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)

2.Hands-on Learning: Thirteen distinct scholarly studies implemented hands-on learning methodologiesas the pedagogical approach to incorporate microcontrollers and microelectronics within first-year andsophomore engineering courses. These papers underscore the importance of engaging students inhands-on learning experiences through well-designed laboratory sessions. The lab sessions providedstudents with an invaluable opportunity to actively involve themselves in comprehensive design projectscentered around microcontroller systems or microelectronic components. Frank et al. (2016) noted thatthe students engaged in practical projects requiring them to apply their theoretical knowledge in atangible context. Furthermore, researchers have

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 3: Integration of Math, Computing, and AI in First-Year Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Selvakumar Raja, Greenville College; Natalie Schleper, Saint Louis University

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First-Year Programs Division (FPD)

& 2 lecture, recitations, and laboratory, Analytical Chemistry lecture and laboratory, Organic Chemistry laboratory, and Physical Chemistry Laboratory. Natalie’s research contributions focus on innovative teaching methods to enhance student engagement and learning outcomes. Research interests include student misconceptions, instructional materials, and integration of technology to STEM courses. Outside of the university, Natalie has a passion for theater and architecture. Before finding her passion for chemistry education, she was a theater major and has an associate’s degree in computer aided Drafting and Design. ©American Society for Engineering Education, 2025 WIP: Evaluating the

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

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First-Year Programs Division (FPD)

Paper ID #47305GIFTS: Redesign of Principles of Mining Engineering CourseHolli Finnell, Missouri University of Science and TechnologyDr. Alexander Douglas, Missouri University of Science and Technology ©American Society for Engineering Education, 2025 GIFTS: Redesign of Principles of Mining Engineering CourseAbstractThis GIFTS paper details the redesign of the Principles of Mining Engineering course, which aimsto enhance first-year student success as mining engineering students through career preparation,laboratory safety, and involvement with student organizations. Structured as a one-hour lectureand one-hour lab at the

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin Eden, Old Dominion University; Jeffrey W. Fergus P.E., Old Dominion University; Stacie I Ringleb, Old Dominion University

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Diversity

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First-Year Programs Division (FPD)

instruction was only offered tostudents in the MAP2E cohort, and this is not a customary practice for all precalculus students(Table 1).Tabel 1. Pre-Calculus 1 Grades for Fall 2024 semester – MAP2E Students vs. GeneralPopulation.Chemistry proved to be a much more difficult subject. No other interventions, such assupplemental instruction, were offered. Participants registered for college algebra were pairedwith a skill-building chemistry course, Introductory Chemistry. Participants in precalculus tookthe required chemistry course for all engineering majors, Foundations of Chemistry 1 Lectureand Laboratory. Seven of twelve students passed Introductory Chemistry (58%) with a grade ofC or higher. Six of fifteen students passed the Foundations of

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cynthia Howard-Reed, Pennsylvania State University; Lauren A Griggs, The Pennsylvania State University; Eduardo Granata Rodriguez, Pennsylvania State University; Enrique D Gomez

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Diversity

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First-Year Programs Division (FPD)

included: 1)understanding the benefits of trying research as an undergraduate student; 2) thinking like aresearcher; 3) connecting engineering interests to active research projects; 4) practicing researchskills such as problem-solving, communication and teamwork; and 5) building relationships withuniversity students, faculty and staff who can help identify research opportunities. To achievethese goals, all summer bridge students attended a research class that met two times per weekwith a dedicated professor. The class structure consisted of hands-on learning modules andexcursions to state-of-the-art laboratory facilities on campus.We collaborated with two graduate students to integrate a current research project aboutsustainable cement into the

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)

is truly grateful for his time at the University of Arkansas, and enjoyed his department, students, and the campus. While in Fayetteville, he also served as a faculty in the Microelectronics-Photonics Program and the Institute for Nanoscience and Engineering. He received his PhD from the University of Notre Dame working in the Nano-Optics Research Lab with J. Merz and A. Mintairov. After this he was a Welch Postdoctoral Research Associate, researching plasmonic nanostructures at Rice University with Douglas Natelson in the Department of Physics & Astronomy. In the summer of 2017 he was a Fellow at the U.S. Naval Research Laboratory (NRL) in Washington, DC working with Jake Fontana on tunable subnanometer gap

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)

Paper ID #45988Complete paper (evidence-based practice): Integrating Sustainability intoEngineering Education: The Impact of Complementary Field Activities onStudent EngagementMorgan F Rooney, North Carolina State University at RaleighNathalie Lavoine, North Carolina State University at Raleigh Since 2018, Nathalie Lavoine has been an Assistant Professor in the Department of Forest Biomaterials at NC State University (Raleigh, North Carolina, US). She received her PhD degree in 2013 from the Laboratory of Pulp & Paper Sciences, and Graphic Arts under the supervision of Dr. Julien Bras and Dr. Isabelle Desloges, in

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

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First-Year Programs Division (FPD)

’ familiaritywith such multidimensionality that can strengthen their own understanding of what could workfor promoting their wellbeing in their individual case.Finally, we see time management as another space where self-regulation and metacognition canis manifested. Because self-regulation is an essential element in agentic behavior. In particular,the time management activities will also provide an opportunity for students to practice andadvance their self-regulation skills.ContextThe context of this study was a first-year engineering course at the University at Buffalo. Theformat of the class is that of a seminar meeting three times a week for lectures that are 50minutes long, and an accompanying hands-on laboratory that meets for one session of two

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Reynolds, Washington State University; Gary W. Offerdahl, Washington State University

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Diversity

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First-Year Programs Division (FPD)

interests and schedule; sign-ups were completed through the Learning Management System.Workshops were limited to 50 attendees each; total course enrollment was 252 students. Studentsthen attended their selected workshop and were required to submit a half to one page writtensummary, worth 5.2% of the final course grade, detailing what they did at the workshop, whatelements they liked and disliked, what they learned, and how the workshop related to their majoror career goals (if at all). To receive credit for their summary, students were also required to signa physical sign-in sheet to verify attendance. Half of the student summaries, representing allsubmissions from three out of the six course laboratory sections, were read by the courseinstructor

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University

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Diversity

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First-Year Programs Division (FPD)

the value of the program in advertising aimed at potential participants.The outreach program also uses a stakeholder survey [SDS2] to invite and identify the suitability ofpotential research Project Mentors (PMs) from departmental faculty, who have research groupswith capacity to support a program participant. The survey explores research groups’ topicsand projects, to help match the mentor and group focus to the interests expressed by theprogram participant. The survey also explores the availability of support resources, such aspeer mentors at the graduate and postdoctoral level, and a research or laboratory group workingphilosophy suited to scoping research projects to fit a community college student level. Thesurvey also explores the

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

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First-Year Programs Division (FPD)

inserving broader goals of education [13, 16-18], such as the critical goal of augmenting first-yearengineering retention. Some institutions utilize makerspaces as a means to offer training and/orteaching new skills and/or knowledge [19]. For quite some time now, many colleges haveprovided makerspace-analogous functionalities, including assembly/testing areas, machineshops, Computer Aided Design laboratories, and/or classrooms.A common reason students pursue engineering is because they enjoy the process of creation andthe ability to work with their hands [20]. A formal, first-year makerspace experience could allowall students to engage in those activities, with the potential to address motivational barriers in away that traditional courses and labs

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hiba Assi, University of Detroit Mercy; E. Prasad Venugopal, University of Detroit Mercy; Shuvra Das, University of Detroit Mercy; Dawn Archey, University of Detroit Mercy; Mark Andrew Steffka, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy

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Diversity

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First-Year Programs Division (FPD)

program lies in our curricular redesign plan which combines all first-year physics, math and engineering lectures and laboratory instruction in a single, year-longstudio-style course that accounts for twenty-one of the thirty-two credit hours completed by first-year engineering students. The redesigned curriculum satisfies ABET and HLC accreditationrequirements while also keeping our students on the usual 4-year trajectory for an engineeringdegree. The studio teaching approach in physics instruction, or “studio physics”, was pioneeredby the Rensselaer Physics Education Group in the 1990s as an innovative method to improvestudent engagement and conceptual understanding in physics [38]. This approach integratestraditional lectures with laboratory

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

Joan Tisdale, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder

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First-Year Programs Division (FPD)

technologies, such as circuits, oscilloscopes, and coding, to reinforcemathematical principles through applications.The mathematical topics included in the course have great breadth. The curriculum starts withalgebra and progresses to advanced topics, including lines, quadratics, trigonometry, vectors,sinusoids, systems of equations, derivatives, integrals, and differential equations. Mathematicaltopics are always related to engineering related word problems. And in addition, lab data is oftenprocessed with MATLAB. Students are gaining an understanding of the interconnectionbetween classroom theory, laboratory measurement and numerical representation of theirengineering results [2].Innovative Component:In Fall of 2024, one of the professors teaching 3

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)

conceptslend themselves to hands-on activities but can be difficult to implement on a smaller scale in alecture classroom setting (as opposed to a large laboratory or outside environment, where mostexamples in this field take place) to first-year or transfer students without prior knowledge of thetopic. Typically, at the University of Illinois Urbana-Champaign, mass transport is taught in arequired junior level course, requiring differential equations related to fluid dynamics.One specific topic of interest is the transport of mass through a porous medium, modeled byDarcy’s Law. We designed a low-cost protocol in which students in BIOE 120 tested theproperties of soils that emulated other permeable materials relevant to bioengineering. First,student

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

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Diversity

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First-Year Programs Division (FPD)

andinterviews. Students emphasized the necessity for individualized assistance and aggressiveengagement from instructors and advisors. A student remarked on the absence of earlyassistance, stating, "If anybody is struggling at that point, a better early warning system isneeded." Another individual noted the absence of guidance during their second semester: "I hadto figure out my second semester all on my own, and it set me up for failure." Many studentsadvocated for the compulsory utilization of services, such as the Math Learning Center, toguarantee participation with academic assistance.Furthermore, there was a request for increased practical exercises and laboratory trips to enhancethe curriculum, with one student stating, "More hands-on experiences

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)

National Laboratories and an adjunct faculty member in Electrical and Computer Engineering at the University of New Mexico. His broad research interests include engineering education, as well as control and optimization of nonlinear and hybrid systems with applications to power and energy systems, multi-agent systems, robotics, and biomedicine. He is the recipient of several awards for his innovative teaching and excellence in research mentorship.Anna-Lena Dicke, University of California, Irvine Dr. Dicke is an Associate Project Scientist within the School of Education at the University of California, Irvine. In her research, she aims to understand how students’ motivation and interest in the STEM fields can be fostered

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

David P O'Neill, Northwestern University; Chamille Lescott, Northwestern University

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First-Year Programs Division (FPD)

: 10.18260/1-2--28069.[18] G. Schraw and R. S. Dennison, “Assessing Metacognitive Awareness,” Contemp. Educ.Psychol., vol. 19, no. 4, pp. 460–475, 1994, doi: 10.1006/ceps.1994.1033.[19] J. Sperling, M. Mburi, M. Gray, L. Schmid, and A. Saterbak, “Effects of a first-yearundergraduate engineering design course: survey study of implications for student self-efficacyand professional skills, with focus on gender/sex and race/ethnicity,” Int. J. STEM Educ., vol. 11,no. 1, p. 8, 2024, doi: 10.1186/s40594-024-00467-6.[20] A. Mahajan, M. Walworth, D. McDonald, and K. Schmaltz, “The Integrated SystemsEngineering Laboratory An Innovative Approach To Vertical Integration Using ModernInstrumentation,” 1999 Annu. Conf. Proc., p. 4.526.1-4.526.9, 1999, doi

Conference Session

First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Ruhala, Kennesaw State University; Turaj Ashuri, Kennesaw State University; Lance Crimm, Kennesaw State University; Charles Richard Kennedy, Kennesaw State University; Margaret L Lowder, Kennesaw State University; Matthew Quincy Marshall, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Gregory L. Wiles PE, Kennesaw State University; Roneisha Wynette Worthy, Kennesaw State University

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Diversity

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First-Year Programs Division (FPD)

orientation course, ENGR 1000, in increasing first-semester students’ confidence in their major choice. This course is part of the SouthernPolytechnic College of Engineering and Engineering Technology's new first-year common corecurriculum, aimed at addressing the challenges faced by students who enter the university unsureof their major and precluding the challenges faced by students who later decide to changemajors. ENGR 1000 introduces students to the various programs offered by the college and theresources available to support their academic journey. This is followed by a second semester,major-specific 1 credit hour laboratory course. ENGR 1000 is a 15-week course that is structuredto provide both an introduction to the ten different engineering

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

Latisha Puckett, University of Arkansas; Aysa Galbraith, University of Arkansas

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First-Year Programs Division (FPD)

established on day 1 to determine theconcentration of three unknown samples. Students use the spectrophotometer to measureabsorbance of three unknown samples. They use the concentration curve equation to calculateconcentrations, compare predicted concentrations with actual values, and calculate percentageerror.AssessmentTeams are asked to reflect on the process and explain the percentage error in their calculations.To emphasize the importance of proficiency in Excel, each student is asked to submit their ownExcel file.This project integrates concepts from chemistry, physics, and data analysis, providing hands-onexperience with laboratory techniques and analytical methods used in pharmaceutical research. Itemphasizes the importance of precision, data

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Roni Barak Ventura, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Yusuf Ozkan, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

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First-Year Programs Division (FPD)

. Theeight topics include communication, the engineering profession, math skills and application,design, global interest, professional skills, academic success, and engineering-specifictechnology/tools [28]. At NJIT, the cross-disciplinary FED course covers all eight categories. Itfeatures engaging and comprehensive lessons designed to provide students with a strongfoundation in engineering principles, practices, and the design process. Through a combination oftheoretical instruction, culturally responsive teaching, and hands-on experiences, students developcritical skills in design thinking, effective communication, and the use of engineering tools. A keycomponent of the course involves laboratory sessions held in a state-of-the-art makerspace

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

Deniz Yaralioglu, University of California, Santa Cruz; Yuhui Wang, University of California, Santa Cruz; Kelly Lin, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

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First-Year Programs Division (FPD)

learning. Her Ph.D is in Electrical Engineering with emphasis in the design and fabrication of laboratory apparatus and techniques for electro-thermal characterization of sustainable power systems as well as the design of learner-centered experiential curriculum. She is currently working to develop an inclusion-centered first-year engineering program in hands on design and problem-based learning to better support students as they enter the engineering fields. ©American Society for Engineering Education, 2025 Teaching Creative Design in Virtual Reality: A Course Designed and Taught by StudentsIntroductionThere’s an ancient Chinese idiom that states, “if there are three

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

Ian Hong Phan, University of California, Santa Cruz; Iakov Taranenko, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

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First-Year Programs Division (FPD)

California, Santa Cruz Tela Favaloro is an associate teaching professor for the Baskin School of Engineering at UCSC where she works to establish holistic interdisciplinary programming centered in experiential learning. Her Ph.D is in Electrical Engineering with emphasis in the design and fabrication of laboratory apparatus and techniques for electro-thermal characterization of sustainable power systems as well as the design of learner-centered experiential curriculum. She is currently working to develop an inclusion-centered first-year engineering program in hands on design and problem-based learning to better support students as they enter the engineering fields. ©American Society for