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

Paper ID #49831Full Paper: Network-based Reflection to Support First-year Engineering StudentsRachel Anne Smith, Iowa State University of Science and Technology Rachel A. Smith is Associate Professor of student affairs and higher education in the School of Education at Iowa State University. She currently serves as the school’s Director of Graduate Education. She earned her PhD and MS in Higher Postsecondary Education from Syracuse University and holds a BA in history from the University of Wisconsin-Madison.Aileen Hentz PhD, University of Maryland, College Park Aileen N. Hentz has over twenty years of experience working as

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Topics

Diversity, FYEE 2025

Work-in-Progress Paper: FYEE 2025: ID 49770 Engineering Culture: Ideologies, Mindsets, and InfrastructureAbstract:This paper uses a critical Science and Technology Studies (STS) lens to explore how educationalinfrastructure shapes power dynamics in engineering education. By examining how builtenvironments influence identity and belonging, the authors highlight how infrastructure cansustain or challenge exclusionary norms.Introduction:Engineering culture and ideology powerfully shape education [1], [2], [3], [4], [5], [6], yet theinfluence of physical spaces in reinforcing or challenging these forces is often overlooked. Usinga critical STS lens, this study examines how infrastructure—lecture halls, labs, makerspaces—communicates

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

A Hands-on STEM Enrichment Activity to Promote Engineering to High School StudentsAbstractThis full paper discusses a workshop designed to enrich and explore career options for high school students.It has become a norm for higher education institutions to partner with local schools to provide a diverserange of opportunities for students to explore careers in Science, Technology, Engineering and Math(STEM). Facilitating conversations early on in high school about college majors, identifying specific areasof interest, setting career goals and roadmaps and building pathways for successful careers have becomecritical for student success. Due to a lack of understanding of engineering applications

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Dante Charles Scalfi, Northeastern University; Turner Marks; Kathryn Schulte Grahame, Northeastern University; Leila Keyvani, Northeastern University at Oakland

Tagged Topics

Diversity, FYEE 2025

Cornerstone of Engineering (GE 1501/1502) introduces students to the technologies and soft skillsrequired to succeed not only as a student, but more importantly as an engineer. These foundationalcourses introduce C++, MATLAB, and Arduino integrated circuits, culminating in themed finalprojects that emphasize user interaction and data visualization. Currently, many First-YearEngineering instructors exclusively rely on the Arduino IDE, a C++-based application, forprogramming integrated circuits like Arduino microcontrollers. This preference stems from theabundance of example code and user-friendly walkthroughs available, which accommodate thediverse skill levels of FYE students.However, the Arduino IDE's limitations in graphical user

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

research should examine long-term outcomes and explorediverse institutional contexts to further validate and expand these insights.References[1] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology,” 2019, Washington, DC, 2020.[2] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology,” 2023, Washington, DC, 2024.[3] A. Tuladhar, C. Queener, J. L. Mondisa, and C. Okwudire, “Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates,” Int. J. Mentoring Coaching Educ., vol. 10, no. 3, pp. 317-338, 2021.[4] Astin, A. W. (1993). What matters in college (Vol. 9

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

was associated with improved student outcomes and increased confidence with thecourse material. However, further investigation is needed to explore linguistic support strategiesthat may enhance students’ comprehension of complex programming problems. Our integrativeapproach can be adapted to other programming courses or related engineering topics. It may alsohelp improve students’ problem-solving and technical communication skills in areas such asmathematics and physics.References[1] M. Butler and M. Morgan, "Learning challenges faced by novice programming students studying high level and low feedback concepts," in Proc. Ascilite Singapore 2007 ICT: Providing Choices for Learners and Learning, Singapore: Nanyang Technological

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Aleia Frye, University of Pittsburgh; Scott Streiner, University of Pittsburgh

Tagged Topics

Diversity, FYEE 2025

ethical skills to make decisions that affect the overall welfareof the public [1]. Historically, ethics education has not been implemented into engineeringcurriculum, but recently, there has been a greater emphasis on including ethics education intostandard engineering curriculum [2]. Many argue that engineers need to not only have the skillsto handle technological issues, but also humanistic and social issues as well. While some formsof engineering ethics education have already been implemented, there have been some systemicbarriers, such as disengagement in course material, that cause ethics education to be superficiallyeffective [2]. This brings into question whether ethics education truly improves a student’s moralintuitions, and how ethics

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

, identity interference, or mixed-match pairing, all of which can lead to negativepsychosocial consequences [11-14].The correlation between mentorship outcomes and persistence in engineering is poorlyunderstood. Recommendations in a report from National Academy of Sciences, Engineering, andMedicine (NASEM), The Science of Effective Mentorship in STEMM (Science, Technology,Engineering, Mathematics, and Medicine), include, “Scholars should make greater use of studydesigns that allow for causal and longitudinal inferences, paying particular attention to theantecedents, processes, correlates, and outcomes within effective mentoring relationships inSTEMM to determine the effects of mentorship on persistence and success in STEMM as well ason the STEMM