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)

Paper ID #46658Investigating design canvases impact on student performanceAshley Hockstok, Ohio Northern UniversityDr. Abigail Clark, Ohio Northern University Abigail Clark is an assistant professor of mechanical engineering at Ohio Northern University. She holds a PhD in Engineering Education from The Ohio State University. She also holds degrees in Mechanical Engineering from Ohio State and Ohio Northern University. Prior to her time at OSU, she worked at Battelle Memorial Institute in Columbus, Ohio. Her research interests include pre-college engineering education, informal engineering education, and identity

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)

from the PMs during the 2024 year foundthis improvement helped participants to further engage and participate in research meetings.Summary of Good Practices for Engineering Outreach Program EvaluationAs part of the evaluation of the AACRE program during each years’ iteration of the program, thefollowing evaluation good practices were found to help generate rich feedback on the program,both from participants and stakeholders, and proved useful in finding program improvements:Pre-program need-finding and norm setting: ●​ Implement a survey designed to understand the interests, goals, and needs of the program participants to help inform program content as they on-board - these are also used to evaluate the outcomes and impact of the

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)

Education: ​ The Impact of Complementary Field Activities on Student EngagementAbstractThis Complete Research paper details the design and implementation of the Complementary FieldActivities (CFAs) as an educational framework for engineering first year students that promotessustainability and student engagement, while providing personalization and exploration.Sustainability is a critical global challenge, and shaping future engineers to integrate sustainable practicesis essential for addressing this issue. However, students often face an overwhelming array of educationalopportunities, leading to information overload that can hinder their ability to engage meaningfully withhigh-impact experiences. In an environment where students are constantly

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)

students could use if they chose to pursue a career in VR design. Outside of the classroom, Deniz enjoys going on hikes, playing video games, and spending time on the beach.Yuhui Wang, University of California, Santa Cruz Samantha (Yuhui) Wang is a third-year Physics undergraduate at the University of California, Santa Cruz. Her personal academic interest in optics drew her to UCSC’s Social and Emotional Technologies VR lab for research in her first year on campus and she has worked to expand students’ access to Virtual Reality at the university ever since. She believes technology is a tool to support a community and VR, being a new and emerging field, has a lot of potential applications that students can build upon

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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First-Year Programs Division (FPD)

embedded electromechanical systems. He has also led numerous student teams in grant-funded projects to design such systems for automation and sensing tasks.Dr. Christina R Scherrer, Kennesaw State University Christina Scherrer is a professor of Industrial and Systems Engineering and the Senior Associate Dean of the Southern Polytechnic College of Engineering at Kennesaw State University. Her research interests are in the application of operations research and economic decision analysis to public health, as well as in engineering education. Her research has been funded by NIH, NSF and the CDC. She has advised and published with more than two dozen undergraduate researchers and is committed to development of the STEM

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lance Crimm, Kennesaw State University

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First-Year Programs Division (FPD)

multitude of roles as he continually seeks to savor the joys of teaching and learning from faculty, staff, and students. Crimm earned his undergraduate and graduate degrees in Electrical Engineering from Georgia Institute of Technology and is also a registered Professional Engineer in the State of Georgia having been recognized by this GSPE organization in 2019 as the overall ”Engineer of the Year” among the several highly competitive categories such as Education, Private Practice, Industry, Government, etc. ©American Society for Engineering Education, 2025 Work-in-Progress: Seeking How to Best Enhance Engineering RPG Rates in a Post-Covid World: from alternative grading techniques to blended

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)

programs and universityoffices dedicated to expose students to research opportunities and support their involvement inthese experiences [24]. Most notably, the Meyerhoff Scholars Program at the University ofMaryland Baltimore County prepares undergraduate students for graduate school throughresearch opportunities, mentoring, and community building programs [25]. This program alonehas produced hundreds of students who chose to pursue advanced degrees in a STEM graduateprogram [25], [26].While undergraduate research is an effective intervention and prepares students for a range offuture opportunities (not just graduate school), many students do not pursue researchopportunities until their junior or senior years. As a result, its impact on the

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 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)

rigors of STEM education, especially mathematics. He is also involved in various engineering education ©American Society for Engineering Education, 2025 Paper ID #46731initiatives focusing on the integration of novel technologies into the engineering classroom, and excellencein instruction. His additional research interests include water, and wastewater treatment, stormwatermanagement and pollution control, civil engineering infrastructure, and transportation engineering. ©American Society for Engineering Education, 2025WIP: Evaluating the impact of a cross-disciplinary introductory first

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

Alex George, Franklin W. Olin College of Engineering; Leslie Bostwick, Franklin W. Olin College of Engineering; Audrey Renaud, Franklin W. Olin College of Engineering; Emily Boyd, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FPD)

uncertainty quantification to address a diverse set of problems, including reliable aircraft design and AI-assisted discovery of novel materials. ©American Society for Engineering Education, 2025 Research as Teaching: On Student Mindset and Voice in a Sustained Collaborative AutoEthnography on Mathematical ModelingAbstractIn this complete research paper, we advocate for a methodology with unique researchaffordances that also serve student mindset development. Mindset is an important element ofstudent development; in particular, metacognition helps students learn more effectively and is akey component of lifelong learning. Theory on reflective practice suggests that key elements ofmetacognition are best

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)

. Jacobson, University of Colorado Denver Dr. Mike Jacobson received his B.S. in Mathematics from the State University of New York @ Stony Brook in 1975. He completed his MS and PhD. In Mathematics at Emory University in 1977 and 1980, respectively. Dr. Jacobson’s mathematics specialization is Graph Theory and Combinatorics. He also has been actively involved in training pre-service and in-service teachers. He joined CU Denver in 2003 as Professor and Chair, after spending 23 years at the University of Louisville as Assistant, Associate and Professor, Chair, as well as Associate Dean for Research and Graduate Studies. Dr. Jacobson has published over 150 journal, conference, and technical papers. He has been a recipient

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Megann P Hedgecock, Pennsylvania State University; Sally Sue Richmond, Penn State Great Valley

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Diversity

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First-Year Programs Division (FPD)

, sustainability, and diversity, equity and inclusion.Mrs. Sally Sue Richmond, Penn State Great Valley Sally Sue Richmond is a Lecturer in Information Science at the School of Graduate Professional Studies, Penn State Great Valley. Richmond has a B.A. in Art and an M.S. in Information Science from The Pennsylvania State University. She has 20+ years industry experience in IT. Her research interests are problem-solving, team processes, and mentoring. ©American Society for Engineering Education, 2025 WIP: Student Mentors and the Engineering Design Process Experience for First Year StudentsIntroductionIn this Work in Progress, we describe the mentoring program

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)

First- Year RetentionAbstractThis complete evidence-based practice paper focuses on the impact an introductory, makerspacecourse has on engineering student retention. The course, titled Engineering Methods, Tools, &Practice II (ENGR 111), is a requisite for all J.B. Speed School of Engineering first-yearengineering students, features integration and application of institutionally-identifiedfundamental engineering topics (first introduced and practiced in prerequisite EngineeringMethods, Tools, & Practice I), and takes place in a 15,000 square foot facility located on theUniversity of Louisville’s campus. ENGR 111 was inaugurated in the Spring 2017 semester, andprimary course iterations have occurred during

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FPD)

which mayinclude not only other engineers, including those from other engineering disciplines, but alsothose from other functional areas such as marketing, sales, manufacturing, and procurement.While it is not usually feasible to simulate this in a freshman design class, students can beintroduced to the complexity of real engineering problems.Another aspect of ill-structured projects is that the design process is usually both creative anditerative. Designers make their best efforts on the first concept, but if the problem is sufficientlychallenging, they will often find that improvements can and should be made. The number ofiterations is impacted by the time and money available, how fast modifications can be made, andhow close the initial

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

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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) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessy W. Grizzle, University of Michigan

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Diversity

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First-Year Programs Division (FPD)

anincreased interest in calculus, and the course received an overall excellence rating of4.8/5. Written feedback highlights the effectiveness of integrating programming andreal-world applications, making calculus a more intuitive and empowering tool forengineering problem-solving. While direct comparisons with traditional calculuscourses are not yet available, ROB 201 is designed to condense three semesters ofcalculus into a single semester, emphasizing practical applications that preparestudents for elective coursework in Numerical Methods, Optimization, and FeedbackControl.1 Motivation for Reform and Engineering Education Perspective: Why Calculus Needed a Complete Overhaul in 2024The calculus curriculum taught at most universities today

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

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First-Year Programs Division (FPD)

has more than 6 years of professional experience as a practicing engineer, primarily focused on the design and improvement of chemical processing plants. His research interests center on the scholarship of teaching and learning, collaborating with engineering faculty across disciplines to help assess and enhance their teaching practices.Cassie Wallwey, Virginia Polytechnic Institute and State University Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests center on student-centered and inclusive learning practices and principles including student engagement in learning, feedback and assessment, self-regulation of learning, and

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

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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 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy Michael Olivar Hill, University of Cincinnati; Jutshi Agarwal, University at Buffalo, The State University of New York; Jeff Kastner, University of Cincinnati

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First-Year Programs Division (FPD)

, especially undergraduate peer-TAs.Dr. Jutshi Agarwal, University at Buffalo, The State University of New York Dr. Jutshi Agarwal is a Research Scientist at the Department of Engineering Education, University at Buffalo. She received her doctoral degree in Engineering and Computing Education from the University of Cincinnati. She also has a Master’s and Bachelor’s degree in Aerospace Engineering. Her primary research areas of interest is in preparing future engineering faculty or teaching professional development of engineering graduate students. She also works in the areas of teaming in engineering classrooms and creating instructional tools for engineering in various contexts and educational settings. She has expertise

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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First-Year Programs Division (FPD)

who made this programpossible.References [1] J. R. Sablan, “The challenge of summer bridge programs,” American Behavioral Scientist, vol. 58, no. 8, pp. 1035–1050, 2014. [2] W. C. Lee, C. Brozina, C. T. Amelink, and B. D. Jones, “Motivating incoming engineering students with diverse backgrounds: Assessing a summer bridge program’s impact on academic motivation,” Journal of Women and Minorities in Science and Engineering, vol. 23, no. 2, 2017. [3] L. Lenaburg, O. Aguirre, F. Goodchild, and J.-U. Kuhn, “Expanding pathways: A summer bridge program for community college STEM students,” Community College Journal of Research and Practice, vol. 36, no. 3, pp. 153–168, 2012. [4] A. Suzuki, A. Amrein-Beardsley, and N. Perry, “A

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

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First-Year Programs Division (FPD)

Mechanical, Electrical and Computer, Civil and Environmental, EngineeringTechnology, and General Engineering. These programs all share a common core of first yearthrough senior level coursework.Existing First-Year ExperienceThe need for a robust first year program to support first time in college (FTIC) engineeringstudents is well established. Much research has been done in this space over the past twodecades. LeTourneau’s awakening happened around 2009 when school leaders took a hard lookat 6-year graduation rates and calculated a 5-year average of just 42%. An NSF Step grantentitled FIRE, First Year Initiatives for Retention Enhancement, was received beginning in 2010with the goal of raising the 6-year graduation rates to 65% (Neimi et al., 2011

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruben D. Lopez-Parra, Universidad del Norte; Yadeeh Sawyer, University of New Mexico - School of Engineering - Engineering Student Success Center; Christina Salas, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Carl Willis, University of New Mexico; Vanessa Svihla, University of New Mexico

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First-Year Programs Division (FPD)

, students (1) designed a data-driven approach to learn about carbon dioxideemissions and (2) planned for the quantitative analysis of decarbonization strategies. The firstpart involved students collecting data from different carbon dioxide sources with an Arduinosensor. Then, they used the data to practice data visualization and analyze the impact of thoseemissions on the environment. The second part involved students estimating the impact thatspecific decarbonization strategies could have in NM. For example, if a student chose thestrategy of switching to all electric vehicles in NM, they would estimate how much carbondioxide could be reduced if that strategy is fully implemented in 2050. Additionally, theyestimated how the strategy might change if

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)

identify the most effectivestrategies for early engineering education.This systematic review will aid educators and curriculum designers by synthesizing existingstudies and providing actionable recommendations for integrating microcontrollers andmicroelectronics into early engineering programs. Froyd et al. (2015) note that systematicreviews translate research insights into practical applications, enhancing curriculum design andinstructional strategies. Anwar et al. (2019) further stress the importance of adherence to SLRguidelines, such as PRISMA, to maintain rigor and credibility. However, several studies lack thislevel of detail, limiting their utility in guiding pedagogical practices. This literature reviewconsolidates the best practices and

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)

graduate level courses). Our university is much the same, with one graduate-level course(Advanced Computer Security) and one upper-division undergraduate-level class related toCybersecurity (Introduction to Computer Security) that is restricted to Engineering majors andhas a sequential string of three prerequisite courses. While there may be more classes on thehorizon, all of these are spearheaded by a single faculty member in response to the growingdemand for cybersecurity professionals.Intro to Hacking Competitions is a 3-unit (9 work-hours per week) course that satisfies a GeneralEducation requirement and is supported by the First Year Design program hosted by our Schoolof Engineering. This program brings professional engineering practice to

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

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First-Year Programs Division (FPD)

©American Society for Engineering Education, 2025 A Systems Engineering Approach to Metacognition in a Final Synthesis ProjectAbstractThis complete evidence-based practice paper examines the implementation of a final synthesisproject within a success skills course for first-year engineering students enrolled in GeneralEngineering Learning Community at Clemson University designed to support students with lowcalculus readiness. The program’s goal is to enhance retention and foster academic andprofessional success by providing holistic support, including a co-enrollment in a professionalskills and learning strategies course. The course focuses on cultivating key habits in students,encompassing professional behaviors

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

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First-Year Programs Division (FPD)

retained. This study addresses the creation,development and implementation of two pilot First Year Seminar (FYS) courses offered college-wide for engineering and computer science students in the 2024 fall and 2025 spring semestersas a high impact practice for student success.Results are promising. Student focus groups, faculty focus groups, pre- and post-course surveysand mid-course progress surveys were conducted to provide insight into student developmentand design effectiveness. Institutional Research at Wright State University produced initialquantitative assessment comparisons during the 2025 spring semester on DFW rates (percentageof students earning a ‘D’ or an ‘F’ or withdrawing compared to the total enrollment), persistence,significance

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

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First-Year Programs Division (FPD)

with students on what future careers in their majors of interest could be. It was also suggested that FYS instructors collaborate with graduating students involved in their capstone design projects, creating an opportunity to introduce first-year students to the scope and impact of culminating team design work. 3. Feedback for Continuous Improvement: Instructors were interested in collecting feedback directly from students around their experiencing using the modules. A pre/post module assessment could be considered to track the impact of content delivery and retention. It was recommended to share this feedback within the FYS Community of Practice and broadly across the COE to benefit a wider community

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

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First-Year Programs Division (FPD)

´ Juan David Ortega Alvarez is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech and a Courtesy Affiliate Professor at Universidad EAFIT. He holds a Ph.D. in Engineering Education from Purdue University and an M.S. in Process Engineering and Energy Technology from Hochschule Bremerhaven. With over 10 years of experience teaching undergraduate and graduate courses, Juan also has more than 6 years of professional experience as a practicing engineer, primarily focused on the design and improvement of chemical processing plants. His research interests center on the scholarship of teaching and learning, collaborating with engineering faculty across disciplines to help assess and

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

Jennifer Mullin, UC San Diego; Huihui Qi, University of California, San Diego; Nathan Delson, University of California, San Diego

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Diversity

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First-Year Programs Division (FPD)

compete for prizes andrecognition such as for innovative design, fabrication achievements and best presentation. Thecompetition event is a high energy celebratory experience open to the public (Fig. 1).Figure 1. An MAE 3 Undergraduate Tutor (left) with students (right) and their robotat the course-wide final robot competition.Through a process of continuous improvement, the popular course has maintained a mixedreputation among students as “being a lot of work!” and as a valuable high impact learningexperience. Students often share with instructors that the course experience provided a solidfoundation in essential hands-on engineering skills and prepared them for advanced coursework,engineering clubs, capstone design and technical careers. The

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FPD)

minority student success." in J.Appl. Res. High. Educ Vol 14.2, pp. 660-678, 2021.[7] B. Bradford, M. Beier and F. Oswald, “A meta-analysis of university STEM summer bridgeprogram effectiveness,” CBE Life Science Education, vol. 20, no. 2, April 2021.[8] K. Kendricks, A. Arment, K. Nudunuri, C. Lowell, “Aligning best practices in studentsuccess and career preparedness: an exploratory study to establish pathways to stem careers forundergraduate minority students,” in J. Res. Technol. Careers., vol. 3, no. 1, January 2019.[9] L. Cancado, J. R. Reisel, and C. M. Walker, “Impacts of a Summer Bridge Program inEngineering on Student Retention and Graduation”, in Journal of STEM Education: Innovationsand Research, vol. 19, no. 2, Jun. 2018.[10] J. R