Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Northeastern University

Tagged Divisions

First-Year Programs Division (FPD)

://apcentral.collegeboard.org/about-ap/news-changes/ap-score-reports (accessed Dec 15, 2024).[7] T. Fernandez et al., "More comprehensive and inclusive approaches to demographic data collection," presented at the 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, Jun 26-29, 2016. [Online]. Available: https://docs.lib.purdue.edu/enegs/60/.[8] D. Collier, J. Mahoney, and J. Seawright, "Claiming too much: Warnings about selection bias," Rethinking social inquiry: Diverse tools, shared standards, pp. 85-102, 2004.[9] S. Keeter, C. Kennedy, D. Michael, J. Best, and C. Peyton, "Gauging the Impact of Growing Nonresponse on Estimates from a National RDD Telephone Survey," The Public Opinion Quarterly, vol. 70, no

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)

Gap betweenTheory and Practice: Connecting Courses with Field Experiences,” in Teacher EducationQuarterly, vol. 33, no. 1, pp. 19–35, 2006.[4] S. Waks, E. Trotskovsky, N. Sabag, and O. Hazzam, “Engineering Thinking: The Expert'sPerspective,” in International Journal of Engineering Education, 838-851, February 2011.[5] E. Putilova, and A. Shutaleva, “Engineering thinking and its role in modern industry” inproceedings of the 16th International Conference on Industrial Manufacturing and Metallurgy(ICIMM 2021) 2022. [Online]. Available: http://dx.doi.org/10.1063/5.0074665[6] L. Marin and S. Steinert, “Twisted thinking: Technology, Values and Critical Thinking” inPrometheus, vol. 38, pp. 124–140, 2022. [Online]. Available:https://www.jstor.org

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Woorin Hwang, University of Florida; Andrea Ramirez-Salgado, University of Florida; Rohan Reddy Kalavakonda, University of Florida; Yessy Eka Ambarwati, University of Florida; Pavlo Antonenko; Swarup Bhunia

Tagged Divisions

First-Year Programs Division (FPD)

essential insights on how to supportdiverse student groups in the field, with the goal of unlocking their talents, broadening theirperspectives, fostering more innovative ideas in engineering, and contributing to thesustainable development.References[1] S. Pennisi, "Pandemic, shortages, and electronic engineering," IEEE Circuits and SystemsMagazine, vol. 22, no. 3, pp. 41–49, 2022. doi: 10.1109/MCAS.2022.3189891.[2] J. Trevelyan, "Transitioning to engineering practice," European Journal of EngineeringEducation, vol. 44, pp. 821–837, 2019. doi: 10.1080/03043797.2019.1681631.[3] R. Trafford, D. Chakraborty, and R. P. Ramachandran, "Early impacts on retention andcurriculum after introducing a first-year experience course," in 2024 IEEE

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)

. Garber; J. Tritschler; R.Taylor; and S. Thomas. Our students are the beneficiaries.References[1] R. Scott, “First-year seminars: a recipe for retention,” HigherEdJobs, October 28, 2024.[2] 2023 National Survey on the First-Year Experience, 43rd Annual Conference on First-Year Experience and Students in Transition, February 18-21, 2024, Seattle, WA.[3] A. Vaughan, S. Pergantis, and S. Moore, Assessing the difference between 1-, 2-, and 3- credit first-year Seminars on college student achievement, J. First-Year Experience & Students in Transition, Vol. 31, No. 1, pp. 9-28, Spring 2019.[4] C. Seemiller and M. Grace, Generation Z Goes to College, Jossey-Bass, 2016.[5] C. Seemiller and M. Grace, Generation Z Leads: A Guide for Developing

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Porter, The University of Texas at Dallas

Tagged Divisions

First-Year Programs Division (FPD)

-loneliness [2] Office of the Surgeon General (OSG), Our Epidemic of Loneliness and Isolation: The U.S. Surgeon General’s Advisory on the Healing Effects of Social Connection and Community. Washington (DC): US Department of Health and Human Services, 2023. Available: https://pubmed.ncbi.nlm.nih.gov/37792968/ [3] C. W. Cené et al., “Effects of objective and perceived social isolation on cardiovascular and brain health: a scientific statement from the American Heart Association,” Journal of the American Heart Association, vol. 11, no. 16, Aug. 2022, doi: 10.1161/jaha.122.026493. [4] S. Brinkhues et al., “Socially isolated individuals are more prone to have newly diagnosed and prevalent type 2 diabetes

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

Bishweshwor Rimal, University of Texas at Austin; Sneha Ballabh, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Divisions

First-Year Programs Division (FPD)

explanations. This feature would likely be an addition to the Modules chatbot.Appendix:Data Analysis on Google Collab:https://colab.research.google.com/drive/1THSLRLCfCnxlX0nquINq72qrwuKJMwCC?usp=sharingReferences:1. Yilmaz R., and Yilmaz, F., “The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy and motivation”, Computers and Education: Artificial Intelligence, Volume 4, 2023. https://doi.org/10.1016/j.caeai.2023.100147.2. Moore, S., Nguyen, H. A., Bier, N., Domadia, T., and Stamper, J., “Assessing the quality of student-generated short answer questions using GPT-3”, EC-TEL 2022: Educating for a new future: Making sense of Technology-Enhanced Learning

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jorge R Lara, Texas A&M University; Sunay Palsole, Texas A&M University; Mark Weichold P.E., Texas A&M University

Tagged Divisions

First-Year Programs Division (FPD)

models. Expand a new perspective to the broader system and set the business up forsuccess in an interconnected world. There is no rigid start and end point. Circular design thinkingis an iterative process of continuous learning, prototyping, and feedback loops. The engineeringteam continuously returns to the user(s) as their perspectives fit within the system and iterates onthis business model. They will have to adapt as needed and continue to reference this as ititerates on the best possible solution.A discretionary business model. Osterwalder & Pigneur [20] developed this Circular BusinessModel Canvas for Circular Designs:Key Partnerships. How might the engineering team strengthen its partnerships with organizationsacross the value chain

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)

, possessing limitations. diagrams, and/or text. Assumptions Differences from the referent that Represented as a directed connection define the model. e.g., idealization from the referent to the model. All of the referent [21], neglect of assumptions lead to some limitation(s). natural phenomena outside the system boundary. Limitations Aspects of the referent that cannot Represented as a directed connection be represented by the model. from the model to the referent. All limitations arise from some assumption

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bhavana Kotla, The Ohio State University; Tyler James Stump, The Ohio State University; Connor Jenkins, The Ohio State University; Abbey Darya Kashani Motlagh, The Ohio State University; Krista M Kecskemety, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

Tagged Divisions

First-Year Programs Division (FPD)

variables (items) inwhich factor loadings ranged from 0.743 to 0.813. Factor 2 and Factor 3 each included threeobserved items. Factor 2’s observed variables demonstrated exceptional results with twoobserved variables (CON-12 and CON-17) to be values greater than 1, indicated a strongalignment between the observed data and the hypothesized clustering of this factor. Factor 3demonstrated relatively lower results of 0.812, 0.741, and 0.635 but all are still above therecommended threshold of inclusion (0.04). Factor 4 included six observed variables with factorloadings ranging from 0.633 to 0.891, with CON-9 demonstrating the highest factor loading ofthe cluster. With this, all factor loadings for the indirect assessment instrument measuringConnections

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Zeira Emiline Galindo, Southern Methodist University; Arath Dominguez, Southern Methodist University; Zoe Mukendi, Southern Methodist University; Alain Mota, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

STEM: Women, minorities, and persons with disabilities,” National Center for Science and Engineering Statistics, Alexandria, VA, NSF 23-315, 2023. [Online]. Available: https://ncses.nsf.gov/wmpd[3] V. Tinto, Leaving college: Rethinking the causes and cures of student attrition, 2nd ed. Chicago: University of Chicago Press, 1993.[4] J. Bean and S. B. Eaton, “The psychology underlying successful retention practices,” J. Coll. Stud. Retent. Res. Theory Pract., vol. 3, no. 1, pp. 73–89, May 2001, doi: 10.2190/6R55-4B30-28XG-L8U0.[5] B. F. French, J. C. Immekus, and W. C. Oakes, “An examination of indicators of engineering students’ success and persistence,” J. Eng. Educ., vol. 94, no. 4, pp. 419–425, 2005, doi: 10.1002

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FPD)

Engineers:Revolutionizing Engineering Departments (IUSE/PFE: RED) Program Solicitation.” Accessed:Jan. 15, 2025. [Online]. Available: https://new.nsf.gov/funding/opportunities/iusepfe-red-iuseprofessional-formation-engineers-revolutionizing/nsf24-564/solicitation[2] F. Aloul, I. Zualkernan, G. Husseini, A. El-Hag, and Y. Al-Assaf, “A case study of a college-wide first-year undergraduate engineering course,” Eur. J. Eng. Educ., vol. 40, no. 1, pp. 32–51,2015, doi: 10.1080/03043797.2014.903229.[3] M. V. Jamieson, A. S. Ead, A. Rowe, and J. Miller-Young, “Design at Scale in a First-YearTransdisciplinary Engineering Design Course,” International Journal of Engineering Education,vol. 38, no. 1, pp. 14--24, 2022.[4] A. Nuñez-Thompson, A. Saterbak, C. Rincon, J. Stelling

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)

transfer in biological systems. Students worked in teams to build confidence withexperimental and analytical skills while deepening their understanding of biological systems. Inthis project, students tested the properties of soils that emulated other permeable materialsrelevant to bioengineering.Forming Teams with CATMECATME’s Team-Maker software [19] was utilized to diversify teams of students in BIOE 120.Students completed a survey that requested data about their racial and ethnic identity, genderidentity, college (e.g., Engineering, Liberal Arts and Sciences, Business), major(s), and classyear (Table 2a). They were then asked to rate their experience level with various technical skillsas well as their preferred leadership style and if they

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samantha Corcoran, Wichita State University College of Engineering; Janelle Birkner, Wichita State University; Gary Brooking, Wichita State University; Andrea Matthews, Wichita State University

Tagged Divisions

First-Year Programs Division (FPD)

://engineeringunleashed.com/framework.[2] “Start with design,” Hasso Plattner Institute of Design at Stanford University, 2025,https://dschool.stanford.edu/resources/get-started-with-design.[3] P. Lencioni, The 6 types of working genius: A better way to understand your gifts, yourfrustrations, and your team. Dallas, TX: Matt Holt Books, an imprint of BenBella Books, Inc,2022.[4] D. Fay, C. Borrill, Z. Amir, R. Haward, and M. A. West, “Getting the most out ofmultidisciplinary teams: A multi-sample study of team innovation in health care,” Journal ofOccupational and Organizational Psychology, vol. 79, no. 4, pp. 553–567, Dec. 2006.[5] H.-G. Le, S. Sok, and K. Heng, “The benefits of peer mentoring in higher education: findingsfrom a systematic review,” Journal of

Conference Session

First-Year Programs Division (FPD) Technical Session 4: Fostering Belonging - Identity, Self-Efficacy, and Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

Journal of Engineering Education, vol. 32, no. 1, pp. 333–347, 2016.[6] N. L. Fortenberry, J. F. Sullivan, P. N. Jordan, and D. W. Knight, “Engineering education research aids instruction,” Science, vol. 317, no. 5842, pp. 1175–1176, 2007.[7] S. McGuire, S. Y. McGuire, and T. Angelo, Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Routledge, 2015.[8] A. Kramer, C. Wallwey, G. Thanh, E. Dringenberg, and R. Kajfez, “A Narrative-Style Exploration of Undergraduate Engineering Students’ Beliefs about Smartness and Identity,” in 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA: IEEE, Oct. 2019, pp. 1–9. doi

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

Tagged Divisions

First-Year Programs Division (FPD)

opportunities. The results also show that the in-personprograms consistently outperformed the virtual programs in meeting certain program objectives,specifically in building connections with other students and introducing students to ongoingresearch through interactions with faculty and lab tours. However, both virtual and in personparticipants felt the program was valuable for incoming students in the GCSP.Introduction and MotivationThe Grand Challenges Scholars Program (GCSP) at Arizona State University (ASU), establishedin 2011, is one of more than 90 GCSPs in the international GCSP Network that aims to prepareengineering graduates with broader perspectives and skills to tackle the National Academy ofEngineering (NAE)’s Grand Challenges for

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

Micah Lande, South Dakota School of Mines & Technology; Portia Elise Lenczowski, South Dakota School of Mines and Technology; Aaron Lalley P.E., Southeast Technical College

Tagged Divisions

First-Year Programs Division (FPD)

contexts. These objectivesalign with the principles of adaptive expertise, highlighting the importance of educationalstrategies that prepare students for dynamic professional environments.Despite its importance, adaptive expertise is often underemphasized in first-year engineeringcourses. Traditional curricula frequently focus on routine skills, such as machining or drafting,with limited opportunities for students to engage in open-ended, iterative design processes. Thispaper seeks to address this gap by demonstrating how the integration of Kolb’s ExperientialLearning Cycle, iterative prototyping, and structured coaching can foster adaptive expertise infirst-year students. By building on prior research, such as Larson et al.’s [3] work on

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Pranathi C Amballa, Georgia Institute of Technology; Stacy Ross, Georgia Institute of Technology

Tagged Divisions

First-Year Programs Division (FPD)

Proceedings, Fron-tiers in Education 2000 Conference, pp. 7–12.[4] C. J. Tman, J. R. Chimka, K. M. Bursic, and H. L. Nachtmann, “A Comparison of Freshman and Senior Engineering Design Processes,” Design Studies, vol. 20, no. 2, pp. 131–152, 1999.[5] C. J. Atman, M. Cardella, J. Turns, and R. S. Adams, “Comparing Freshman and Senior Engineering Design Processes: An In-Depth Follow-up Study,” Design Studies, vol. 26, no. 4, pp. 325–357, 2005.[6] R. Goff and J. Terpenny, “Engineering design education - core competencies,” in 50th AIAA Aerospace Sciences Meeting including the New Horizons Forum and Aerospace Exposition, Nashville, Tennessee, 2012.[7] A. Jariwala, R. Pucha, T. Pleasant, S. Kundalia, A. Nolen, and D. Ranjan

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Pre + Post 1=Beginner to 5=Expert Attitude towards tech challenge How much did you enjoy the tech challenge project you Post 1=Did not enjoy at all to worked on all week? 5=Enjoyed it a lot How well did you work with your team? Post 1=Did not work well together at all to 5=Worked together very well Psychological safety (Cronbach’s α = .80) I felt comfortable talking to the project advisor(s) about Post 1=Not true at all to my questions

Conference Session

First-Year Programs Division (FPD) Technical Session 4: Fostering Belonging - Identity, Self-Efficacy, and Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Carol Jaeger, University of British Columbia, Vancouver; Alireza Bagherzadeh, University of British Columbia, Vancouver; Jon Nakane, University of British Columbia, Vancouver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

programs of choice) dominate as the primary stressors across all demographic groups,although statistically significant differences based on gender, nationality, and level of disabilityare observed. A new intervention to guarantee some students placement into their second-yearprogram of choice was expected to address one of the most significant stressors (second-yearprogram placement), but data collected to date shows these students have lower well-beingscores, higher stress scores, and no statistically significant difference in identify programplacement as a key stressor.References [1] Okanagan Charter: An International Charter for Health Promoting Universities and Colleges, 2015. [2] S. Fisher and B. Hood, “The stress of the transition to

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

Tagged Divisions

First-Year Programs Division (FPD)

Antonio, Texas: ASEE Conferences, Jun. 2012, p. 25.538.1-25.538.10. doi: 10.18260/1-2--21296.[13] A. Bandura, “Self-efficacy: Toward a unifying theory of behavioral change,” Adv. Behav. Res. Ther., vol. 1, no. 4, pp. 139–161, Jan. 1978, doi: 10.1016/0146-6402(78)90002-4.[14] M. Sherer, J. E. Maddux, B. Mercandante, S. Prentice-Dunn, B. Jacobs, and R. W. Rogers, “The Self- Efficacy Scale: Construction and Validation,” Psychol. Rep., vol. 51, no. 2, pp. 663–671, Oct. 1982, doi: 10.2466/pr0.1982.51.2.663.[15] R. E. Wood and E. A. Locke, “The relation of self-efficacy and grade goals to academic performance,” Educ. Psychol. Meas., vol. 47, no. 4, pp. 1013–1024, Dec. 1987, doi: 10.1177/0013164487474017.[16] S. Brown, “Student

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

Tagged Divisions

First-Year Programs Division (FPD)

outcomes,” presented at the ASEE Annual Conference and Exposition, Conference Proceedings, 2012. [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0- 85029080569&partnerID=40&md5=e0961e206913bf6956d610a54a631bac[10*] I. J. Paredes, R. Li, S. Kwak, C. Woods, and D. R. Krusniak, “Creation of a Workshop Series on Inclusive Teaching and Design Practices for Engineering Undergraduate Teaching Assistants,” presented at the 2024 ASEE Annual Conference & Exposition, Jun. 2024. Accessed: Nov. 26, 2024. [Online]. Available: https://peer.asee.org/creation-of-a-workshop- series-on-inclusive-teaching-and-design-practices-for-engineering-undergraduate-teaching- assistants[11*] G. Zhang, “Support

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 Goldschneider, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

. Eng. Educ., vol. 107, no. 4, pp. 556–582, 2018, doi: 10.1002/jee.20234.[3] I. R. Beattie and M. Thiele, “Connecting in class? College class size and inequality in academic social capital,” J. High. Educ., vol. 87, no. 3, pp. 332–362, 2016.[4] C. R. Glass, E. Kociolek, R. Wongtrirat, R. Jason Lynch, and S. Cong, “Uneven experiences: The impact of student-faculty interactions on international students’ sense of belonging,” J. Int. Stud., vol. 5, no. 4, pp. 353–367, 2015, doi: 10.32674/jis.v5i4.400.[5] B. K. Iverson, E. T. Pascarella, and P. T. Terenzini, “Informal faculty-student contact and commuter college freshmen,” Res. High. Educ., vol. 21, no. 2, pp. 123–136, 1984, doi: 10.1007/BF00975100.[6] A. Pitt, F. Oprescu, G

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)

Inclusion in Higher Education, vol. 3, no. 1, Nov. 2021, Available: https://digitalcommons.wcupa.edu/jarihe/vol3/iss1/4[7] S. Y. Yoon and S. A. Sorby, “Rescaling the Longitudinal Assessment of Engineering Self- Efficacy V3.0 for Undergraduate Engineering Students,” Journal of Psychoeducational Assessment, vol. 38, no. 2, pp. 209–221, Apr. 2020, doi: 10.1177/0734282919830564. Available: https://journals.sagepub.com/doi/10.1177/0734282919830564.

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

Tagged Divisions

First-Year Programs Division (FPD)

having a successful second run after only a few short days was a great success.  Number of deliveries far exceeded expectations  Meeting the project requirements4. What was your greatest challenge on the drone project?  Time constraints and some minimally-performing team members  Dropping accuracy  Initial run failed  Solving last minute technical problems5. What suggestion(s) do you have to improve the drone project?  Making the competition even more challenging by adding an obstacle to the course  More time  Incorporating design originality into the scoring system6. Did your view of engineering change as a result of the drone project and if so how?  The importance of time and project

Conference Session

First-Year Programs Division (FPD) Technical Session 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aishwary Pawar, Southern Methodist University; DeLean Tolbert Smith, University of Michigan - Dearborn

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

, and J. Kibirige,"Student Attraction, Persistence and Retention in STEM Programs: Successes and ContinuingChallenges," Higher Education Studies, vol. 7, no. 1, pp. 46-59, 2017.[3] N. S. Board, "Revisiting the stem workforce, A companion to science and engineeringindicators," National Science Board, National Science Board, 2015. [Online]. Available:http://www.nsf.gov/pubs/2015/nsb201510/nsb201510.pdf[4] K. McMullin, "Identifying perceptions that contribute to the development of successfulproject lead the way pre-engineering programs in Utah," 2013.[5] P. Lam, P. R. Mawasha, T. Srivatsan, and J. Vesalo, "Description of a ten year study of thepreengineering program for under-represented, low income and/or first generation collegestudents at The

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

Cooper Vermeulen, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines & Technology

Tagged Divisions

First-Year Programs Division (FPD)

. A. Schön, The Reflective Practitioner: How Professionals Think in Action. Routledge, 2017.4. B. Hartmann, S. Doorley, and S. R. Klemmer, “Hacking, mashing, gluing: Understanding opportunistic design,” IEEE Pervasive Computing, vol. 7, no. 3, pp. 46–54, 2008.5. M. Lande and L. Leifer, “Prototyping to learn: Characterizing engineering students’ prototyping activities and prototypes,” in DS 58-1: Proceedings of ICED 09, the 17th International Conference on Engineering Design, Vol. 1, Design Processes, Palo Alto, CA, USA, Aug. 24–27, 2009.6. V. K. Viswanathan and J. S. Linsey, “Design fixation and its mitigation: A study on the role of expertise,” Journal of Mechanical Design, vol. 135, no. 5, p. 051008, 2013.

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

Brian Dick, Vancouver Island University; Michael Sjoerdsma, Simon Fraser University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

TX RX The prestige and recognition associated with engineering was an important factor in my 56% 76% enrolling in engineering. Selecting engineering was influenced by my parents or close relatives. 33% 24% Selecting engineering was influenced by my high school teacher(s) and/or school counsellor. 11% 29% The friendships I have made during my studies within engineering at [post-secondary 67% 53% institution] have been important factors for

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)

solving in engineering: Lessons for engineering educators,” Journal of Engineering Education, vol. 95, no. 2, pp. 139–151, 2006.[2] A. D. Patrick and M. Boreggo, “A review of the literature relevant to engineering identity,” in Proceedings of the 2016 American Society for Engineering Education Annual Conference, New Orleans, LA: American Society for Engineering Education, 2016.[3] A. H. El-Zein and C. Hedemann, “Engineers as Problem Solvers: a deficient self-definition for the 21st century,” in Proceedings of the 2013 Engineering for Sustainable Development, Cambridge, United Kingdom: EESD13, 2013, pp. 1–8.[4] S. Haase, H. L. Chen, S. Sheppard, A. Kolmos, and N. Mejlgaard, “What does it take to become a good engineer

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chamille Lescott, Northwestern University; Ilya Mikhelson, Northwestern University

Tagged Divisions

First-Year Programs Division (FPD)

as they see fit.Future DirectionsThe results of this Work-in-Progress are promising. Future studies will launch the refinedSynthesis Sheet Prompts, adjust post-exam reflections to gather more data on resource use, andfurther analyze links between conditional thinking and performance. We encourage instructors toadopt the Synthesis Sheet framework and identify which knowledge type—declarative,procedural, conditional, or contextual—is most challenging for their students.VI. References[1] K. D. Tanner, “Promoting Student Metacognition,” LSE, vol. 11, no. 2, pp. 113–120, Jun. 2012, doi: 10.1187/cbe.12-03-0033.[2] G. Schraw and R. S. Dennison, “Assessing Metacognitive Awareness,” Contemporary Educational Psychology, vol. 19, no. 4, pp

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

and the fourth-year students attend classes atanother campus. The campuses are approximately 15 miles apart. The first-year engineeringstudents may go on to earn an engineering degree in any of the more than 25 engineeringdisciplines offered by the University. The fourth-year students are all enrolled in the B. S. inMultidisciplinary Engineering Design (MDE) program, a four-year degree that incorporatescoursework and practical experience in mechanical, electrical, and computer engineering with anoverarching emphasis on engineering design.The first-year students are taking a Cornerstone Engineering Design course, EDSGN 100. This isa required course for most engineering majors that introduces students to engineeringfundamentals. The course