Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Atheer Almasri, West Virginia University; Todd R Hamrick, West Virginia University; Robin A.M. Hensel, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Lizzie Santiago, West Virginia University; Carter Hulcher, West Virginia University

Tagged Topics

FYEE 2025

review," Int. J. Eng. Educ., vol. 20, no. 6, pp.893–901, 2004.[2] J. Daniels, S. Santillan, and A. Saterbak, “Tracking Skills Development and Self-efficacy in a New First-yearEngineering Design Course,” in 2018 ASEE Annual Conference & Exposition Proceedings, Salt Lake City, Utah:ASEE Conferences, Jun. 2018, pp. 31152. doi: 10.18260/1-2--31152.[3] “SIMnet keep I.T. simple! | McGraw Hill Higher Education.” Accessed: May 18, 2025. [Online]. Available:https://www.mheducation.com/highered/digital-products/simnet.html[4] P. H. Winne and A. F. Hadwin, “nStudy: Tracing and Supporting Self-Regulated Learning in the Internet,” inInternational Handbook of Metacognition and Learning Technologies, vol. 28, R. Azevedo and V. Aleven, Eds., NewYork, NY

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

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Evelyn Walters, Temple University; Laura Riggio, Temple University; Cory Budischak, Temple University

Tagged Topics

FYEE 2025

attrition, especially for historicallyunderrepresented groups who arrive with lower STEM self-efficacy and self-confidence.Traditional grading practices in higher education are being increasingly scrutinized as systemswhich perpetuate systemic inequalities by conflating the outcome of learning with behaviorsexhibited in the process of learning [2]. Alternative grading practices which includespecifications grading, standards-based grading, and ungrading have begun to be more widelyadopted in STEM courses [3], [4], [5]. However, there is a need to measure the efficacy of theseinterventions [6].MotivationENGR 1101: Introduction to Engineering and Engineering Technology and ENGR 1102:Engineering Problem Solving are cornerstone courses for all first

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Rumeysa Tekin Baturalp, Texas Tech University; Nurcan Bac, Texas Tech University

Tagged Topics

FYEE 2025

transitionalnature of the first year, as students form academic identities and build confidence in theirchoices; Chickering’s Seven Vectors [4] and Tinto’s Model of Retention [5] both highlight self-efficacy and belonging as critical factors. Finally, effective seminar design incorporates clearstructure, consistent delivery, and interactive elements that scaffold exploration of academic andprofessional pathways. Prince [6] demonstrated that even simple active learning strategies canimprove understanding and satisfaction. Together, these perspectives guide the interpretation ofstudent feedback and the recommendations proposed here.This study investigates how students perceive the value of the ENGR 1110 seminar in guidingtheir academic decisions. Based on