Conference Session

First-Year Programs Division (FPD) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware

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First-Year Programs Division (FPD)

Paper ID #46631Novice versus Experienced Near-Peer Mentors’ Facilitation of a Discussionwith a Student Avatar Facing Logistical Challenges on a Design TeamPamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 science-integrated engineering learning experiences. She has

Conference Session

First-Year Programs Division (FPD) Technical Session 13: Equity in Action - Identity, Mentorship, and Inclusion

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman; Michael S. Jacobson, University of Colorado Denver

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First-Year Programs Division (FPD)

Schupbach, University of Colorado Denver William is working towards a PhD in Mechanical Engineering at the University of Colorado Denver and is a research assistant and a part time instructor.Prof. Tom Altman Dr. Altman received his Ph.D. in Computer Science from the University of Pittsburgh. He specializes in optimization algorithms, formal language theory, and complex systems. He has published a book and over 90 journal/refereed papers. He received numerous research and teaching awards. Tom has been a PI/co-PI on over 20 external grants, including the NSF(4) and DARPA(2). An ABET CAC Program Evaluator, Dr. Altman has expanded his research interests into STEM and, in particular, Engineering Education.Dr. Michael S

Conference Session

First-Year Programs Division (FPD) Technical Session 9: Hands-On Foundations - Building Confidence, Belonging, and Engagement in First-Year Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Angela Thompson P.E., University of Louisville; Thomas Tretter, University of Louisville

Tagged Divisions

First-Year Programs Division (FPD)

every spring semester since.One research-cited reason that collegiate students leave engineering is a lack of engineering-related experiences during the first year of the program. Conventional first-year engineeringcurricula require students to complete multiple gateway courses prior to beginning disciplinarycoursework. These courses oftentimes deal with abstract material with little perceivedengineering context. As a result, students end up believing that all engineering courses will besimilar, and some ultimately leave for other professional arenas where applications can beunderstood much earlier in academic career(s). A key motivating factor in developing ENGR 111was to augment student desire to persist in engineering degree pursuit, by

Conference Session

First-Year Programs Division (FPD) Technical Session 13: Equity in Action - Identity, Mentorship, and Inclusion

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Lin Zhao, Gannon University; Longfei Zhou, Gannon University; Xiaoxu Ji, Gannon University

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First-Year Programs Division (FPD)

: A survey. Heliyon, 4(11).6. Kaveh, A. (2024). Applications of artificial neural networks and machine learning in civil engineering. Studies in computational intelligence, 1168, 472.7. Wu, B., Xu, J., Zhang, Y., Liu, B., Gong, Y., & Huang, J. (2024). Integration of computer networks and artificial neural networks for an AI-based network operator. arXiv preprint arXiv:2407.01541.8. Fanni, S. C., Febi, M., Aghakhanyan, G., & Neri, E. (2023). Natural language processing. In Introduction to Artificial Intelligence (pp. 87-99). Cham: Springer International Publishing.9. Khan, A. A., Laghari, A. A., & Awan, S. A. (2021). Machine learning in computer vision: a review. EAI Endorsed Transactions on Scalable Information

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin D McPheron, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FPD)

furtherrefinement to the plan, and to overcome some limitations such as controlling for differencesbetween coaches. The hope is that the implementation of this plan will make an impact both interms of outcomes and in the future trajectory of individual participants, especially for first-yearstudents who struggle in their first semester.References[1] T.G. Carter, R.H. Jarman, S. Fenwick, T.O. Schrader, C.M. DiCarlo. “Improving StudentSuccess in STEM with a Student Success Coach and Intrusive Advising.” Proceedings of 2020ASEE Annual Conference and Exposition, 2020.[2] J. Ingham, W.R. McShane “Academic Skills Seminar: A Two-Year Analysis of an IntrusiveIntervention for Freshmen on Probation.” Proceedings of 1998 ASEE Annual Conference andExposition, 1998.[3

Conference Session

First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Josephine Adams, Purdue University at West Lafayette (PPI); Camden Love, Purdue University at West Lafayette (COE); Charis Armstrong; Devang Atul Patel, Purdue University at West Lafayette (COE); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Laura Starr, Indiana-Purdue University

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Diversity

Tagged Divisions

First-Year Programs Division (FPD)

comparisons to validate these findings across different contexts. Investigation ofspecific intervention strategies could help identify the most effective approaches for developingboth team skills and intercultural competence. Development of standardized assessment toolsand examination of industry outcomes would also provide valuable insights for improving STEMeducation practices.References[1] S. Majid, Z. Liming, S. Tong, and S. Raihana, “Importance of Soft Skills for Education and Career Success,” Int. J. Cross-Discip. Subj. Educ., vol. 2, no. Special 2, pp. 1036–1042, Dec. 2012, doi: 10.20533/ijcdse.2042.6364.2012.0147.[2] P. Bahrami, Y. Kim, A. Jaiswal, D. Patel, S. Aggrawal, and A. J. Magana, “Information Technology Undergraduate

Conference Session

First-Year Programs Division (FPD) Technical Session 2: Designing Creativity - Innovation Through First-Year Maker Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University

Tagged Divisions

First-Year Programs Division (FPD)

building andcommunication, as well as better project management.References[1] ABET, *Criteria for Accrediting Engineering Programs*, 2020. [Online]. Available:https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/. [Accessed: Jan. 16, 2025].[2] N. P. Gaunkar, N. Fila, and M. Mina, “Broadening engineering perspectives by emphasizingthe human side of engineering,” in *Proc. 2020 IEEE Frontiers in Education Conf. (FIE)*,Uppsala, Sweden, 2020.[3] C. A. Roberts and S. M. Lord, “Making engineering socio-technical,” in *Proc. 2020 IEEEFrontiers in Education Conf. (FIE)*, Uppsala, Sweden, 2020. [Online]. Available:https://doi.ieeecomputersociety.org/10.1109/FIE44824.2020.9273957[4] S. H

Conference Session

First-Year Programs Division (FPD) Technical Session 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Umar Bin Asad, University at Buffalo, The State University of New York; Jasmine Epps, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M Burke

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #49227Exploring changes in metacognition, time management, and wellbeing amonggen Z first-year undergraduate engineering students.Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York Dr. Matilde S´anchez-Pe˜na is an assistant professor of Engineering Education at the University at Buffalo – SUNY where she leads the Diversity Assessment Research in Engineering to Catalyze the Advancement of Respect and Equity (DAREtoCARE) Lab. Her research focuses on developing cultures of care and well-being in engineering education spaces, assessing gains in institutional efforts to advance equity and

Conference Session

First-Year Programs Division (FPD) Technical Session 11: Shaping Engineers - Competency, Creativity, and Iteration in the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mehek Kunal Vora, Tufts University; Ethan E Danahy, Tufts University

Tagged Divisions

First-Year Programs Division (FPD)

, attitudes, and self-reported skills related to generative AI, coding, robotics, andengineering tasks. Self-reported likert scale responses of coding ability and robotic skill werealso collected. This was triangulated by asking implicit questions about student coding ability.More specifically student responses to questions such as “If you do have prior programmingexperience: when you "get stuck" and need help, what online resource(s) would you use to figureout how to move forward?” helped assess their prior coding knowledge. For instance,generalized responses that referred to use of a search engine or asking others for help wereindicative of lesser prior knowledge in comparison to student responses that referred to StackOverflow, open source

Conference Session

First-Year Programs Division (FPD) Technical Session 11: Shaping Engineers - Competency, Creativity, and Iteration in the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gayoung Kim, Northwestern University; Chamille Lescott, Northwestern University

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Diversity

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First-Year Programs Division (FPD)

. AcknowledgmentsSpecial thanks to the Undergraduate Engineering Office and the First-Year Advising team, whosupported this research.VII. References[1] R. J. Waddington, S. Nam, S. Lonn, and S. D. Teasley, “Improving Early Warning Systems with Categorized Course Resource Usage,” Learning Analytics, vol. 3, no. 3, pp. 263–290, Dec. 2016, doi: 10.18608/jla.2016.33.13.[2] R. S. Newman, “How Self-Regulated Learners Cope with Academic Difficulty: The Role of Adaptive Help Seeking,” Theory Into Practice, vol. 41, no. 2, pp. 132–138, 2002.[3] K. Shaaban and R. Reda, “Effectiveness of intrusive advising of engineering first-year students using tailored freshman seminars,” EURASIA J Math Sci Tech Ed, vol. 18, no. 5, p. em2106, Apr. 2022, doi

Conference Session

First-Year Programs Division (FPD) Technical Session 2: Designing Creativity - Innovation Through First-Year Maker Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Udeme Idem, Purdue University at West Lafayette (COE); Senay Purzer, Purdue University at West Lafayette (PWL) (COE); Jason Morphew, Purdue University at West Lafayette (PPI)

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First-Year Programs Division (FPD)

seven features: (1) First-year or sophomoreengineering vs. non-first-year or sophomore; (2) hands-on vs. non-hands-on; (3) whether thestudy was on first-year curriculum design (4) types of microcontroller use (5) If the study involvesmicroelectronics, (6) Identify the goal(s) of the study, and (7) Present the findings andconclusions. The three identified themes were (1) curriculum design, (2) student learningoutcomes, and (3) challenges and limitations. The thirty-two papers in the study providedinformation on each theme except “challenges and limitations,” which only included 31 papers,as one did not mention any challenges.Table 1: Differentiation of articles based on curriculum designs, Device Type, and Level

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evans Tang, Purdue University at West Lafayette (COE); Allyson Faith Miller; Olivia Guptill; Clara Elisa Hortua; Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Paul J. Thomas

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Diversity

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First-Year Programs Division (FPD)

://www.shrm.org/topics-tools/news/employee- relations/employers-say-students-arent-learning-soft-skills-college[4] “Workplace Conflict Statistics 2024 | Pollack Peacebuilding.” Accessed: Jan. 05, 2025. [Online]. Available: https://pollackpeacebuilding.com/workplace-conflict-statistics/[5] P. Bahrami, Y. Kim, A. Jaiswal, D. Patel, S. Aggrawal, and A. J. Magana, “Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions,” Trends High. Educ., vol. 2, no. 2, Art. no. 2, Jun. 2023, doi: 10.3390/higheredu2020014.[6] I. Hensista, S. Guddeti, D. A. Patel, S. Aggrawal, G. Nanda, and A. J. Magana, “Transformative Pedagogy as a

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Curtis R. Taylor, University of Florida; Darryl Bryant McCune II, University of Florida

Tagged Divisions

First-Year Programs Division (FPD)

this study can be utilized to enhance the effectiveness of summer bridge programs,thereby producing engineers who meet the projected workforce demand.References[1] B. L. Yoder, “Engineering by the numbers: ASEE retention and time-to graduation benchmarks for undergraduate engineering schools, departments and programs,” 2016.[2] B. N. Geisinger and D. R. Raman, “Why they leave: Understanding student attrition from engineering majors,” in International Journal of Engineering Education, 2013.[3] A. Kodey, J. Bedard, J. Nipper, N. Post, S. Lovett, and A. Negreros, “The U.S. Needs More Engineers. What’s the Solution?,” Dec. 2023. Accessed: Jan. 14, 2025. [Online]. Available: https://web-assets-pdf.bcg.com/prod

Conference Session

First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joseph B Herzog, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Amy Foley, University of Indianapolis; Stephen J Spicklemire, University of Indianapolis; Joan Matutes, University of Washington

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First-Year Programs Division (FPD)

demand for being a peer mentor exceeds theneed, an application and selection process will be implemented.Peer mentors introduced themselves to first-year students shortly before the start of classesduring a first-year orientation event. The peer mentor program was explained to the first-yearstudents, and the benefits of being active in the program were also explained, backed by data.During the orientation, students could scan a QR code for a link to the biographies of all the peermentors along with a peer mentor preference survey. The biographies mostly included mentorinterests and hobbies outside of class. In the preference survey, first-year students indicatedwhich peer mentor(s) they were interested in being paired with. The QR code links

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holli Finnell, Missouri University of Science and Technology; Alexander Douglas, Missouri University of Science and Technology

Tagged Divisions

First-Year Programs Division (FPD)

the educationalexperience for first-year students in the introductory mining engineering course.References[1] N. Nelavai and S. Ramesh, "An Insight into the challenges faced by First Year Engineering Students: Poor Foundational Knowledge," Procedia Computer Science, pp. 823-830, 2020.[2] D. Kolb, Experiential Learning: Experience as the source of Learning and Development Second Edition, Pearson Education, 2015.[3] D. Rae and D. E. Melton, "Developing an entrepreneurial mindset in US engineering education: an international view of the KEEN project," The Journal of Engineering Entrepreneurship, vol. 7, no. 3, 2017.[4] M. Peel, "Nobody Cares: The challenge of isolation in school to university transition," Journal of

Conference Session

First-Year Programs Division (FPD) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University

Tagged Topics

Diversity

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First-Year Programs Division (FPD)

, understand and thus determine if they define themselves asbelonging to identities such as FLI, is explicitly defining what ‘first-generation’ and‘low-income’ means, and providing examples. The wording of these definitions should be givenin plain language, such as defining ‘first-generation student’ meaning the completion of a degreeby participants' parents', not just partial completion. In the AACRE pre-program survey, thesequestions include a plain language definition to explain and give example of any jargon, such as: Question 27: “Are you a first generation college student? (Meaning your parent(s) / caregiver(s) have NOT completed a bachelor's degree)These small but significant details are important to explain, so that

Conference Session

First-Year Programs Division (FPD) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashley Hockstok, Ohio Northern University; Abigail Clark, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FPD)

-programs-2025-2026/[9] P. Herak, M. West, J. Hylton, T. France, and B. Wellman, “Assessing Problem-Framing Skills in Secondary School Students Using the Needs Identification Canvas,” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, Virtual On line: ASEE Conferences, Jun. 2020, p. 34178. doi: 10.18260/1-2--34178.[10] T. France, J. B. Hylton, P. Herak, and S. Youssef, “Building Informed Designers with Engineering Problem Framing Tools,” in 2021 First-Year Engineering Experience Proceedings, Virtual: ASEE Conferences, Aug. 2021, p. 38374. doi: 10.18260/1-2--38374.[11] A. Osterwalder, Y. Pigneur, G. Bernarda, A. Smith, and T. Papadakos, Value Proposition Design: How to Create Products and Services Customers Want

Conference Session

First-Year Programs Division (FPD) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Minji Yun, University of Florida; Kent J. Crippen, University of Florida

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Diversity

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First-Year Programs Division (FPD)

sharing their insights.This material is based upon work supported by the National Science Foundation under Grant No.(2128895). Any opinions, findings, conclusions, or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of NSF.References[1] H.-Y. Chiu et al., “Development of a social cognitive career theory scale for measuring the intention to select surgery as a career.,” Heliyon, vol. 9, no. 11, p. e21685, Nov. 2023, doi: 10.1016/j.heliyon.2023.e21685.[2] R. W. Lent, S. D. Brown, and G. Hackett, “Social Cognitive Career Theory,” in Career Choice and Development, Wiley, 2002, pp. 255–311.[3] S. D. Brown and R. W. Lent, “Social cognitive career theory.,” in Career

Conference Session

First-Year Programs Division (FPD) Technical Session 13: Equity in Action - Identity, Mentorship, and Inclusion

Collection

2025 ASEE Annual Conference & Exposition

Authors

Morgan F Rooney, North Carolina State University at Raleigh; Nathalie Lavoine, North Carolina State University at Raleigh; Julio Enrique Terán, North Carolina State University at Raleigh

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Diversity

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First-Year Programs Division (FPD)

the CFAs (Social, Knowledge, and Encounter) organized chronologically.In contrast, Group B only had access to an unsorted spreadsheet of activities within the LMS.Group B, thus, did not receive any weekly reminders or LMS-posted information.Group A & B students registered for the CFAs through Google Forms (the links were provided inthe spreadsheet/LMS). Students were asked to provide information about their section, how theyheard about the event, why they wanted to attend it, and any specific question(s) they hoped toget an answer to. Upon completing the form, they received a Google Calendar invite to confirmtheir registration.After each event, students completed a reflection form to document their experiences andconfirm

Conference Session

First-Year Programs Division (FPD) Technical Session 2: Designing Creativity - Innovation Through First-Year Maker Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Artre Reginald Turner, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering)

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Diversity

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First-Year Programs Division (FPD)

-O.-13 Rep. Ryan, Chips and Science Act. 2022. Accessed: May 09, 2024. [Online]. Available: https://www.congress.gov/bill/117th-congress/house-bill/4346[3] “Chipping Away: Assessing and Addressing The Labor Market Gap Facing the U.S. Semiconductor Industry,” Semiconductor Industry Association & Oxford Economics, Jul. 2023. Accessed: May 09, 2024. [Online]. Available: https://www.semiconductors.org/chipping-away-assessing-and-addressing-the-labor- market-gap-facing-the-u-s-semiconductor-industry/[4] S. Kurinec, M. Jackson, T. Schulte, N. Kane, E. Lewis, and S. Gupta, “Microelectronic Engineering And Nanotechnology Education For Undergraduates And Pre College Students Through Curriculum

Conference Session

First-Year Programs Division (FPD) Technical Session 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brainerd Prince, Plaksha University; Sohan Panda, Plaksha University; Shubham Goel, Plaksha University; Tanmay Ravi Chowdhary, Plaksha University

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First-Year Programs Division (FPD)

Gap betweenTheory and Practice: Connecting Courses with Field Experiences,” in Teacher EducationQuarterly, vol. 33, no. 1, pp. 19–35, 2006.[4] S. Waks, E. Trotskovsky, N. Sabag, and O. Hazzam, “Engineering Thinking: The Expert'sPerspective,” in International Journal of Engineering Education, 838-851, February 2011.[5] E. Putilova, and A. Shutaleva, “Engineering thinking and its role in modern industry” inproceedings of the 16th International Conference on Industrial Manufacturing and Metallurgy(ICIMM 2021) 2022. [Online]. Available: http://dx.doi.org/10.1063/5.0074665[6] L. Marin and S. Steinert, “Twisted thinking: Technology, Values and Critical Thinking” inPrometheus, vol. 38, pp. 124–140, 2022. [Online]. Available:https://www.jstor.org

Conference Session

First-Year Programs Division (FPD) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caroline Cvetkovic, University of Illinois Urbana-Champaign; Madison Christine Fanning, University of Illinois at Urbana - Champaign; Shreya Khosla Gustafson, University of Illinois Urbana-Champaign; Sarah Meece, University of Illinois at Urbana - Champaign; Divya Bendigeri, University of Illinois Urbana-Champaign; Trisha Patnaik, University of Illinois at Urbana - Champaign

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Diversity

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First-Year Programs Division (FPD)

transfer in biological systems. Students worked in teams to build confidence withexperimental and analytical skills while deepening their understanding of biological systems. Inthis project, students tested the properties of soils that emulated other permeable materialsrelevant to bioengineering.Forming Teams with CATMECATME’s Team-Maker software [19] was utilized to diversify teams of students in BIOE 120.Students completed a survey that requested data about their racial and ethnic identity, genderidentity, college (e.g., Engineering, Liberal Arts and Sciences, Business), major(s), and classyear (Table 2a). They were then asked to rate their experience level with various technical skillsas well as their preferred leadership style and if they

Conference Session

First-Year Programs Division (FPD) Technical Session 4: Fostering Belonging - Identity, Self-Efficacy, and Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

Journal of Engineering Education, vol. 32, no. 1, pp. 333–347, 2016.[6] N. L. Fortenberry, J. F. Sullivan, P. N. Jordan, and D. W. Knight, “Engineering education research aids instruction,” Science, vol. 317, no. 5842, pp. 1175–1176, 2007.[7] S. McGuire, S. Y. McGuire, and T. Angelo, Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Routledge, 2015.[8] A. Kramer, C. Wallwey, G. Thanh, E. Dringenberg, and R. Kajfez, “A Narrative-Style Exploration of Undergraduate Engineering Students’ Beliefs about Smartness and Identity,” in 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA: IEEE, Oct. 2019, pp. 1–9. doi

Conference Session

First-Year Programs Division (FPD) Technical Session 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

David A. Copp, University of California, Irvine; Anna-Lena Dicke, University of California, Irvine; Dayana Rivas, University of California, Irvine; Analia E. Rao, University of California, Irvine

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Diversity

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First-Year Programs Division (FPD)

Pre + Post 1=Beginner to 5=Expert Attitude towards tech challenge How much did you enjoy the tech challenge project you Post 1=Did not enjoy at all to worked on all week? 5=Enjoyed it a lot How well did you work with your team? Post 1=Did not work well together at all to 5=Worked together very well Psychological safety (Cronbach’s α = .80) I felt comfortable talking to the project advisor(s) about Post 1=Not true at all to my questions

Conference Session

First-Year Programs Division (FPD) Technical Session 11: Shaping Engineers - Competency, Creativity, and Iteration in the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines & Technology; Portia Elise Lenczowski, South Dakota School of Mines and Technology; Aaron Lalley P.E., Southeast Technical College

Tagged Divisions

First-Year Programs Division (FPD)

contexts. These objectivesalign with the principles of adaptive expertise, highlighting the importance of educationalstrategies that prepare students for dynamic professional environments.Despite its importance, adaptive expertise is often underemphasized in first-year engineeringcourses. Traditional curricula frequently focus on routine skills, such as machining or drafting,with limited opportunities for students to engage in open-ended, iterative design processes. Thispaper seeks to address this gap by demonstrating how the integration of Kolb’s ExperientialLearning Cycle, iterative prototyping, and structured coaching can foster adaptive expertise infirst-year students. By building on prior research, such as Larson et al.’s [3] work on

Conference Session

First-Year Programs Division (FPD) Technical Session 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University; Jacob R Matti, Arizona State University

Tagged Divisions

First-Year Programs Division (FPD)

opportunities. The results also show that the in-personprograms consistently outperformed the virtual programs in meeting certain program objectives,specifically in building connections with other students and introducing students to ongoingresearch through interactions with faculty and lab tours. However, both virtual and in personparticipants felt the program was valuable for incoming students in the GCSP.Introduction and MotivationThe Grand Challenges Scholars Program (GCSP) at Arizona State University (ASU), establishedin 2011, is one of more than 90 GCSPs in the international GCSP Network that aims to prepareengineering graduates with broader perspectives and skills to tackle the National Academy ofEngineering (NAE)’s Grand Challenges for

Conference Session

First-Year Programs Division (FPD) Technical Session 4: Fostering Belonging - Identity, Self-Efficacy, and Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Carol Jaeger, University of British Columbia, Vancouver; Alireza Bagherzadeh, University of British Columbia, Vancouver; Jon Nakane, University of British Columbia, Vancouver

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Diversity

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First-Year Programs Division (FPD)

programs of choice) dominate as the primary stressors across all demographic groups,although statistically significant differences based on gender, nationality, and level of disabilityare observed. A new intervention to guarantee some students placement into their second-yearprogram of choice was expected to address one of the most significant stressors (second-yearprogram placement), but data collected to date shows these students have lower well-beingscores, higher stress scores, and no statistically significant difference in identify programplacement as a key stressor.References [1] Okanagan Charter: An International Charter for Health Promoting Universities and Colleges, 2015. [2] S. Fisher and B. Hood, “The stress of the transition to

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

. Eng. Educ., vol. 107, no. 4, pp. 556–582, 2018, doi: 10.1002/jee.20234.[3] I. R. Beattie and M. Thiele, “Connecting in class? College class size and inequality in academic social capital,” J. High. Educ., vol. 87, no. 3, pp. 332–362, 2016.[4] C. R. Glass, E. Kociolek, R. Wongtrirat, R. Jason Lynch, and S. Cong, “Uneven experiences: The impact of student-faculty interactions on international students’ sense of belonging,” J. Int. Stud., vol. 5, no. 4, pp. 353–367, 2015, doi: 10.32674/jis.v5i4.400.[5] B. K. Iverson, E. T. Pascarella, and P. T. Terenzini, “Informal faculty-student contact and commuter college freshmen,” Res. High. Educ., vol. 21, no. 2, pp. 123–136, 1984, doi: 10.1007/BF00975100.[6] A. Pitt, F. Oprescu, G

Conference Session

First-Year Programs Division (FPD) GIFTS Session 1: Human-Centered and Project-Based Innovation in First-Year Engineering Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., Oklahoma Baptist University

Tagged Divisions

First-Year Programs Division (FPD)

having a successful second run after only a few short days was a great success.  Number of deliveries far exceeded expectations  Meeting the project requirements4. What was your greatest challenge on the drone project?  Time constraints and some minimally-performing team members  Dropping accuracy  Initial run failed  Solving last minute technical problems5. What suggestion(s) do you have to improve the drone project?  Making the competition even more challenging by adding an obstacle to the course  More time  Incorporating design originality into the scoring system6. Did your view of engineering change as a result of the drone project and if so how?  The importance of time and project

Conference Session

First-Year Programs Division (FPD) Technical Session 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aishwary Pawar, Southern Methodist University; DeLean Tolbert Smith, University of Michigan - Dearborn

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

, and J. Kibirige,"Student Attraction, Persistence and Retention in STEM Programs: Successes and ContinuingChallenges," Higher Education Studies, vol. 7, no. 1, pp. 46-59, 2017.[3] N. S. Board, "Revisiting the stem workforce, A companion to science and engineeringindicators," National Science Board, National Science Board, 2015. [Online]. Available:http://www.nsf.gov/pubs/2015/nsb201510/nsb201510.pdf[4] K. McMullin, "Identifying perceptions that contribute to the development of successfulproject lead the way pre-engineering programs in Utah," 2013.[5] P. Lam, P. R. Mawasha, T. Srivatsan, and J. Vesalo, "Description of a ten year study of thepreengineering program for under-represented, low income and/or first generation collegestudents at The