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)

:• Alternative pathways to higher education that remove barriers to participation by groups that are underrepresented in engineering programs;• An engineering curriculum that promotes experiential learning with three important goals: using multi-modal pedagogies that address the learning needs of diverse learners that meet them “where they are”; integrating math and science instruction with engineering topics that are focused on building skills to solve real-world engineering problems; encouraging student agency and ownership in their own learning;• A student-centered learning environment that is accessible and diverse, focused on building relationships between students, instructors and other support personnel; emphasizing

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)

the FYS program. The task force’s objectives included updatingthe FYS courses to ensure relevance to first year engineering students, standardizing thecurriculum to provide a uniform experience, and integrating key themes such as ethics; diversity,equity, and inclusion (DEI); and sustainability into the engineering curriculum. Additionally, thetask force aimed to explore innovative teaching approaches and best practices to enhance theoverall educational experience. The task force operated under the guiding principle that first-year engineering studentsshould be well-supported to succeed in their academic pursuits. The redesigned FYS courseswere intended to foster engineering student development across five key domains: personal,academic

Conference Session

First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Ruhala, Kennesaw State University; Turaj Ashuri, Kennesaw State University; Lance Crimm, Kennesaw State University; Charles Richard Kennedy, Kennesaw State University; Margaret L Lowder, Kennesaw State University; Matthew Quincy Marshall, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Gregory L. Wiles PE, Kennesaw State University; Roneisha Wynette Worthy, Kennesaw State University

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Diversity

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First-Year Programs Division (FPD)

, academic advisorsjoin the class and the instructor-of-record to help students understand their degree plans, selectappropriate courses for the following semester, and plan their academic trajectory. The activeinvolvement of academic advisors ensures that students receive timely and relevant guidance,which is particularly important for those still uncertain about their major.One of the course’s unique features is its integration of faculty presentations from across the sixdepartments within the Southern Polytechnic College of Engineering and EngineeringTechnology without an increase in the effective workload of any faculty member. During theremaining twelve weeks of the course, students see presentations about the programs offeredwithin the

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)

Paper ID #46813Stakeholder-Informed Review of a First-Year Engineering Program ´Dr. Juan David Ortega Alvarez, Virginia Polytechnic Institute and State University ´ 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

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)

underrepresentedengineering students is inclusion within a summer bridge program [9], [10], [11], [12]. Ingeneral, a summer bridge program is designed to facilitate the academic and social integration ofincoming undergraduate students to a new learning environment as they transition from highschool to college. They are typically structured to expose students to abbreviated versions of coreengineering curriculum courses (e.g., calculus, chemistry, physics, etc.), while buildingcommunity within their cohort and illuminating success strategies and resources. Many bridgeprograms are designed and evaluated based on short-term goals such as social integration andlong-term goals such as increased retention in the discipline and graduation rates. The outcomesfrom these

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

Surupa Shaw, Texas A&M University

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First-Year Programs Division (FPD)

, Programming Languages, Dynamic Control, Robotics, and Numerical Methods & Simulations. She has developed several undergraduate courses in the MTDE program for the first time and made significant curriculum changes to other courses in the department. Her research focuses on Computational Fluid Dynamics, numerical analysis, and applied mathematics. Dr. Shaw serves on the editorial board for two journals, successfully won an NSF I-Corp Grant in 2016 as the entrepreneurial lead for commercializing a high-efficiency, cost-effective research product, and actively reviews for several top-tier journals. She holds various leadership positions within the American Society of Mechanical Engineers and has authored 25 peer-reviewed

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)

Paper ID #47909Exploring the Interplay Between Teamwork and Intercultural Competencein STEM EducationJessica Josephine Adams, Purdue University at West Lafayette (PPI)Camden Love, Purdue University at West Lafayette (COE)Charis ArmstrongDevang Atul Patel, Purdue University at West Lafayette (COE)Dr. Aparajita Jaiswal, Purdue University at West Lafayette (PPI) Aparajita Jaiswal is an Intercultural Research Specialist with CILMAR, Purdue University. Her research endeavors revolve around exploring strategies for seamlessly integrating intercultural learning into both regular STEM curriculum and study abroad programs. Aparajita

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)

progress from the Skillful Learningvideo series [9]. For assessment purposes, the systems diagram is tied to course sub-outcomeC01.c: Analyze and synthesize solutions to issues in college and as an engineer. Students arepenalized for missing course topics, having less than three major categories, lacking distributionof course concepts among categories, and having formatting below course standards or a poorvisual representation of course concepts. Students may also receive bonus points for creativesystems integrations. Some exemplar student example images in the Appendix demonstrate thelevel of imagination and creativity put into the projects.After creating their final visualization, students write a paper with four sections: Categories,Influence

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)

hours per semester on formal training programs.A unique institutional constraint of the current program is the mandatory co-op program in everyengineering program’s curriculum. This program extends an undergraduate’s engineering time-to-degree to five years. The first-year course sequence runs from the fall to the spring semester,with a smaller cohort enrolled in the summer semester. The typical cases for the timing of aPTA’s employment are outlined in Table 1. The co-op program creates breaks in a PTA’s teachingcareer that wouldn’t otherwise be created in an engineering program, such as the calendar-yearbreak from spring 2nd-year to spring 3rd-year in Case 1 and from spring 3rd-year to spring 4th-yearin Case 2, as seen in Table 1. In typical

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

James Bittner, Michigan Technological University; Matt Barron, Michigan Technological University; AJ Hamlin, Michigan Technological University

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First-Year Programs Division (FPD)

computation engineering problems.Introductory knowledge of programming and problem solving is often core components to abroad first-year engineering curriculum. While traditional computer science curriculum oftenemphasizes scientific theories, practicing engineers focus on the societal impact and practicalapplications of their work. As a result, teaching introductory programming concepts to youngfuture engineers can be a challenging task.One common tool to aid in teaching beginning programming theory is to program an automatedassessment. Automated assessment tools have long been deployed successfully in teachingcomputer science curriculum [1]. The benefits of an automated assessment tool are documentedto include more timely feedback, and building up

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)

learning. Her Ph.D is in Electrical Engineering with emphasis in the design and fabrication of laboratory apparatus and techniques for electro-thermal characterization of sustainable power systems as well as the design of learner-centered experiential curriculum. She is currently working to develop an inclusion-centered first-year engineering program in hands on design and problem-based learning to better support students as they enter the engineering fields. ©American Society for Engineering Education, 2025 Teaching Creative Design in Virtual Reality: A Course Designed and Taught by StudentsIntroductionThere’s an ancient Chinese idiom that states, “if there are three

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)

studies representative of student experiences from eachcategory that expands on the model and its implications in higher education learningenvironments. The findings emphasize that learning is not a static process; students’ interactionswith AI tools evolve over time, influenced by their initial attitudes and skills. The implications ofthis paper extend to curriculum design, pedagogical approaches, and the broader integration ofgenerative AI tools in higher education.IntroductionThe rapid advancement of generative artificial intelligence has revolutionized various industries,including education. As generative AI tools such as ChatGPT, Claude, and Gemini becomeincreasingly accessible, educators are exploring their potential to transform teaching

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

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FPD)

Paper ID #46874The impact of implementing community engagement projects in a first-yearengineering courseMatthew James, Virginia Polytechnic Institute and State University Matthew James is an Associate Professor of Practice in the Department of Engineering Education at Virginia Tech, where he currently serves as the department’s first-year program coordinator. Since joining in 2017, Matt’s work has centered on teaching and curriculum development for the general engineering program, with a focus on foundational experiences for first-year students. He holds B.S. and M.S. degrees in Civil Engineering from Virginia Tech 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

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

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First-Year Programs Division (FPD)

Paper ID #49143Fostering Adaptive Expertise in First-Year Engineering Design: Coaching,Iterative Prototyping, and Structured LearningDr. Micah Lande, South Dakota School of Mines & Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Leslie A. Rose Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Lab and Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Esther Tian, University of Virginia; Jessica Taggart, University of Virginia

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First-Year Programs Division (FPD)

findings aim to inform curricular improvements and contribute to broader discussions onhow to effectively teach design thinking at the secondary and postsecondary levels.IntroductionEngineering design has long been a central component of ABET-accredited engineeringprograms, with many programs emphasizing the design process early in the undergraduateexperience. First-year design courses are widely implemented, focusing on realistic projects,teamwork, and the integration of technical skills [1], [2], [3]. A spiral curriculum approachreinforces and builds upon design knowledge throughout the four-year program [4]. Thesecurricula aim to develop attributes desired by industry employers and enhance students’ designcompetencies. Engineering design

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)

"work as an engineer." This is evidencethat persistent reflection-on-action with the framing has led to an increased awareness of theresearch framing—a necessary condition for unprompted reflection using the framing. Beyondthis, Leslie's reflection also evidences practical learning outcomes, Leslie: And that is something that I've noticed in the engineering curriculum, especially in mechanical engineering, is we make a lot of assumptions, but it's not always explained why we make those assumptions, and it's especially when you're learning the material of like statics, when everything is equilibrium. A lot of things are assumed, but you need a completely different, complex model if you're not making that

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

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Diversity

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First-Year Programs Division (FPD)

Paper ID #47212Improving Student Access and Success in Pre-Engineering through Human-CenteredDesign and Theory of ChangeMr. Aishwary Pawar, Southern Methodist University Dr. Aishwary Pawar is an accomplished data analyst and researcher currently serving as a statistician at Southern Methodist University (SMU). He has extensive experience in data management, advanced analytics, and machine learning, with a strong focus on leveraging data to drive research and decision-making in academic settings. Dr. Pawar’s expertise lies in analyzing large-scale datasets, developing innovative research methodologies, and implementing

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)

Research Assistant and Graduate Teaching Associate, primarily teaching first-year engineering and engineering mathematics. She also has both a B.S. and M.S. in Biomedical Engineering from Wright State, where she also worked as a Graduate Teaching Associate for an engineering mathematics course.Mr. James Nathaniel Newcomer, Virginia Polytechnic Institute and State University Former mechatronics engineer and STEM educator who now works with first-year engineering students to help them establish academic trajectories to develop and meet their career goals. ©American Society for Engineering Education, 2025 First-Year Engineering Students' Quantification of "Self" in the

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)

’ sense of belonging across demographics through qualitativeand mixed method analyses. This work is essential for making informed decisions on addressingequity gaps in students learning experience improving course curriculum for all students in theMAE 3 course.References[1] Allen, K. A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021).Belonging: a review of conceptual issues, an integrative framework, and directions for futureresearch. Australian Journal of Psychology, 73(1), 87–102.https://doi.org/10.1080/00049530.2021.1883409[2] Davis, G. M., Hanzsek-Brill, M. B., Petzold, M. C., & Robinson, D. H. (2019). Students'sense of belonging: The development of a predictive retention model. Journal of the Scholarshipof

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

Hermine Vedogbeton, Holy Cross

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Diversity

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First-Year Programs Division (FPD)

mathematics, physics, and programming. The survey questionnaire providesinformation about students’ preparedness for classes, the amount of time spent studying andparticipating in extracurricular activities, and their sense of belonging in the classroom. Themethodology employs an ordinary least square model to analyze the impact of these attributes onthe grades students achieve in mathematics, physics, and computer science courses.Results suggest that students who are better prepared for calculus, physics, and programmingtend to achieve higher grades in these subjects. This trend is particularly notable amongComputer Science (CS) majors and female students. Additionally, a strong sense of belongingsignificantly enhances student grades. For instance

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

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First-Year Programs Division (FPD)

instruments forConnections and Creating Value.3. Methods3.1 Indirect Assessment Instrument (Survey) Description and EFA SubfactorsTwo indirect assessment instruments (surveys) were examined in this study. The Connectionssurvey has 18 items, and the Creating Value survey has 21 items [9]. The previous EFAidentified four factors for Connections including (1) Integrate Outside Information, (2) ConsiderSocial, Economic, and Environmental Factors, (3) Define Connections, and (4) MakeConnections within Engineering Design. An EFA on Creating Value indirect assessmentinstrument data was also conducted, resulting in three underlying factors: (1) Create Valuewithin Engineering Design, (2) Attitude and Approach Toward Value Creation, and (3) CreateValue for

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

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First-Year Programs Division (FPD)

discovering opportunities inhardware-related engineering professions. To address this question, we leverage the SocialCognitive Career Theory (SCCT) based on Bandura’s social cognitive theory.This paper discusses a novel hardware AI curriculum and its implementation aimed atimproving students' hardware engineering self-efficacy beliefs, outcome expectations, andinterest in the hardware industry. Within this project-based 8-week curriculum, studentsengage with a custom-made AIoT learning board that includes an ESP32 microcontroller, abreadboard, a battery, power management components, and several sensors. The activities ofthis curriculum encourage students to collect data using the board's sensors and leverage edgeartificial intelligence (edge AI

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FPD)

analyzing data remain fundamental toengineering practice. Non-technical skills such as oral and written communication, teamwork,and time management are critical for professional success. The results also suggested thatindustries highlight specific technical or non-technical skills more than others.Addressing these insights in engineering education requires intentional curriculum design thatintegrates technical and non-technical skill development across courses. Additionally, educatorsshould reinforce their importance through real-world applications and project-based learning.Future work could explore the long-term impact of educational interventions on skilldevelopment. Engineering programs can better equip students to excel in an

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)

, limited engagement with peers and faculty, anddifficulty navigating the transition to college [5], [6], [7]. These challenges are amplified forracially minoritized students pursuing STEM degrees at predominantly white institutions (PWIs).Students who develop a strong sense of belonging demonstrate higher retention rates,underscoring the critical role that academic support programs play in facilitating structuredengagement [3], [8]. Peer mentoring programs, in particular, represent an effective strategy forfostering both social and academic integration by creating formal opportunities for first-yearstudents to build meaningful connections within their campus communities [9][10]. Inengineering contexts, peer mentoring initiatives have been shown to

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

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Diversity

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First-Year Programs Division (FPD)

performance.Pathway to Personal or Professional Enriching SkillsStudents attending ODU are required to complete an enriching curriculum, including lower-levelgeneral education courses and complete a minor or upper-division courses outside of the Collegeof Engineering. Typically, students can tie a lower-level general education course to a minor.Using the example of a business or economics minor, participants would take Principles ofMicroeconomics as their human behavior course, which meets both a minor prerequisite and ageneral education requirement. Trying to minimize additional classes students must take to befull time students while completing pre-requisites for engineering classes, while achieving avalue-added area in their degree program is an

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)

socioemotional and cultural support which impacts student development[10]. Peer mentoring is beneficial for first-year engineering students to help increase belongingand social integration [11], [12]. Peer instruction is an evidence-based instructional strategy thatleads to increased student mastery of problem-solving and conceptual reasoning [13], [14].Furthermore, peer instruction has been demonstrated to improve student performance, reduceanxiety, enhance attitudes, and improve retention of course material, and it is effective inimproving student achievement for members of historically marginalized groups [15], [16].Overall, combining peer instruction in a classroom environment with mentoring on strategies toconnect to undergraduate research

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)

topics as largely beneficial to their firstsemester. Urban University's FYE Seminar course curriculum aims to prepare incoming studentswith academic and professional skills essential to pursuing an engineering education and connectstudents to campus. In general, students expressed value in these topics. Scholars named specificcourse topics that they believed to be important to their FYE Seminar experience (and beyond).The course topics and the number of scholars who explicitly discussed that topic in theirreflections are found in Table 3.Table 3. Course Topics Scholars Perceived as Important to FYE Seminar Experience. Course Topic Named as Beneficial from FYE Number of Students Who Mentioned Topic in their Seminar Experience

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

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First-Year Programs Division (FPD)

first-yearengineering students at Northeastern University.This study evaluates the availability and impact of pre-college engineering educationopportunities, focusing on students' familiarity with tools and concepts. A pilot surveydistributed to all Northeastern University first-year engineering students collected data on highschool courses, extracurricular activities, and self-reported familiarity and proficiency withengineering tools. By examining trends across high school types and geographic regions, thestudy highlights disparities in access and informs future curriculum development.Background and Related WorkEfforts to integrate engineering concepts into K-12 education have expanded significantly inrecent decades. Structured programs like

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)

procedures such that thetotal possible maximum average could be 120%. However, an A grade need only 89.5%!Each of six categories were equally weighted at 20% each and include: - Participation/Attendance/Homework/Readings (as well as online via D2L and Zoom) - Formal Assignments (Drafting a Lab Report, Solar Design Project, IEEE Research paper) - Quizzes (both in class pop quizzes as well as in the D2L LMS) - Team Design Projects along with students creating multimedia video presentations - Notebook Portfolio to include all their EE 1000 work in the semester along with a résumé - Final Examination integrating all topics, concepts, applications discussed during semesterThe most jarring, perhaps for students to hear, is that

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)

., & du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), 998.14. Lin, P., & Van Brummelen, J. (2021, May). Engaging teachers to co-design integrated AI curriculum for K-12 classrooms. In Proceedings of the 2021 CHI conference on human factors in computing systems (pp. 1-12).15. Chen, C. M., Li, M. C., Chang, W. C., & Chen, X. X. (2021). Developing a topic analysis instant feedback system to facilitate asynchronous online discussion effectiveness. Computers & Education, 163, 104095.16. Ramesh, D., & Sanampudi, S. K. (2022). An automated essay scoring systems: a systematic