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)

opportunity to excel. To truly prepare the next generation for success,coding education must also focus on holistic skill development, including communication,critical thinking, and ethical problem-solving. Encouraging diverse representation in codingspaces and offering mentorship to underrepresented groups can create a more inclusive techcommunity. By prioritizing both technical mastery and professional growth, future programmerswill be better equipped to innovate and lead in a rapidly evolving digital world.REFERENCES[1] Rushkoff, D., 2010. Program or be programmed: Ten commands for a digital age. Or Books.[2] Kelleher, C. and Pausch, R., 2005. Lowering the barriers to programming: A taxonomy of programmingenvironments and languages for novice

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)

recognize and build on team members’ contributions, foster participation, and motivate team members effectively. Empathy Measured the students’ capacity to acknowledge and understand team members’ emotions and perceptions and use this understanding in resolving conflicts. Ethical Behavior Evaluated trust-building actions, accountability, and the ability (Accountability and Trust) to promote a culture of reliability and mutual respect within the team.Benefits of using Rubrics for AssessmentRubrics offer several key benefits when assessing reflections. First, rubrics

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Camila Zapata-Casabon, Universidad Andres Bello

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

providekey insights into the interplay between personal confidence, social dynamics, andinstitutional belonging in shaping academic success.Disclaimer on gender classification. We acknowledge that gender is a social construct, and abroad spectrum of gender identities exists. While our survey included options beyond thebinary, due to the limitations inherent in our non-probabilistic sample and the population'sdemographic distribution, our study only includes binary gender classifications (male andfemale). This limitation is noted for transparency, and future research should aim toincorporate more diverse gender representations.Data analysis and ethical considerations. Faculty members distributed the questionnaire andallocated class time for students

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bo Tao, Wentworth Institute of Technology; Haifa Salman El-Sadi, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs Division (FPD)

understanding of the content.Case study proposals for interdisciplinary engineering projects challenge students to thinkcritically, inspire creativity, and provide valuable guidance on more versatile solutions.Incorporating case studies into engineering education fosters interdisciplinary collaboration,highlights real-world applications, and encourages students to explore the ethical implications ofengineering decisions and the broader responsibilities of engineers to society. Moreover, thisapproach motivates students to think innovatively and develop creative solutions to complexproblems, leaving a positive and lasting influence on their educational journey.There are several aspects that will be further explored beyond the initial work presented here

Conference Session

First-Year Programs Division (FPD) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ian Hong Phan, University of California, Santa Cruz; Iakov Taranenko, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

Tagged Divisions

First-Year Programs Division (FPD)

). Participant in cybersecurity competitions (5+ years), employed as Systems Exploitation Engineer (3 years), general focus on using gamified cybersecurity platforms as learning tools. Founded and currently runs the university's cybersecurity club, working to make cybersecurity more welcoming to students in traditional academic pathways by teaching the skills needed for participation as well as the ethical perspective. By teaching in a formal setting, he aims to share the excitement of hands- on learning in cybersecurity and inspire more students to explore the field.We designed Hacking Competitions to foster intermediate-level proficiency in technical andprofessional skills that align with the direction of the cybersecurity industry, while

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

Tagged Divisions

First-Year Programs Division (FPD)

Department of Engineering Fundamentals at Michigan Technological University, where she teaches first-year engineering courses. Her research interests include engineering ethics, spatial visualization, and educatio ©American Society for Engineering Education, 2025 Complete Evidence-Based Practice: Iterative Driven Competency-Based Assessment in a First-Year Engineering Computation ModuleIntroductionIn our connected world, engineers must possess a strong foundation in applied computation.Daily engineering decisions rely on data analysis, which necessitates the use of computationaltools. This work investigates the transition from manual grading to a competency-basedautomated grading system for introductory

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)

week of classes, students areencouraged to reflect on their calling to be an engineer and their thoughts are discussed in a groupdiscussion setting. The feedback of the course is collected and recorded using various tools.Table 1: Course Schedule of the Unified Introductory Course Week 1 Making the Transition from High School to College Week 2 Getting Involved with an Engineering Organization Week 3 What is Engineering? Week 4 Engineering Disciplines Week 5 Engineering Design Process Week 6 Engineering Code of Ethics Week 7 Tower Building Project Week 8 Bridge Building Project Week 9 Bridge Building Project (contd.) Week 10 Digital Circuits Project Week 11

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)

requirements and specifications15. Testing mock-ups and prototypes (User, Performance)16. Ideating to develop potential solutions17. Thinking iteratively18. Reflecting on their work19. Demonstrating comfort with uncertainty and ambiguity20. Applying ethical principles to the design problem21. Treating others with empathy22. Communicating with professionals or users (written and oral communication)23. Conducting expert interviews24. Providing evidence to support decisions25. Demonstrating personal accountability (for team actions or performance)Part 3: Student Skill Development AssessmentFor each skill, rate how successfully these skills are developed on average in a typical sectionyou teach. Consider how well students in your section would demonstrate

Conference Session

First-Year Programs Division (FPD) Technical Session 9: Hands-On Foundations - Building Confidence, Belonging, and Engagement in First-Year Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Angela Thompson P.E., University of Louisville; Thomas Tretter, University of Louisville

Tagged Divisions

First-Year Programs Division (FPD)

students [5]. While aptitude and work ethicplay a role in effecting retention, research has shown that other individual constructs not onlyplay a very influential role in retention, but are even more meaningful than aptitude and/or workethic. A large-scale study by Seymour and Hewitt [6], for example, found that students’ choicesto leave STEM majors were usually not due to poor aptitude or work ethic, but instead weremore related to diminished motivation and perspectives on the reason(s) they chose that field inthe first place.One particular factor contributing to this attrition is the nature (e.g., the student feels the courseis very difficult, or the course appears unrelated to the student’s choice of major) of many first-and second-year gateway

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

Artre Reginald Turner, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

theinterview.This work involved human subjects in its research. Approval of all ethical and experimentalprocedures and protocols was granted by the Institutional Review Board (IRB-2024-237).Data Collection – Semi-structured InterviewsData for this study were collected using semi-structured interviews designed to explore students’experiences with microelectronics in the course. This approach provided a flexible framework,encouraging participants to share detailed reflections on their prior exposure to microelectronics,their evolving interest in the subject, and their future engagement plans. The semi-structuredformat allowed interviewers to ask follow-up questions, tailoring discussions to the uniqueexperiences and perspectives of each participant. This

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

Ahmed Mowafy PEng, University of Alberta; Mahmoud Elsayed, University of Alberta; Mostafa Mohamed, University of Alberta; Samer M. Adeeb P.Eng., University of Alberta

Tagged Divisions

First-Year Programs Division (FPD)

presented in bar charts to highlight trends over time, and a pie chart wasused to depict the percentage breakdown of FML activities. Pearson’s correlation was thenemployed to assess the association between FML points and final course grades, evaluatingwhether increased involvement in FML corresponded to higher academic performance.In terms of qualitative analysis, thematic coding was applied to open-ended survey responses,focus group transcripts, and pertinent email feedback. Recurring themes such as motivation,autonomy, barriers to participation, and perceptions of gamified learning were identified andcompiled to provide a nuanced understanding of student experiences.2.4. Ethical ConsiderationsStudents were informed at the beginning of the course

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kathryn Hasz; Jessica Lavorata, Carthage College

Tagged Divisions

First-Year Programs Division (FPD)

rise in responses for all EOP frameworkcategories, shown in Figure 2c. The increase in both the raw number of itemized factorsgenerated by the students and the increase in number of categories mentioned is significantbecause it suggests that students developed a broader understanding of the EOP framework overthe course of the class. The increase in the number of identified categories per student indicates adeeper engagement with the framework's concepts, reflecting growth in their ability to recognizeand apply ethical, operational, and professional considerations in engineering practice. Thedecline in responses related to Social Responsibility may highlight an area for further curriculumenhancement to ensure a more balanced development across

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)

Success Case Studies Conducting Engineering Research Engineering Documentation Ethics, Inclusive Design, and DEIB Considerations in Engineering Engineering Practice: Societal Impact

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)

Paper ID #46517How Microelectronics and Microcontrollers are Integrated into First-yearand Sophomores Engineering Programs.Udeme Idem, Purdue University at West Lafayette (COE) Udeme Idem is a PhD student and graduate research assistant at the School of Engineering Education at Purdue University, West Lafayette. She received her B. Eng from Federal University Oye-Ekiti in Electrical and Electronics Engineering. She has 13 years of industry experience as a Reliability Engineer (Electrical) in the manufacturing Industry. Her research interests involve advancing ethics, empathy, and policies in engineering education

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Richard Whalen, Northeastern University; Constantine Mukasa, Northeastern University; Susan F Freeman, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

students experiencehow engineering knowledge coalesces to create practical solutions.The curriculum focuses on learning the principles of engineering and design, which is accomplishedthrough active learning in areas such as problem definition, conceptual design, preliminary and detaileddesign, design communication and implementation, and engineering ethics. The courses emphasizetechnical communication through report writing and presentations related to the projects. There is astrong emphasis on applying technical knowledge, developing problem-solving and decision-makingskills, and using computer-aided design (CAD) to communicate graphically.Algorithmic thinking and programming with C++ and Mathworks’ MATLAB are introduced along withthe basic use