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)

Change (ToC) framework in three-phase mixedmethods approach to explore the student’s attitudes, struggles, and learning experiencesregarding the support provided in pre-engineering. Additionally, the study explores perspectivesof their professors and academic advisors as they respond to insights gained from the students’data. The study findings highlight the value of orientation workshops, advising services, peermentoring, collaboration opportunities, and hands-on activities in improving the Pre-Engineeringprogram. The participation of stakeholders and the use of data-driven methods are essential toimplementing an inclusive and encouraging atmosphere for pre-engineering students.IntroductionStudents take many pathways to pursue STEM careers and

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)

]. Thesecourses also help students to explore the theme areas, stay connected with their chosen theme,and provide opportunities for professional development, connecting their GCSP experiences withtheir interests, academic and career goals.Keeping students engaged and successful in a multi-year program like the GCSP, withindividualized pathways, requires extra effort and support. According to literature, connectingstudents with peers and fostering positive relationships with faculty and staff to foster awelcoming environment for students can improve their success and retention in college [5], [6],[7], [8]. Several universities have implemented programming, either in person or online, to helpstudents connect with their peers and university resources prior

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

Jahnavi Dirisina, Minnesota State University, Mankato; Randa L. Shehab, University of Oklahoma

Tagged Divisions

First-Year Programs Division (FPD)

statisticallyvalidated using a polychoric correlation analysis. Results obtained from the correlation analysisrevealed strong internal consistency and construct validity of the survey items, with a fewexceptions, indicating this survey instrument is a reliable and valid tool for measuring engineeringself-concept among undergraduate students.This study contributes to the field of engineering education research by discussing a statisticallyvalidated instrument for assessing engineering self-concept, which can be utilized in futureresearch on student retention, academic performance, and career choices in engineering.Furthermore, the validated survey offers educators and administrators a valuable tool foridentifying students who may benefit from additional support

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)

career and personal goals; • demonstrate leadership skills; • demonstrate abilities to maintain balance between academic and personal life; • develop skills for academic and personal health and learn how to prioritize self-care; • identify ways that social structures and public policies maintain an inequitable world for people with historically marginalized identities and learn how to combat those ideologies; • expand their knowledge of and be able to identify resources and programs to address those concerns; • learn how to effectively communicate, both written and oral; and • acquire skills to develop meaningful, healthy relationships to sustain them through difficult times.Program Session designThe

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

Daniel Selvakumar Raja, Greenville College; Natalie Schleper, Saint Louis University

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #48019WIP: Evaluating the Impact of Multi-Disciplinary Projects on Students’ EngineeringDiscipline ChoicesDr. Daniel Selvakumar Raja, Greenville College Daniel Raja is an Assistant Professor of Engineering at Greenville University. He specializes in mechanical engineering, with a particular focus on solid mechanics and computational solid mechanics. His academic journey and professional career are marked by a dedication to advancing engineering education and research. At Greenville University, Professor Raja is known for his engaging teaching style and his commitment to mentoring students. He actively

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)

structured design challenges in fostering engineeringcompetencies, providing actionable insights for integrating similar activities into first-yearengineering curricula. The paper offers practical guidance for educators to adapt this approach,emphasizing iterative learning and real-world problem-solving.Keywords: Design process, Rapid prototyping, First-year engineering, 3D printing1. IntroductionHands-on experiences are central to engineering education, as they enhance theoreticalunderstanding and equip students with critical skills for future careers. Iterative design, a keyaspect of this learning approach, enables students to tackle sophisticated, real-world problemsthrough repeated cycles of testing and refinement.The “Will It Float?” project

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)

environment more engaging, relevant, supportive, and adaptable. 2. Peer Mentor Program: Peer mentors, who are former program participants, provide guidance, encouragement, and support to incoming students. Mentors receive specialized training in leadership and facilitation to optimize their effectiveness. Mentors meet with student teams once per week to help them stay on schedule with their project. Studies show that peer mentorship programs help increase retention rates by offering guidance and support, making students feel more connected and less likely to drop out [5]. 3. Professional Competency Workshops: Workshops address essential academic and career readiness skills. Topics range from student success

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen R. Beard, California Polytechnic State University, San Luis Obispo; Zoe Wood Wood, California Polytechnic State University, San Luis Obispo; Sarah Harding, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

, their major,figuring out their path to graduation, and emphasizing the importance of ethics and justice,diversity, equity, and inclusion in engineering.Academic Advising General academic advising on courses with a primary focus on the importance of each student planning out their flowcharts for their individual path to graduation given the uniqueness of incoming transfer credit for each student; a discussion on concentrations in the major; senior projects; and how to get involved in researchPeer Review Flowcharts and Career Panel After students completed their flowcharts, they were prepared for more in depth discussion on flowcharts that FTFY students typically learn via word of mouth, including: which classes to avoid

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Grimes, Cornell College; Tyler B George

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Institution, what fields were you interested in? Did you have any hobbiesrelated to these fields? What were they?Why did those interest you?​Were you able to take any math classes prior to college? IF YES: Which ones? Did you enjoy them? Why or why not? IF NO: Move to next question​Were you able to take any science classes prior to college? IF YES: Which ones? Did you enjoy them? Why or why not? IF NO: Move to next question​When you first came to Institution, what careers most interested you? Why were you interestedin those careers?Are you involved in any groups on campus? What drew you to those groups?Tell me about your friends on campus, what majors are they in, are they interested in the samesubjects as you?Tell me about your

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

Corrie Walton-Macaulay, Pacific University; Bailey A Weber, Pacific University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

teach, to educate upcoming engineers in best practices and for them to look to alternative ways and new technology that will improve on current design methods. Dr. Walton-Macaulay believes that fostering diversity in teaching breeds innovation and is currently focused on engineering education research.Bailey A Weber, Pacific University Second year Pacific University student, majoring in engineering physics. Currently as a student I am preparing to step into an engineering career by participating in field related opportunities and gaining relevant course experience. Being career ready means having experience as a learner, leader, and teammate. The ability to step into a mentoring role opened many doors for myself and

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

of the ASEE and NSF reports by outlining three persistentchallenges facing the engineering workforce [14]:• Systemic racism and structural inequities in education have historically excluded African Americans, women, and other minoritized groups from engineering, limiting the diversity of the workforce.• The demand for STEM jobs continues to outpace the supply of qualified workers.• STEM careers are evolving rapidly, necessitating adaptable skills and a commitment to lifelong learning.Rapid technological advancements have placed significant burdens on sectors like law, policy,manufacturing, and human resources [15]. While some sectors adapt quickly, engineeringeducation, constrained by traditional practices, has struggled to

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

Tagged Divisions

First-Year Programs Division (FPD)

mentor,reduces stress and anxiety, enhances participation and engagement in the academic community,and adds value to student outcomes. Similar outcomes are discussed in [12] and [13]. While ourwork generally focuses on the short term benefits that being mentored and being a mentor canhave on engineering students during their first and second year in College, another studyindicated that being a mentor can have long lasting objective and subjective career benefits [14].Experimental Methods/Materials/Project ApproachThe primary goal of the layered mentorship program is to improve success rates for first-yearstudents, while also recognizing the benefits that second-year student mentors gain from theirleadership roles. To understand the efficacy of

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin L Schaefer P.E., Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

mentors, and their motivations and/or persistence. The first part of her career was spent designing residential split system HVAC equipment and Indoor Air Quality (IAQ) units for Trane in Tyler, TX. Kristin has taught about design, engineering, manufacturing, and ethics to students of all ages in various places, including to preschoolers via STEM outreach, to eighth graders in KatyISD at Beckendorff Junior High, and to freshmen mixed major undergraduates at UH and TAMU, and to senior ME undergraduates at TAMU. Her favorite topic for professional-level education of career engineers is engineering ethics, fulfilling requirements for most state PE licensing boards. She is enabled to connect with and support students with

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

Jeff Kastner, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Jeremy Michael Olivar Hill, University of Cincinnati; Muhammad Asghar P.E., University of Cincinnati; Teri J Murphy, University of Cincinnati; David Reeping, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

they will need to succeed in their future engineering studies and careers. • Provide students with an understanding of what engineering “is” since most students do not have this understanding from their high school years. • Practice evidence-based pedagogies, such as active and collaborative learning, to foster student learning and improve retention in the major. 1While FYE 1.0 introductory courses are common at most institutions of higher education, thereis still little consensus about which foci are most crucial in developing effective first-yearcourses. The structure of most FYE 1.0 programs also does not accommodate students who mayhave different starting points or

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

Rafe Steinhauer, Dartmouth College

Tagged Divisions

First-Year Programs Division (FPD)

the needs of the instructor, course, or discipline.Each lesson plan is written for 60 minutes, with suggestions for greater depth if time allows.Motivation: The project’s PI (this paper’s author) has a Bachelor of Science and Engineering,yet much of his career (and graduate studies) has been in design thinking, entrepreneurship,business, and education (without specific emphasis on engineering education). After joining thefaculty at a school of engineering and ASEE, the PI received requests to help Engineering facultyat multiple institutions consider how to better incorporate DT in ED courses. While publishedOERs cannot replace rich dialog and co-design, these lessons might serve as useful artifacts toscaffold and scale.Design process: The

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)

professional career. She obtained a BS and MS degrees in Civil and Transportation Engineering. She had held positions as a traffic and transportation engineer and middle school math teacher before joining NJIT as the coordinator for the undergraduate programs in Mechanical and Industrial Engineering. Her extensive history greatly influences her approach to education and administration. Lucie has held various roles at NJIT, including Associate Director for Learning Communities and First Year Initiatives, where she developed programs to support first-year students. She is deeply involved in community service and mentoring, serving as the advisor for the NJIT Society of Women Engineers the Filipinos In Newark Engaging in

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

Tagged Divisions

First-Year Programs Division (FPD)

effective assessment. Collaborationwith industry professionals, exemplified by Stanford's CS193p course, ensures students areprepared for the dynamic demands of programming careers, marking a promising future for thefield.STRATEGIES AND APPROACHESThe constructionist perspective on knowledge profoundly shapes the instructional methodsemployed in programming mastery. Instead of simply receiving information, constructionismadvocates for active involvement and experiential learning. In the realm of programmingeducation, this entails interactive coding tasks, project-driven approaches, and collaborativeproblem-solving sessions. These instructional techniques aim to offer students chances toexplore, experiment, and build their comprehension of

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

Leendert Schrader, Saint Louis University; Danahe Marmolejo, Saint Louis University

Tagged Divisions

First-Year Programs Division (FPD)

order of magnitude, energy, force, and mass balance assessments. Objective 3 Apply algorithmic thinking tools - flowcharts and pseudo codes - to solve engineering problems. Objective 4 Identify the key roles, activities, necessary skills and professional/social responsibilities for a career in at least one engineering major offered at School of Science and Engineering. Objective 5 Recognize that both personal and social context shapes all learning. Objective 6 Characterize how the experience of learning through a distinct disciplinary or interdisciplinary mode of inquiry shapes knowledge of ourselves, or communities, and our world. Objective 7

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evans Tang, Purdue University at West Lafayette (COE); Allyson Faith Miller; Olivia Guptill; Clara Elisa Hortua; Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Paul J. Thomas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

academic andprofessional development [1]. Recent industry data underscores this urgency - while 98% ofemployers rate teamwork as a critical career readiness competency, 73% report difficulty findinggraduates with essential soft skills like teamwork and conflict resolution [2], [3]. This gap isparticularly concerning as only 77% of recent STEM graduates rate themselves as proficient inteamwork, suggesting a disconnect between workplace demands and graduate preparedness [2].The problem is further exacerbated by the fact that 60% of STEM employees never receive basicconflict resolution training [4], highlighting the crucial need to address these skills duringacademic preparation.Engineers, scientists, and technologists often work in interdisciplinary

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)

Tagged Divisions

First-Year Programs Division (FPD)

) revealed that usage data from online simulations demonstrated the course's success inenhancing student engagement and learning. Coonley et al. (2020) also proposed that the course fostersproblem-solving abilities and teamwork. Fifteen publications reported that the course successfullymaintained students' interest in engineering. According to Butterfield and Branch (2015),microcontrollers stimulated students' interest in pursuing further studies and careers in chemicalengineering. Likewise, Tennison et al. (2020) note an increased interest in pursuing engineering studiesand careers in mechanical engineering. Fifteen literatures documented that microcontrollers andmicroelectronics in first and sophomore engineering programs helped students have a

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

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #45864Exploring Engineering Majors Through Engaging Synthetic ScenariosDr. David Gray, Virginia Polytechnic Institute and State University Dr. David Gray is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. He teaches in the first-year general engineering program and leads interdisciplinary undergraduate research initiatives. His work focuses on integrating engineering identity development, early-career student research, and human-centered design into undergraduate curricula. Dr. Gray serves as PI on several externally funded projects supporting sustainable aviation

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) 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)

access to engineering courses, only 47%enrolled. Similarly, 72% had access to engineering-focused extracurricular activities, but only39% participated. Familiarity with programming tools was widespread across respondents, whileaccess to CAD tools and engineering platforms varied significantly, particularly for thosewithout formal curricular exposure. Future iterations will expand survey distribution throughcollaboration with other institutions. Those partnerships will be key to reaching a broader andmore widespread population to understand better the general experience level of our incomingFirst-Year Engineering students.IntroductionHigh school engineering exposure plays a crucial role in shaping students' STEM understandingand career pathways

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

Breigh Nonte Roszelle, University of Denver

Tagged Divisions

First-Year Programs Division (FPD)

disorder, and magneticFor example, when asked their knitting gloves for a person with arthritis.favorite part of the project onestudent stated, “that it was based on real people who we had to interview.” Another mentionedenjoying the ability to select their design goal and said “I liked how we got to pick whichproblem we wanted to accomplish. With this we were able to make our own design and workthrough all of the engineering design process on our own. Making it feel like a real situation andwhat we might have to go through throughout our engineering career.” Anecdotally, observationsby the GTAs and instructor, who had taught different project iterations, indicated that thestudents appeared to feel more of a connection to the design

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)

bioengineering, and on the development of certain technical skills.MethodsCourse BackgroundsIntroduction to Bioengineering (BIOE 120, Table 1) meets once per week to offer lectures anddiscussions of recent trends in the field. Topics include cancer detection technologies, medicaldevices, biomaterials, biomechanics, neural engineering, and medical imaging techniques.Regardless of prior experience (there are no prerequisite classes), students gain an understandingof bioengineering’s research topics, career paths, and coursework opportunities.BIOE 120 is made up of approximately 50% first year students and 50% engineers, with the vastmajority pursuing a STEM-related degree, a BIOE minor, or transferring into the BIOEundergraduate program. The course

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)

SemesterThis GIFT describes a creative reflection assignment to be given at the end of engineeringstudents’ first semester and again at the end of the first year.Motivation:Reflection is a powerful tool for students to evaluate their own learning and growth. It allowsstudents to synthesize learning across lectures, assignments, and classes, as well as giving them ameans to connect their past, present, and future selves with their experiences in a project orcourse [1]. First Year Engineering (FYE) courses are a prime opportunity for students to engagein reflective assessments. Though they are still early in their academic careers, the first year is apivotal period for making decisions around major selection, on-campus engagement, personalvalues, and

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

Tierney Harvey, University of Oklahoma

Tagged Divisions

First-Year Programs Division (FPD)

consider STEM careers when they grow up. Retention startswith the first-year engineering college course where it’s important to show inspiring youngengineers the impact engineers can have on society and help them develop intrinsic desires to bean engineer as well as provide them with tools to help with their success [3]. The project describedin this paper aims to increase retention in the First-Year College students and recruitment for theK12 students.Incorporating a 3D printed project can be a great way to increase retention within engineering.Studies have shown that 3D printing-based design projects increase student engagement and theirinterest in the engineering major [4]. It helps with student engagement because students recognizeCAD as a

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leah Rineck, University of Wisconsin - Madison; Mira Rilee Potter, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

rates of precalculus students.To accomplish these goals, we offered varying support mechanisms throughout the summer andfirst year of the student’s college career. The program design was student-centered and reflectedthe rigors of engineering. The program design comprised these major components: 1. The director communicated early with the students who did not place into Calculus 1, which included an invitation to participate in the BEST Program. 2. The director met with students at summer advising and registration to talk about the BEST Program and answered any questions they had about their placement. 3. Students were encouraged to participate in an online asynchronous mathematics review over the summer. 4. Students were

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)

extending these principles to first-yearstudents, this study highlights the potential of structured coaching and iterative prototyping toprepare students for the complexities of real-world engineering challenges from the outset oftheir academic careers. The combination of hands-on learning, reflection, and iterativeimprovement equips students with the creativity, flexibility, and problem-solving skills needed tothrive in dynamic professional environments.6. DiscussionThe findings of this study illustrate the transformative role of structured coaching and iterativeprototyping in fostering adaptive expertise among first-year engineering students. Theseeducational strategies, embedded within the "Design for Manufacturing" course, demonstratehow first

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

Tagged Divisions

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