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

, engineering identity, engineering culture, engagement with universityresources, and confidence in major selection at the start and the end of the 2023-24 academicyear. We present descriptive statistics and an exploratory investigation into correlations betweensense of belonging, belonging uncertainty, and various outcomes. Our exploratory findingsrevealed that sense of belonging did increase over the first year, and that sense of belongingcorrelated with belonging uncertainty. Additional findings include that sense of belongingincreased with increasing engineering identity, faculty support, peer support, and, minimally,with confidence in future major coursework. There was no correlation with campus supportresources. Findings highlight that sense of

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

programs foracademically outstanding international students with English as an additional language. Theseprograms have been custom-designed to support students’ transition from high school touniversity, providing enhanced opportunities to support students’ familiarization with newacademic and linguistic practices during their first year at the university. The VC section ofAPSC 160 is composed entirely of international, non-native English-speaking students. Theunique challenges posed by language barriers, along with the anxiety due to limited Englishfluency, may hinder students’ performance in the course and place them at a disadvantagecompared to their peers in other sections. The primary objective of this work was to achieveeducational equity for