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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amr Hassan, University of Pittsburgh; Mohamed A. S. Zaghloul; Irene B. Mena, University of Pittsburgh

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Diversity

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First-Year Programs Division (FPD)

expertise include designing neuromorphic computing systems, machine learning, especially deep learning for image processing and video prediction, and designing application-specific accelerators on FPGAs. Dr. Mahmoud is also dedicated to the engineering education development and innovation.Mr. Mohamed A. S. Zaghloul, Mohamed A. S. Zaghloul was born in Cairo, Egypt, in 1987. He received his B.Sc. degree in Electronics and Electrical Communications Engineering in 2009, and his M.Sc. degree in Engineering Physics in 2012, both from the Faculty of Engineering at Cairo University. In 2019, he received his PhD from the Department of Electrical and Computer Engineering at the University of Pittsburgh, where he is currently

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 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Junior Anthony Bennett, Purdue University at West Lafayette (COE); Karle Flanagan, University of Illinois at Urbana - Champaign; Michelle Perry, University of Illinois Urbana-Champaign; Jason W. Morphew, Purdue University at West Lafayette (PPI); Tiffany Reyes-Denis, University of Illinois Urbana-Champaign; Sourabh Garg, University of Illinois Urbana-Champaign; Logan Hillary Lauren, University of Illinois Urbana-Champaign; Shereen Oca Beilstein; Robb Lindgren, University of Illinois at Urbana - Champaign

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First-Year Programs Division (FPD)

, instructors can use the additional information gestures provide to verifywhether students’ responses are aligned with target ideas. In turn, gestures can provide feedbackto instructors and inform pedagogical strategies to support students’ conceptual learning andaddress potential misconceptions. Drawing from these results, future work can investigate howdifferent representational gestures support student procedural and conceptual understanding ofengineering concepts.AcknowledgementsThis study was funded, in part, by the National Science Foundation, grant number 2400568. Theresults and opinions expressed in this work are the work of the authors and do not necessarilyrepresent the views of the National Science Foundation.References[1] N. Nelavai and 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

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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

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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

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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

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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

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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) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Grace Hellen Ford, University of Virginia; Brian P. Helmke, University of Virginia

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Diversity

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First-Year Programs Division (FPD)

for the Course Design Institute and faculty development workshops on Equity in Collaborative Learning, Universal Design for Learning (UDL), and Specifications Grading. As Director of Undergraduate Research for the UVA School of Engineering and Applied Science, Brian created Starting an Undergraduate Research Experience (SURE), a student-led program to lower barriers to entry in research experiences for 1st-year engineering students. Brian has received the UVA Alumni Association Distinguished Professor Award and the Harold S. Morton Teaching Prize for excellence in 1st- and 2nd-year teaching in engineering, and he is a Fellow of the Biomedical Engineering Society and the American Institute for Medical and Biological

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Minnesota State University, Mankato; Sarah Jane Grigg, Embry-Riddle Aeronautical University - Daytona Beach; Darcie Christensen, Minnesota State University, Mankato

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First-Year Programs Division (FPD)

framework for assessing and improving the project. Future work includes refiningdata collection methods, addressing limitations such as varying problems across cohorts, andfurther assessing research quality. Future efforts will focus on identifying student learningoutcomes, refining the project, and exploring new ways to introduce PROCESS andmetacognitive problem-solving to a growing cohort of engineering students.References[1]​ S. D. Sheppard, K. Macatangay, A. Colby, and W. M. Sullivan, Educating Engineers: Designing for the Future of the Field, vol. 9. San Francisco, CA: Jossey-Bass, 2009. [Online]. Available: https://files.eric.ed.gov/fulltext/ED504076.pdf[2]​ J. G. Donald, Learning To Think: Disciplinary Perspectives. The Jossey-Bass

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)

Technology Education, ASEE, 2024, https://mindset.ASEE.org. [Accessed: Jan. 14,2025].[6] S. Das, D. Kleinke, and D. Pistrui, “Reimagining engineering education: does Industry 4.0need Education 4.0?,” ASEE Annual Conference, Jun. 2020, Montreal, CA.[7] D. Pistrui, D. Kleinke, and S. Das, “The industry 4.0 talent pipeline: a generational overviewof the professional competencies, motivational factors & behavioral styles of the workforce,”ASEE Annual Conference, Jun. 2020, Montreal, CA.[8] D. Pistrui, J. Layer, and S. Dietrich, “Mapping the behaviors, motives and professionalcompetencies of entrepreneurially minded engineers in theory and practice: an empiricalinvestigation,” The Journal of Engineering Entrepreneurship, ASEE Special Issue, vol. 4

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) 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

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Diversity

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First-Year Programs Division (FPD)

% Hispanic, Black, Asian and Native races (e.g., non-whiteraces) [2]. Table 1: Percentage of Engineering Bachelor’s Degrees Disaggregated by Gender and Race, Summary of ASEE data from 2020 Race total %s 2020 %s Female Male (both Genders) White 11.6 41.3 52.9 Multi-racial 4.2 13.6 17.8 Hispanic 2.7 8.9 11.6 Black 1.1 2.7 3.8

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth A Sanders, The University of Illinois at Chicago; Miiri Kotche, The University of Illinois at Chicago; Houshang Darabi, University of Illinois Chicago

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Diversity

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First-Year Programs Division (FPD)

empathy in engineering design.Dr. Miiri Kotche, The University of Illinois at Chicago Miiri Kotche is the Richard S. Hill Clinical Professor of Biomedical Engineering at the University of Illinois Chicago and currently serves as Associate Dean for Undergraduate Affairs in Engineering. Her research interests center on experiential learning, interdisciplinary collaboration, and promoting biomedical engineering through high school science teacher professional development.Prof. Houshang Darabi, University of Illinois Chicago Dr. Houshang Darabi is a Professor of Industrial and Systems Engineering in the Department of Mechanical and Industrial Engineering at the University of Illinois at Chicago. Dr. Darabi’s research focuses

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) 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) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rhonda K Young, Gonzaga University; JOAN SARLES, Gonzaga University

Tagged Divisions

First-Year Programs Division (FPD)

shown here.) 4Figure 3: University and Engineering 4-, 5-, and 6-Year Graduation RatesFigure 4: Student Retention at the University and SchoolRetention rates were next analyzed based on initial math placement by considering students whowere placed in pre-calculus and those who were placed in Calculus I or above. Table 1 shows thedifferences in retention rates within the School (S) and at the University (U). The data indicatethat retention rates both at the School and at the University lowered during COVID, but theimpact within the School was much higher. The retention rate in the School in 2021 of 39% forstudents placed in pre-calculus was particularly alarming

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

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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) 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)

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First-Year Programs Division (FPD)

literature suggests anopportunity to improve persistence through calculus by improving the connection betweenmathematics and their real-world applications.1.2. Revisiting Bloom :S- Taxonomyfor Modern LearningEffective teaching and learning are guided through well-strnctured objectives. Leamingobjectives outline the composition of lessons and practice problems by establishing the contentof focus, specific student activities, and fo1ms of assessment [8]. Similarly, they have beendiscussed in best practices texts for how they contribute to learning [9], [10].Bloom's Taxonomy has frequently been referenced in developing learning objectives [5], [11]. Arevision to Bloom's Taxonomy includes two dimensions: Knowledge Typology and CognitiveProcess [12

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 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 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

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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) 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)

: results from the project to assess climate in engineering," Journal of Engineering Education, vol. 101, no. 2, pp. 319-345, 2012.[6] National Center for Education Statistics (NCES), "Percentage of 2011-12 first time postsecondary students who had ever declared a major in an associate's or bachelor's degree program within 3 years of enrollment, by type of degree program and control of first institution," Institute of Education Sciences, U.S. Department of Education, Washington, D.C., 2017.[7] M. Ohland, C. Brawner, M. Camacho, R. Layton, R. Long, S. Lord and M. Wasburn, "Race, gender, and measures of success in engineering education," Journal of Engineering Education, vol. 100, no. 2, pp. 225-252, 2013.[8] J. Roy, A

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

Tagged Divisions

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)

Tagged Topics

Diversity

Tagged Divisions

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