative teaching methods like flipped classroom problem based learning, alternative grading, and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support
- Conference Session
- WIP II
- Collection
- FYEE 2025 Conference
- Authors
- Lesly Samantha Murillo, University of Maryland College Park; Tabatha Cuadra Rodriguez, University of Maryland College Park; Paige E Smith, University of Maryland, College Park
- Tagged Topics
- Diversity, FYEE 2025
Psychology, 8, Article 875.https://doi.org/10.3389/fpsyg.2017.00875Jabaji, R., Buenaflor, S., Dillehay, B., Kenemuth, R., Kurban, E., & Smith, P. (2021, July). WIP:The role of TerrapinSTRONG in fostering a sense of belonging and sociocultural competence innew engineering students [Conference paper]. 2021 ASEE Annual Conference & Exposition.Samuelson, C., Litzler, E., Staples, C. L., Smith, P. E., & Amelink, C. T. (2014, June). Living,learning, and staying: The impact of a women in engineering living and learning community[Conference paper]. 2014 ASEE Annual Conference & Exposition, Indianapolis, IN, UnitedStates. 10.18260/1-2--22805
- Conference Session
- Full Papers III
- Collection
- FYEE 2025 Conference
- Authors
- Qudsia Tahmina, The Ohio State University at Marion; John Francis Simonis, The Ohio State University at Marion
- Tagged Topics
- Diversity, FYEE 2025
, National Science Foundation, “The STEM Labor Force of Today: Scientists, Engineers and Skilled Technical Workers,” Science and Engineering Indicators 2022, NSB-2021-2, Alexandria, VA, 2021. [Online]. Available: https://ncses.nsf.gov/pubs/nsb20212[2] National Science and Technology Council Committee on STEM Education. Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5-year Strategic Plan, November 2024: Washington, D.C.[3] Maltese, A.V. and R.H. Tai, Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among US students. Science Education, 2011. 95(5): p. 877-907.[4] Shaw, E.J. and S. Barbuti, Patterns of persistence in intended college
- Conference Session
- Full Papers III
- Collection
- FYEE 2025 Conference
- Authors
- Rachel Anne Smith, Iowa State University of Science and Technology; Aileen Hentz PhD, University of Maryland, College Park; Thaddeus Hill, Iowa State University of Science and Technology
- Tagged Topics
- Diversity, FYEE 2025
askedstudents “Who are the people who support your ability to succeed in college?” Follow-upquestions asked about these people’s characteristics, which of them knew each other, the type(s)of support contained in the relationship, students’ satisfaction with their networks (based on thequestions used in a study of network interventions [11]), and students’ sense of community in themajor (based on the School Community Inventory [12]). Students were also asked optional open-ended text response demographic questions to facilitate disaggregation by identity.Questions Framing the InquiryGiven our purpose and context, our study sought to characterize first-year engineering studentnetworks in the following ways: (1) How did students describe their college