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

Paper ID #49765Full Paper: Improving Educational Equity and Outcomes in a First-YearEngineering Programming Course through a Content and Language IntegratedApproachDr. Saloome Motavas, University of British Columbia, Vancouver Dr. Motavas is a lecturer at the University of British Columbia, teaching in the Department of Electrical and Computer Engineering and Vantage College.Fatimah Mahmood, University of British Columbia, Vancouver Fatimah Mahmood is an Associate Director - Curriculum Development in the Department of Lifelong Learning at Simon Fraser University. Previously, she was an English for Academic Purposes (EAP

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

Galileo and Hypatia Living-Learning Communities and the CEED Peer Mentoring program. Previously, Dr. Katey served as the Assistant Director of Student Success and First-year Experience at Siena Heights University located in Adrian, Michigan, where she played a pivotal role in creating an environment of success for first-year students. Her professional interests and research focus on the retention of underrepresented and underserved students. Dr. Katey graduated from Clarion University of Pennsylvania (Clarion, PA) where she earned a Bachelor of Science in Education (2007) and a Master of Education in Curriculum and Instruction (2010). In 2019, she graduated from Morgan State University’s Higher Education Administration

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

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

mobile devices. Underfunded schoolslack the resources to provide these sorts of devices to all students or even to entire classrooms. This leavestheir students at a disadvantage for learning when compared to students from well-funded schools.Math Quest aims to solve this issue. We have created an inexpensive, effective learning tool to assiststudents and teachers at underfunded schools. When looking at other products in this market, our teamwas surprised to see how clunky and unengaging they were. This led us to design Math Quest to resemblea handheld game controller. We chose this shape since game controllers are a tried and true handheldproduct design that prioritizes comfort, modularity, and ease of use. This design also lets us

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

survey at the end of the visit. Therefore, the data includes feedback on all aspects of the campus visit, not just the hands-on activity. However, the authors are confident that the students enjoyed this activity and would be interested in future opportunities. School teachers who assisted in the hands-on activity mentioned that the use of Arduino to teach circuit concepts was the best approach. The use of schematics and demonstrations using TinkerCad was something they would be interested in adopting in their curriculum. An English teacher was assisting the hands-on activity and said he didn’t find it difficult to follow along and assist students in building and testing the code. In the future, after completing the workshop

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

3.09 3.77 1.00We also visualized all the students’ networks. (See Figure 1 for three examples.) The networksdepicted who the alters were, the content of the relational ties, and the overall structure of thenetwork. Visualizations allowed for an examination of network structure and components,particularly whether students’ networks on campus overlapped structurally and to what degreethey were integrated. Individual student networks are also useful to institutional personnel inworking with specific students on their support networks and strategies. Findings indicated thatfirst-year students exhibited a range of network structures, generally spanning those from“home” and newly created networks in the college environment, which