Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Theo Landman, University of Michigan; Laura K Alford, University of Michigan

Tagged Divisions

First-Year Programs Division (FPD)

Engineering Education, 2025 Validating a Data-Driven Approach to Scheduling Office HoursAbstractIn this complete evidence-based practice paper, we will present our analysis of student use ofoffice hours in a large introductory computer programming course and how we have used thisdata to best staff office hours for this large course in a way that is accessible and beneficial to ourstudents.For students beginning their foray into the wider world of engineering, hands-on programmingexperience is invaluable to developing an intuition for technical problem solving. As such,ensuring that resources like office hours are as accessible to the student population of a first-yearprogramming course as possible is imperative, especially in larger courses

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

Lance Leon Allen White, Texas A&M University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #48142Critical Thinking (Mis)conceptions of First-Year Engineering StudentsMr. Lance Leon Allen White, Texas A&M University Lance White is a Lecturer for Frist-Year Engineering in Engineering and Academic Student Affairs at Texas A&M University. He is also a Ph.D. candidate at Texas A&M University in Interdisciplinary Engineering with a thrust in Engineering Education. He has worked as a graduate research assistant at the Institute of Engineering Education and Innovation at the Texas Engineering Experiment Station and remains a collaborator. His M.S. is in Nuclear Engineering with a focus in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renisha Howard Jones, North Carolina A&T State University; Melissa Siegel Barrios, MSB Consulting LLC; Stephanie Luster-Teasley, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

-long academic student success intervention program.This comparative quantitative study will compare their overall cumulative GPAs withengineering students who did not participate in the program. The program's participants attendthe same institution, majoring in computer science, computer engineering, electrical engineering,mechanical engineering, bioengineering, or industrial and systems engineering. Results from thispreliminary study will prompt conversations regarding best practices and interventions that mayaid in student success for mid-range engineering students and will provide direction regardingfuture more comprehensive studies regarding this intervention program.Introduction and Literature Review OverviewThis is a works in progress

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #47640The Power of Movement: Exploring Gestures as Tools for Engineering StudentsConceptualizing StatisticsMr. Junior Anthony Bennett, Purdue University at West Lafayette (COE) Junior Anthony Bennett is a Graduate Research Assistant and Lynn Fellow at Purdue University, West Lafayette, Indiana, USA. He is pursuing an Interdisciplinary Ph.D. program in Engineering Education majoring in Ecological Sciences and Engineering (ESE). His research focus is the ’Impact of Extended Reality (XR) Technologies on Learning’. He worked for over a decade in higher education and held multiple positions of responsibilities

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

discusses the importance of teamwork in undergraduate education. As Teamwork is acritical skill that employers seek in new graduates, especially within STEM fields wherecollaboration is often essential. College students, particularly in STEM programs, are required towork in teams early on, allowing them to develop these skills and become competent teamplayers before entering the workforce. For computer science students, who often work in group-based learning environments, teamwork plays a vital role in fostering not only technical skillsbut also interpersonal and intercultural competencies. The main objective of this research is toexplore the relationship between three key variables: teamwork regulation, effectiveness, andtheir impact on the

Conference Session

First-Year Programs Division (FPD) Technical Session 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Umar Bin Asad, University at Buffalo, The State University of New York; Jasmine Epps, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M Burke

Tagged Divisions

First-Year Programs Division (FPD)

, anxiety, and mental health issues have been linked to lower academicperformance [13], [19]. Consequently, various interventions have been implemented to supportthe development of metacognition, time management, and wellbeing among first-year students. Structured academic programs like first-year seminars promote metacognitivedevelopment by encouraging students to reflect on their learning strategies and adjust themaccordingly [20]. Moreover, Cunningham and colleagues [21] demonstrated that incorporatingreflective exercises into engineering curricula improved students’ ability to self-regulate andadapt their learning strategies. Additionally, a community of practice was also proposed by [17]to develop a space for researchers focused on

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)

. The Next Generation Science Standards (NGSS) framework encourages K–12 educators to integrate engineering concepts alongside scientific practices by incorporatingmodel development, problem-based investigations, and iterative design processes [1, 4, 5]. Atleast 41 states have adopted engineering knowledge and skills into their educational standards.While Carr et al. [2] provided a baseline for engineering's inclusion in K–12 standards, theimplementation and impact on student learning remain underexplored. The degree to whichinstructional approaches are consistently applied across different school systems is unknown, asengineering integration varies widely between districts and states.Without such established baseline experiences, institutions

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)

’ effectiveness in introducing thetopics. Additionally, validated instruments were used to measure the impact on students’ sense ofbelonging and identity in bioengineering. Finally, self-reflection allowed for an examination ofthe learning process.IntroductionThis Complete Evidence Based Practice paper describes how hands-on experiential learning canbe utilized in an introductory engineering course to teach complex topics and introduce practicesthat help students feel a sense of identity and belonging to the field. Bioengineering is amultidisciplinary field of students and researchers with diverse backgrounds, academicexperiences, and skills. Because the field encompasses so many concepts, techniques, andapplications from other engineering disciplines as