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

Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Cultivating Inclusive Excellence in Engineering EducationBlack students remain significantly underrepresented in engineering, comprising only 5.4% of full-timeundergraduate engineering enrollment in 2023 [1]. Despite a 9.2% increase in enrollment since 2019 [2],retention remains a critical challenge due to systemic barriers, including institutional racism and lack ofsupport structures [3]. While many institutions focus on increasing access, fewer address the retention andsuccess of Black students once enrolled.Peer mentoring has emerged as a promising strategy to support underrepresented students, offeringacademic, social, and emotional guidance. This study

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

fast-paced technological world, STEM education serves as the cornerstone for future innovation,economic development, and societal advancement. It prepares students for careers in engineering, providingthem with the essential skills to succeed in a tech-driven society. The Bureau of Labor Statistics projectsthat STEM-related employment in the United States will grow by 9.5% by 2029, significantly outpacingthe overall employment growth rate of 3.7% [1]. Research indicates that many high school students avoidSTEM fields due to a lack of knowledge in these areas or because they feel they lack the necessary skills topursue STEM education and careers. To remedy this, a myriad of opportunities emerged through highereducation institutions to support

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

belonging is complex and no one factor can explain orpredict belonging. These initial findings will inform future studies and provide valuablepreliminary insights for first-year engineering programs interested in enhancing the experiencesand academic outcomes of their students from a belonging perspective.IntroductionMost undergraduate engineering students are in the late stages of adolescence and makingimportant discoveries and decisions about their interests, identities, and goals [1]. Socialization,both in college and pre-college, shapes students’ sense of belonging (SoB) [2]. Students searchfor spaces where they feel belonging, and this search drives choices that shape theirundergraduate careers. Belonging is a fundamental need, driving

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

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

our approach contributed to improved student performance in the course andincreased confidence in programming. Nonetheless, further work is needed to refine linguisticsupport strategies and enhance comprehension of complex programming tasks.IntroductionLearning to code for the first time is accompanied by significant barriers. Novice programmersoften face challenges with forming mental models of key programming concepts and logicalreasoning processes [1]. On top of these challenges, non-native English speakers face uniquedifficulties when learning computer programming [2] and are more likely to fail or underperformin programming courses [3-4]. An analysis of more than 800 survey responses by programmersfrom 86 countries and 74 native

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

ways. This can be done using network analysis, a paradigm that specifies andmeasures the structure and content of relationships. We report on the results of an ecologicalnetwork reflection activity that instructors and student service professionals can use to help first-year engineering students reflect on and develop a support network while simultaneouslyassessing students’ network structures in order to provide subsequent supportive interventions.Models focused on retention within engineering programs often stem from Tinto’s model ofstudent departure, which describes how students’ academic and social membership in theinstitution support students’ success [1]. For first-year engineering students, social adaptation tocollege life and academic

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

educators. However, due to a lack of funding, many schools are “understaffed” in certain areas.This can lead to a gap in the intended curriculum [1]. Products like Math Quest are intended to bridge thisgap and help the students and staff from underfunded schools.Our ApproachMath Quest was designed with three principles in mind: affordability, engagement, and familiarity in theclassroom. Traditional educational technology often utilizes touchscreens or complex interfaces that canbe both expensive to produce and difficult for young students to understand. By mimicking the familiargame controller design, Math Quest leverages existing mental models that children already possess,reducing the learning curve to use Math Quest significantly. The chosen

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Madison Seckman, University of Colorado Boulder; Alison West; Aaron Kai Groudan, University of Colorado Boulder

Tagged Topics

Diversity, FYEE 2025

Engineering StudentsMadison Seckman(1)(2), Kai Groudan(1), and Alison M. West(3)(1) Department of Mechanical Engineering, University of Colorado at Boulder(2) Department of Biomedical Engineering, University of Colorado at Boulder(3) Counseling and Psychiatric Services, University of Colorado at BoulderAbstractBalance Builders (BB) is an innovative program designed to foster community and supportmental and physical wellness among freshman engineers. The Balance Builders initiativeexemplifies how community-driven programs can empower students and enhance the first-yearjourney through a unique mechanism: Cooking and Community Nights. Designed by engineeringundergraduates in consultation with mental health professionals, BB creates a natural andfamiliar

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Osman Sayginer, Temple University; Cory Budischak, Temple University

Tagged Topics

Diversity, FYEE 2025

[1] may improve the cognitive depth andassessment quality of generated questions.Several tools currently exist to help instructors convert plain text into QTI-compatible formats foruse in learning management systems. Among the most widely used is text2qti [2], a Python-basedutility that transforms quizzes written in Markdown into QTI XML. While effective for technicallyproficient users, text2qti requires local Python installation and adherence to a strict syntax structuresuch as starting each question with a number followed by a space which can be error-prone,especially when used in conjunction with AI-generated content. To improve accessibility, anonline implementation of text2qti has been developed by San Diego State University; however

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

students with the necessary skills and know-how tointegrate MAD with the MAHSP to create the previously discussed educational exhibits. Eachwalkthrough begins with an overview of the physical and digital components involved as well as alinked video summarizing the resulting function of the walkthrough. A summary of the componentsinvolved for each walkthrough are summarized in the table below. Table 1: Summary of Components by Walkthrough Component App Arduino Walkthrough Input Output Input Output

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

residential communities grounded in inclusivecurriculum, peer support, and professional development can foster a strong sense of belongingand academic engagement, factors that contribute to student success and apply to all participantsin similarly designed programs (Amelink et al., 2017; Samuelson et al., 2014).​Program DesignThe LLPs offer an integrated curricular and co-curricular approach to achieve the programmaticprimary goals shown in Figure 1. Figure 1. The primary goals of the LLPsCurriculum: LLP students are required to complete four one-credit seminars during their twoyears in the program - one per semester. The focus of the first semester seminar is engineeringidentity development and support, with an emphasis

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

An Effective Mentorship Structure for Student Success inHigher EducationIntroductionMentoring practices play an essential role in students’ academic success and retention, especiallyfor women [1-5]. A positive and significant relationship was determined between mentees’academic self-efficacy and academic performance, as well as their self-regulated learning [6-8].Concurrently, a sense of connectedness or belonging to a campus community is also a criticalfactor in academic achievement and retention [9, 10]. The mentor’s self-efficacy cansignificantly impact the success of the mentoring relationship and the mentee's self-perception.Alternatively, ineffective mentoring can occur due to a lack of training, culturally responsivepractices