Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; Benjamin J. Laugelli, University of Virginia

Tagged Divisions

First-Year Programs Division (FPD)

1st year students and transfer students coming into the field of engineering. She is working to advance the field of engineering education through accessibility while also researching, developing, and integrating practices to support students’ growth in teamwork, leadership, communication, and meaningful engagement in the community. Through this effort, she also works to advance ways to integrate emerging technologies as productive tools to support student learning and assessment.Dr. Benjamin J. Laugelli, University of Virginia Dr. Laugelli is an Assistant Professor of Engineering and Society at the University of Virginia. He teaches courses that explore social and ethical aspects of engineering design and practice

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

Lance Leon Allen White, Texas A&M University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

First-Year Programs Division (FPD)

. ©American Society for Engineering Education, 2025 Critical Thinking (Mis)conceptions of First-Year Engineering StudentsAbstractCritical thinking, an essential skill for engineers, is a cornerstone of effective problem-solving,ethical decision-making, and innovative design. Despite its recognized importance, research onhow early undergraduate engineering students perceive and understand critical thinking islimited. This study explores first-year engineering students' conceptualizations of criticalthinking at a large Hispanic-Serving Institution with Very High Research Activity. Using anopen-ended question embedded in a classroom assessment, this qualitative study analyzesstudents' definitions of critical thinking through thematic analysis

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

Tagged Divisions

First-Year Programs Division (FPD)

challenges, particularly concerningplagiarism [28] and academic integrity [29]. Advanced AI tools, such as generative languagemodels, can produce essays, research papers, and other academic content that may be difficult todetect as non-original work. This raises concerns about students using AI to bypass learning andsubmit AI-generated material as their own. Beyond plagiarism, there is the challenge of ensuringthat AI tools are used ethically [30], as improper use can undermine the educational process anddevalue academic achievements. To address these issues, institutions must establish clearguidelines for AI use, educate students and staff on ethical practices, and invest in technologies toidentify and prevent misuse.Besides, the adoption of AI in

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

Jill Davishahl, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

students to thinkcritically about ethical considerations in engineering and empowers them to propose approachesthat promote inclusivity in design while thinking about how to mitigate and/or prevent bias.These objectives align with the course's broader goal of developing sociotechnical mindsets thatbridge the gap between technical expertise and social responsibility. The activity specificallyaddresses one of the course's guiding questions: "In what ways do cultural, personal, and societalfactors influence engineering decisions, processes, and outcomes, and how can we activelymitigate biases in these areas?" By engaging with this question through concrete examples,students begin to understand their responsibility as future engineers to create

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford P.E., Lafayette College; Angela R Bielefeldt, University of Colorado Boulder; Rhonda K Young P.E., Gonzaga University; Chelsea Joy Andrews, Tufts University

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Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Colorado Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and Director of the Engineering Education Program. She has been active in the American Society of Civil Engineers (ASCE), including service on the Body of Knowledge 3 Task Committee and the most recent Civil Engineering Program Criteria Task Committee. Bielefeldt’s engineering education research interests include ethics, community engagement, and sustainability. She is a Fellow of the American Society for Engineering Education (ASEE) and a licensed Professional Engineer in Colorado.Dr. Rhonda K Young P.E., Gonzaga University Rhonda Young is an associate professor in the Department of Civil Engineering at Gonzaga University

Conference Session

First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Gray, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

, engineering problem-solving, systems thinking,contemporary software tools, professional practices and expectations, and the diversity of fieldsand majors within engineering. The course learning outcomes are: 1. Compare and contrast the contributions of different types of engineers in the development of a product, process, or system 2. Articulate holistic and ethical issues that impact engineering solutions 3. Solve problems using systematic engineering approaches and tools 4. Model an engineering system 5. Communicate solutions and arguments clearly 6. Develop teamwork skillsDiscussions with the degree-granting programs within the College of Engineering havecontinually brought focus to the objective of serving the students in their

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

Ivan E. Esparragoza, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Erin A Hostetler, The Pennsylvania State University; Bradley J. Sottile, The Pennsylvania State University

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Diversity

Tagged Divisions

First-Year Programs Division (FPD)

opportunity to introduce students to professional skills, lifelonglearning skills, teamwork, and ethical responsibilities [13-14]. As previously noted, the transition to college is a significant step for engineeringstudents, laying the foundation for their academic and professional journeys. Consequently, theFYS course can play a pivotal role in facilitating this transition and ensuring students' success.The subject institution for this paper is Penn State University, a large, public, land-grantinstitution in the United State. At Penn State, the lack of a standardized curriculum for FYScourses within the institution’s College of Engineering (COE) which has not been formallyreviewed in over two decades (a consequence loose sociological

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

Ethan E Danahy, Tufts University

Tagged Divisions

First-Year Programs Division (FPD)

their experiences using generative AI. They are asked to communicate newinsights, further questions, and their emerging understanding of client-based design. While theactivity itself is scaffolded throughout, these student reflections provide instructors anopportunity to guide discussions on creativity, decision-making, and AI’s role in the engineeringworkflow, as well as touching on some problematic and ethical considerations of generative AI.ExamplesThis project was implemented at a mid-sized private university in the northeastern United Stateswithin a 30-student first-year introduction to engineering design course. Microsoft Copilot isfreely available to all students (via university-wide license) which is capable of both text andimage

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

Anna Leyf Peirce Starling, University of Virginia; Esther Tian, University of Virginia

Tagged Divisions

First-Year Programs Division (FPD)

while fostering a deeperunderstanding of its benefits and limitations. As AI technology continues to evolve, it isincreasingly apparent that we need to develop and share more promising practices that enablefaculty and students to navigate various applications effectively. In each activity presented,students integrate technical skills with social and ethical thinking as they explore and evaluatehow GenAI can enhance or hinder their engineering design process. These topics are woven intotwo team-based design challenges to make this meaningful and applicable to students.ImplementationDuring the fall semester, Engineering Foundations I is offered across 20 sections, each averaging37 students, and is taught by seven faculty members. For both

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

Matthew Thomas Garnett, Auburn University; Jessica Bowers, Auburn University; Lucila Marcela Carias Duron, Auburn University; Maria Lujan Auad, Auburn University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

curriculum was modified to address issues inengineering design, technical communication, problem-solving, engineering ethics, safety,teamwork, sociotechnical engineering problems, and innovation in addition to the topicspreviously covered. These topics were introduced using lectures, in-class activities, and asemester-long design project. Our goal was to provide students with a memorable and fun courseto boost enthusiasm around engineering at the beginning of their academic endeavors. Studentswere split into teams of six based on their declared engineering majors to build community andinclusion from the beginning of their undergraduate studies. For undeclared students, they werescattered throughout unfilled groups or placed in groups with other

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

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #47582Project-Based Learning (PBL) for Developing Critical Thinking Skills in EngineeringStudentsDr. Brainerd Prince, Plaksha University Brainerd Prince is the Associate Professor of Practice and the Director of the Center for Thinking, Language and Communication at Plaksha University. He teaches courses such as Reimagining Technology and Society, Ethics of Technological Innovation, and Art of Thinking for undergraduate engineering students and Research Design for PhD scholars. He completed his PhD on Sri Aurobindo’s Integral Philosophy from OCMS, Oxford – Middlesex University, London. He was formerly a Research

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

may be disregarded or simply ignored [3]. This isironic, given that at least one widely-accepted engineering code of ethics emphasizes its focus onpublic welfare [7]. It is also recognized that the fulfillment of beneficial public welfare goesbeyond the mechanics of problem solving because modern engineering problems are ill-defined,multifaceted and include factors beyond the scope of technology [3], [4], [6]. The optimalsolution for the public welfare may also lie beyond the requirements of a particular client orhighly influential governmental or economic body and/or at the expense of other stakeholders[3].A number of methods exist to characterize engineering identity, often through surveys orinterviews [2], [3], [4], [6], [8]. These methods

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen R. Beard, California Polytechnic State University, San Luis Obispo; Zoe Wood Wood, California Polytechnic State University, San Luis Obispo; Sarah Harding, California Polytechnic State University, San Luis Obispo

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Diversity

Tagged Divisions

First-Year Programs Division (FPD)

, their major,figuring out their path to graduation, and emphasizing the importance of ethics and justice,diversity, equity, and inclusion in engineering.Academic Advising General academic advising on courses with a primary focus on the importance of each student planning out their flowcharts for their individual path to graduation given the uniqueness of incoming transfer credit for each student; a discussion on concentrations in the major; senior projects; and how to get involved in researchPeer Review Flowcharts and Career Panel After students completed their flowcharts, they were prepared for more in depth discussion on flowcharts that FTFY students typically learn via word of mouth, including: which classes to avoid

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

Jeff Kastner, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Jeremy Michael Olivar Hill, University of Cincinnati; Muhammad Asghar P.E., University of Cincinnati; Teri J Murphy, University of Cincinnati; David Reeping, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

interest topics (e.g., grand challenges), professional skills (e.g., teamwork, leadership),academic advising, mathematics skills, introduction to the engineering profession (e.g.,professional societies, types of engineering, ethics), and engineering specific technology/tools(e.g., MATLAB, CAD) [2]. Additionally, interactions between first-year students and bothfaculty and upper division peers have been found to positively impact retention of students inengineering programs. The goals of a typical FYE 1.0 program are to [2]: • Provide students the opportunity to interact with engineering faculty and upper-division engineering students to improve their sense of belonging in the engineering discipline. • Help students develop the skills

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rochester Institute of Technology; Ashish Agrawal, Rochester Institute of Technology; Mike Eastman Ph. D., Rochester Institute of Technology (CET)

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #47858WIP: Efficacy of Connecting Engineering and Calculus through AI ProblemGenerationDr. Jeffrey Stransky, Rochester Institute of Technology Dr. Jeffrey Stransky is an assistant professor at Rochester Institute of Technology with a joint appointment in the Department of Manufacturing and Mechanical Engineering Technology and the Dean’s office. His research interests include engineering ethics, use of educational simulations and games, and statistical modeling. Jeff obtained his PhD in Engineering Education from Rowan University in 2023, where he also obtained his MS in Mechanical Engineering in 2021. https

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University; Jeff Johnson, LeTourneau University

Tagged Divisions

First-Year Programs Division (FPD)

course is to answer the question, “What do engineers really do?” 1.) The student will understand the basics of the engineering profession, including problem solving, design, teamwork, creativity, and ethics. 2.) The student will demonstrate the ability to communicate graphical information concerning three-dimensional objects. 3.) The student will produce, on the sketch pad and on the computer, assigned drawings of various objects.” Finally, the overall topics covered include the following: 1.) Engineering disciplines and 6.) Teamwork functions 7.) Communication 2.) Sketching and Orthographic

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

Cheryl B. Schrader, Wright State University; Craig Baudendistel, Wright State University

Tagged Divisions

First-Year Programs Division (FPD)

resources such as tutoring centers,libraries, academic advising and department specific “Help Rooms.” The course also coversstrategies for balancing academic workload with personal well-being, including stressmanagement and maintaining a healthy lifestyle.Additionally, students explore career opportunities, ethical considerations in engineering andtechnology with a mini research topic using AI, and the importance of teamwork andcommunication skills in professional settings. Guest lectures from practitioners offer insightsinto practical aspects and future trends in these dynamic fields. By the end of the course, studentshave a foundational understanding of engineering and computer science, preparing them forfurther study and continuing professional

Conference Session

First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ben Campbell, Robert Morris University

Tagged Divisions

First-Year Programs Division (FPD)

ABET outcomes selected by the engineering department forthis course. The revised class was piloted in the Fall semester of 2023. For the BS in Engineering, ABET has 7 outcomes which must be achieved to attain orretain accreditation. [7] The program must have documented student outcomes that support theprogram educational objectives. [8,9] Attainment of these outcomes prepares graduates to enterthe professional practice of engineering. For Robert Morris University, the Introduction toEngineering ENGR1010 course is designated to assess outcomes 3, 4a, 4b and 7. 3. an ability to communicate effectively with a range of audiences. 4. (a) an ability to recognize ethical and professional responsibilities in engineering

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

Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Daniel Newcomb, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

discussionsremained focused and relevant, and intentionally anchored conversations around the GE learningoutcomes. Based on the number of learning outcomes and the time allocated for this portion, theUGC organized discussions around six guiding topics, each one to be discussed within 15 minuterotating table discussions: 1.​ Engineering design skills (e.g., problem scoping and solving, data analysis, decision making) 2.​ Engineering tools (e.g., programming, CAD, prototyping) 3.​ Holistic issues (e.g., stakeholders, ethics in engineering) 4.​ Teamwork (e.g., equitable teaming, conflict resolution) 5.​ Communication (e.g., reports, presentations, citations) 6.​ Academic success (e.g., major choice, transitions to college and majors, self

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

Tagged Divisions

First-Year Programs Division (FPD)

a “humanized socio-technical approach” that centers an ethical, social-justice paradigm in engineering education; training, evaluating and rewarding instructors for innovations in teaching and learning that meets the needs of students;• Broad and strategic collaborations that include industry, community, academia and accreditation partners that are created to cater to the specific needs, context and opportunities of engineering programs.The reports indicate that two broad factors are driving the need for these changes: (1) disruptivechanges in the sociotechnical landscape of engineering that are revolutionizing society andengineering at a breathtaking pace; and, (2) the continuing predominance of traditional

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

Matthew Thomas Garnett, Auburn University; Lucila Marcela Carias Duron, Auburn University; Maria Lujan Auad, Auburn University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

incoming first-year engineeringand computer science students. Two sections of the course are offered each semester, and there isa maximum enrollment of 410 students per section. Traditionally, this 0-credit hour course servedas an introduction to college life, campus resources, facilities, academic advising, and engineeringdepartments/programs offered on campus. Often, students found this course boring, not engaging,and a waste of 50 minutes every week. Therefore, to help build first-year students' engineeringtoolbox and make the course more engaging, topics were added to the course outcomes to addressengineering design, problem-solving, engineering ethics, safety, teamwork, sociotechnicalengineering problems, and innovation. Before restructuring

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

Elizabeth Flanagan, Clemson University; Grace F Crocker, Clemson University; Michael Joseph Kiernan, Clemson University; Joseph Overlin Chapa, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs Division (FPD)

StrategiesSeveral commonly used grouping strategies emerged from the analysis of methods used bystudents to group the topics from the course into categories. Figure 3 summarizes these commonstrategies and reports the proportion of students who utilized each. Figure 3: Proportion of students who utilized each commonly used grouping strategy.Students who used Strategy 1 divided the course topics into three major categories: academic,personal, and well-being. The academic category included skills that might lead to betterperformance in their college coursework. The personal category included skills that could helpthem improve certain aspects of their personal lives, such as their work ethic or socialrelationships. The well-being category included skills

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

additional goal of this program. Students couldpursue minors of interest as well as certificates tied to their major or other personal interests.Recommended minors or certificates for MAP2E students include, but are not limited to,business, psychology, energy engineering, engineering management, financial management,history, the impact of technology, applied ethics, communication, cybersecurity, environment andresources, and public law.Fall 2024 ResultsThe MAP2E program had sixteen students participate in the STP. Four students were in collegealgebra, and twelve participants were placed into precalculus one. Due to the small class sizes,we opened the ILCs to other students. Eight participants were added to the college algebracohort, and three were

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FPD)

tools and conducting literature reviews were rated comparatively lower,suggesting less immediate relevance in the manufacturing industry.In the Transportation sector, oral communication and teamwork were identified as essentialskills, highlighting the industry's reliance on clear communication and coordinated efforts. Timemanagement and ethical decision-making were also prioritized. However, conducting literaturereviews and career planning tools received lower ratings.Employers in the Services sector prioritize teamwork and oral communication, with writtencommunication and time management also valued. Career planning tools and literature reviewsreceived less emphasis.Teamwork and oral communication received the highest ratings in the “Other

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

identificationof key factors in intercultural development. This dual approach allowed us to develop both broadunderstanding of patterns and deep insight into individual experiences.Several key measures were implemented to ensure research quality and ethical conductthroughout the study. Three coders analyzed the data independently to establish inter-raterreliability achieving an IRR of 93%, and member checking was conducted to verifyinterpretations. Regular peer debriefing sessions helped maintain objectivity in the analysis. Datacollected was anonymized, any personally identifiable information was removed, and savedsecurely in encrypted files on Box. These measures helped ensure both the ethical integrity of theresearch and the trustworthiness of our

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin L Schaefer P.E., Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

mentors, and their motivations and/or persistence. The first part of her career was spent designing residential split system HVAC equipment and Indoor Air Quality (IAQ) units for Trane in Tyler, TX. Kristin has taught about design, engineering, manufacturing, and ethics to students of all ages in various places, including to preschoolers via STEM outreach, to eighth graders in KatyISD at Beckendorff Junior High, and to freshmen mixed major undergraduates at UH and TAMU, and to senior ME undergraduates at TAMU. Her favorite topic for professional-level education of career engineers is engineering ethics, fulfilling requirements for most state PE licensing boards. She is enabled to connect with and support students with

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)

, engineering ethics, and an engagement assignment where they attend acollege club meeting or seek college tutoring.To evaluate the impact of the ENGR 1000 course, more than 1,500 students were administeredbrief surveys three times during the semester. The surveys focus on students' self-reportedconfidence and satisfaction with their chosen major, and their reflections on the course contentand structure. Topics included demographics (age, race/ethnicity, gender, first-generation collegestudent status, current math course, etc.), major choice, confidence in major choice (beginningand end of course), and impact of the orientation course on major choice and confidence at theend of the semester. Survey responses were de-identified prior to analysis

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

Corrie Walton-Macaulay, Pacific University; Bailey A Weber, Pacific University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

evaluating solutions, and a view‬ ‭into possible prototyping. Collaborative teamwork is emphasized, fostering essential skills in‬c‭ ommunication, coordination, and conflict resolution. Furthermore, the course instills a strong‬ ‭ethical foundation, encouraging students to consider the societal and environmental impact of‬ ‭their work and promoting professional responsibility. Students develop critical thinking and‬ ‭problem-solving skills through project-based learning, utilizing computer-aided design tools, and‬ ‭learning to employ computational methods such as spreadsheets and equation solvers for analysis‬ ‭and design. By exposing students to the diverse facets of the engineering profession and‬ ‭cultivating essential

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

Tagged Divisions

First-Year Programs Division (FPD)

worked as an engineer at the National Renewable Energy Laboratory.Dr. Angela R Bielefeldt, University of Colorado Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and Director of the Engineering Education Program. Her engineering education research interests includes community engagement, ethics, and sustainability. Bielefeldt is a Fellow of the American Society for Engineering Education (ASEE) and a licensed Professional Engineer in Colorado. ©American Society for Engineering Education, 2025 GIFTS: Integration of Real-World Case Studies into a First Year

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine M Ehlert, Miami University; George D. Ricco, Miami University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

a 1-credit hour course in the fall focused onintroducing students to university-wide support systems. Minimal engineering content wasdiscussed except the course did introduce engineering ethics and require students to attendengineering-related content on occasion. In the spring, students took a 3-credit introduction totheir engineering major course that was controlled by each department in the college. This coursewould introduce software, tools, or fundamental principles valuable to the majors in thedepartment. All departmental introduction courses “counted” for each other so students whochanged their majors were not delayed in their progress towards the degree, however, studentswho did switch majors often felt left behind because they did