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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

: Profits, Pitfalls, and Practicality," in Proceedings of the 2006 Annual Conference & Exposition, Chicago, IL, Jun. 2006. https://doi.org/10.18260/1-2--1322[3] R. Ochia, "Development of an undergraduate bioengineering curriculum that mirrors the breadth of the field," in Proceedings of the 2014 Fall ASEE Middle Atlantic Section Conference, Swarthmore College, PA, Nov. 2014.[4] H. Boone and A. Kirn, "First Generation Students Identification with and Feelings of Belongingness in Engineering," in Proceedings of the 2016 ASEE Annual Conference & Exposition, New Orleans, LA, Jun. 2016. https://doi.org/10.18260/p.26903[5] M. Nowak, A. Ronald, and D. Leone, "An Undergraduate Biomedical Engineering Curriculum First Principles

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)

prompt reflection and integration of sociotechnical perspectivesinto every step of the design work students engage in, which requires students to keep thebroader impacts of their work in mind both in the course and beyond the classroom inprofessional practice. To properly understand the development and implementation of the CEQs,background on the course will first be provided.Course HistoryIn 2019, administrators at a large public mid-Atlantic university began a study of their FYEprogram to evaluate whether it was providing students with the skills and knowledge that wouldbe most useful to them in their professional careers. To do so, a survey was sent to engineeringfaculty, university alumni, and employers who had hired university graduates in

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

(unshaded): topic was not mentioned.At Lafayette College, a small, private liberal arts college in the mid-Atlantic region, all first-semester students are required to complete a first-year seminar (FYS). FYS courses are taught byfaculty and staff members from all disciplines at the institution, each of whom designs a courseto engage students in common outcomes related to college-level reading, writing, and thinkingaround a topic of the professor’s choice. In addition to the common outcomes, each instructordesigns topic-specific learning outcomes. These outcomes for the section studied here,“Sustainable Cities: Urban Infrastructure and Equity,” are that students will be able to: 1)Explain how infrastructure affects their own lives and the lives of

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

Tagged Divisions

First-Year Programs Division (FPD)

® simulationas a research tool in the study of experienced NPMs’ discussions with student avatars aboutengagement related team conflict [14]. The Phase 2 was designed to allow for the comparison ofexperienced and novice NPMs discussion strategies. Here, we provide details of the course, roleof NPMs, and the simulation scenario, which are relevant to Phases 1 and 2.Course and Role of NPMsThis study was conducted in an Introduction to Engineering course (hereafter, “the course”) at alarge university in the mid-Atlantic. This course is taken by all engineering majors (ca. 650students) at the university and involves a semester-long, team-based design project. Students areassigned to teams with a target size of five members and a mix of majors. Each year