Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brainerd Prince, Plaksha University; Sohan Panda, Plaksha University; Shubham Goel, Plaksha University; Tanmay Ravi Chowdhary, Plaksha University

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First-Year Programs Division (FPD)

project-based learning approach. Each part included an assessment, the first assessment was a traditionalassignment focused on conceptual and reflective thinking through the writing of scripts. Itchallenged students to envision the future of critical thinking, scientific reasoning, and inquiry,by writing out a 'Future Manifesto'. In contrast, the second assessment required students tocompare and revise Bloom's Taxonomy and build a taxonomy of engineering thinking in fourstages of a project. Through this exercise, students critiqued existing models and proposed a newtaxonomy tailored to engineering problem-solving. This project-based assignment necessitatedthat students apply their thinking skills in a concrete and hands-on manner, effectively

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

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First-Year Programs Division (FPD)

patternsAnalysis of instructional approaches showed both commonalities and distinctions between DFand CF. Both groups actively engaged in skill development, with very few skills reported as “notaddressed” by either group. Individual and team-based coaching emerged as a frequently usedapproach across both faculty types, suggesting a shared commitment to hands-on studentdevelopment.The data revealed different emphases in teaching approaches between the two faculty groups. AsFigure 1 shows, CF consistently reported providing specific assignment feedback across nearlyall skills, whereas DF showed more varied application of this instruction approach. Thisdistinction may reflect domain-dependent pedagogical traditions or comfort levels of individualswith

Conference Session

First-Year Programs Division (FPD) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruben D. Lopez-Parra, Universidad del Norte; Yadeeh Sawyer, University of New Mexico - School of Engineering - Engineering Student Success Center; Christina Salas, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Carl Willis, University of New Mexico; Vanessa Svihla, University of New Mexico

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First-Year Programs Division (FPD)

. Instructors can activate students’ funds ofknowledge, helping them understand that their prior everyday experiences are a valuableresource in their formal learning [8]. While this can be challenging in higher education settings,where it is not typically possible for instructors to visit students’ home communities tounderstand their cultural and everyday experiences and then design curricula that connect tothose experiences, there are ways to identify such funds of knowledge [9]. For instance, facultymay survey their students [6] or ask students to write reflections that connect their funds ofknowledge to course activities [10].Querencia, a specific form of place-based learning, refers to attachment to a place that signalsreciprocity with place [11

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

Joan Tisdale, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder

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First-Year Programs Division (FPD)

ensures that students not only practice mathematical techniques butalso see their direct application in solving engineering problems.The materials include a clear problem statement, historical or technical background, step-by-stepinstructions, and expected deliverables. For example, in the case-study on resource optimizationusing derivatives, students learn about distributing water to remote communities, applymathematical concepts to optimize delivery, and reflect on the societal and environmentalimpacts of their solutions. Similarly, the case study on electrification involves exploring integralsin utility distribution for population-dense areas. These activities emphasize both technicalproficiency and broader considerations such as resource

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rochester Institute of Technology; Ashish Agrawal, Rochester Institute of Technology; Mike Eastman Ph. D., Rochester Institute of Technology (CET)

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First-Year Programs Division (FPD)

between a function and its derivative (3) Applying Conducting a procedure Taking the derivative of a function (4) Analyzing Organizing material into palis and Differentiating integrals from then· detennining their relationships approximation methods ( 5) Evaluating Making judgments using criteria Perfo1ming a sanity check whether a or experience solution makes sense (6) Creating Generating or planning something Creating a function that reflects an novel observed behavior Figure 1. Annotated Taxonomy Table [12].Effective learning objectives for practice problems and

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)

methods, and student mentoring strategies. They collaborated todesign all aspects of the course. The faculty member supported the peer instructor by beingpresent at each class and by meeting at least once a week to reflect and debrief on the previousweek’s class and to plan future class activities. The undergraduate instructor then led class andoffice hours sessions, graded student work, and supported students through their courseexperiences.The course learning objectives were based on skills needed to successfully join a research lab.The four course learning objectives were (1) to recognize what undergraduate research is, howundergraduate research works, and identify the value of undergraduate research; (2) to gain adeeper understanding of lab

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)

focused on the design and improvement of chemical processing plants. His research interests center on the scholarship of teaching and learning, collaborating with engineering faculty across disciplines to help assess and enhance their teaching practices.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective

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

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First-Year Programs Division (FPD)

students. In such environments, metacognition, time management, and wellbeing are importantfactors that act as mediators for the personal development of first-year engineering students [16].In the context of engineering education, problem-solving, and self-directed learning are essentialto the learning experience of the students. Metacognition enables students to reflect on theirapproaches to completing complex tasks, thereby improving their academic performance [17].Moreover, developing effective time management strategies early in the academic journey iscrucial for long-term success. For instance, Adams and Blair [18] found that poor timemanagement can cause stress, lower academic performance, and increased drop-out rates.Finally, stress

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)

industry experience to her academic roles. She has a proven track record of addressing critical environmental challenges. In her recent endeavors, Dr. Worthy is actively collaborating with the Lemelson Foundation to institutionalize the Engineering for One Planet framework at Kennesaw State University. This initiative reflects her commitment to sustainability and innovative engineering practices. ©American Society for Engineering Education, 2025 Improving Major Selection and Academic Trajectories: The Impact of a Common First-Year Engineering Orientation CourseAbstractThis Complete Evidence-Based Practice paper studies the impact of Kennesaw StateUniversity’s new, 1 credit hour engineering

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

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Diversity

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First-Year Programs Division (FPD)

understand how different grouping strategies in introductory engineeringcourses affect the teamwork success and sense of belonging in engineering students.In this study, teamwork success is defined by course grade and self-reported opinions oneffectiveness, while belonging is rated with a series of post-course reflection questions focusingon both team and college belonging. Different grouping strategies are anticipated to developdifferent senses of belonging along gender and racial demographics.2. MethodsA pilot phase for the grouping strategies and belonging feedback attributes was run during thefall of 2024 in a computationally-oriented freshman engineering course. To minimize variabilitydue to professor interaction (e.g., the author), three

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)

dialogue andcapture outcomes. In addition, we include in this paper the outcomes of the forum at variousstages, from initial planning to post-event evaluation and reflection, offering insights into theforum's effectiveness and areas for future improvement. Ultimately, the findings from this workcan serve as a framework for conducting stakeholder-informed reviews of First-Year Engineering(FYE) programs at other institutions, fostering collaboration and enhancing curricular alignmentacross engineering education.Theoretical UnderpinningsThe purpose and design of this forum were motivated by the need for change in the context ofcollege engineering education. Specifically, the change we sought was improving alignmentbetween our general engineering

Conference Session

First-Year Programs Division (FPD) Technical Session 13: Equity in Action - Identity, Mentorship, and Inclusion

Collection

2025 ASEE Annual Conference & Exposition

Authors

Morgan F Rooney, North Carolina State University at Raleigh; Nathalie Lavoine, North Carolina State University at Raleigh; Julio Enrique Terán, North Carolina State University at Raleigh

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Diversity

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First-Year Programs Division (FPD)

photos andreflections on their experiences.Two instruments—pre-course and post-course surveys—were used to evaluate students' understandingand engagement with sustainability. The pre-course survey assessed their initial knowledge and interest insustainability, while the post-course survey evaluated their reflections on sustainability concepts and howthe CFA framework influenced their involvement. Preliminary results indicate that most students in bothgroups lacked prior knowledge of campus sustainability initiatives but expressed a strong desire to getinvolved. Group A, which received regular communication and reminders, attended more CFAs andshowed higher participation in sustainability initiatives.These findings suggest that integrating

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

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Diversity

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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

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Reynolds, Washington State University; Gary W. Offerdahl, Washington State University

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Diversity

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First-Year Programs Division (FPD)

becomeinvolved in extracurricular activities, we developed a club-led workshop program and piloted itin our large Introduction to Engineering course during the fall 2024 semester. Students in thecourse were required to attend one of six workshops led by student representatives fromengineering clubs and submit a reflection assignment about their experience for course credit.The primary goal of this pilot program was to decrease barriers to first-year participation in clubsby providing students with an incentivized, accessible, and highly organized opportunity toengage with these organizations. To evaluate the success of the pilot program, we consideredthree primary research questions: 1) What was the students’ perception of the mandatory workshop

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

Gretchen Scroggin, University of Arkansas; Heath Aren Schluterman, University of Arkansas

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First-Year Programs Division (FPD)

are considered underprepared.UA offers three tiers of College Algebra with 3, 4, or 5 weekly contact hours, corresponding toACT math scores: below 19 (5-credit), 19–21 (4-credit), and 22–25 (3-credit). While all tiersshare the same objectives, the 4- and 5-credit courses previously used ALEKS, while the 3-creditcourse used MyLab Math (MLM). In Fall 2023, the Department of Mathematics transitioned the3-credit course to ALEKS to unify instruction.MyLab Math by Pearson is a digital platform that enables instructors to create onlineassessments and assignments. It provides a variety of data to help instructors customize theircourses and tailor the content to meet the needs of specific student groups. Exercises andproblems in MyLab Math reflect 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

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

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First-Year Programs Division (FPD)

year 2021-2022, retention rates have been tracked from year toyear and from term to term [11]. Results are shown in Table 2 and Table 3, respectively. A list ofstudents enrolled in our courses is downloaded from the university’s database on the 20th day ofenrollment. This data collection also includes major and demographic information. The systemcan run reports to show the current enrollment status of each student. Thus, each student istracked semester to semester and marked as enrolled or not. Wichita State is an urban-servinginstitution in Wichita, Kansas, the largest city in the state of Kansas; the student population ofour course reflects the diversity of the university, including a significant number of first-generation students

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)

cases, only once is a PTA employed in subsequentsemesters: their 5th and final year. There are exceptions to these typical cases, but for the generalPTA, they will have months-long breaks between every PTA experience before their 5th year.This impacts how much a PTA remembers from their original training as well as any scaffoldingintended for PTAs returning to the position. Currently, this constraint is handled by encouragingPTAs to be employed with the program for multiple academic years, thus giving ample time andexperience for reflection and improvement over the course of two to four years. Further, little tono advanced training is provided for a student that has been a PTA already. Finally, all PTAs arerequired to complete the training

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

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First-Year Programs Division (FPD)

select from, spread across the 4 main categories of skills covered in the course (General Skills, Forensics & Steganography,Web Hacking/Exploitation, and Exploratory Bonus Topics). Student teams are expected to complete 1000 points worth ofchallenges per student in the team across a two-week period.Like CTF competitions, learners are prompted to develop and showcase engineering processskills. Teams draft and later present detailed technical writeups for each challenge, a practice thatbuilds on their experience with the engineering notebook. Additionally, students are providedopportunities for metacognitive reflection through periodic collaborative work reflections. Here,they assess their own approach to teamwork and problem solving to

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

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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 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

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Diversity

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First-Year Programs Division (FPD)

management, courseenrollment, and financial literacy, as well as other topics related to academic, personal, andprofessional development. Mentors also attend and engage in the seminars, which serve as aplatform for community building among participants.Program staff, consisting of faculty, professional staff, and student leaders, track menteeengagement through seminar attendance and digital meeting reports submitted by mentors.PMPECS operations rely on several digital tools to support program tracking and oversight.Mentors are expected to log biweekly meetings using a shared online spreadsheet and submitdetailed reflections via Qualtrics™, an experience management platform, with prompts focusedon retention risk indicators (e.g., academic, social

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

Kevin Wanklyn, Kansas State University; Amy Rachel Betz, Kansas State University; Bailey Brown, Kansas State University

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First-Year Programs Division (FPD)

. reading the Conclusion. The strengths and limitations should quantitative. The discussion of results are included. Strengths Results are summarized strengths and limitations of the be expanded. Little reflection on strengths and limitations would and limitations of the final design quantitatively as well as design aren't clear. Little the design process is provided. benefit from further expansion. are discussed. Some cost qualitatively. The discussion of Conclusions (SELL YOUR DESIGN

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

Angelina Jay, Northeastern University; Brooke Zhou, Northeastern University

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Diversity

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First-Year Programs Division (FPD)

complete an empathy map, reflecting on what their assigned user thinks,feels, hears, sees, and does on an average day. The research and empathy map activities weresubmitted in a short report one week after the project was introduced.Students were then tasked with designing a low-fidelity prototype of a pocket-sized object thatwould be useful to that person. Students are explicitly instructed to try to design this object tobe useful for their assigned user, but not so uniquely designed for that person as to be un-marketable to a wider audience. There are strict size and material limitations for the project, butthe type of object designed is completely up to student discretion. Students have made games,planners, info cards, measuring devices, etc

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)

programs, and industry collaborations, the table reflects adiverse range of approaches catering to different learning styles. The selection of these platformswas informed by their proven success in improving programming proficiency, fostering criticalthinking, and bridging the gap between academic learning and real-world applications.Codecademy and Khan Academy democratize access to resources, promoting inclusivity. GirlsWho Code and the University of Waterloo's co-op program bridge academia and industry,equipping students with practical skills. Flexible learning options from Udacity and personalizedsupport on Coursera enhance student retention. Gamification and interactive platforms likeCodeCombat foster engagement, while LeetCode aids in

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

Renee M. Desing, University of Washington; Ali Cho, University of Washington; Carrie Mills; Robin Neal Clayton, University of Washington

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Diversity

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First-Year Programs Division (FPD)

, presenting the preliminary analysis. We seek to answer the followingresearch questions: What impact does the redesigned summer bridge program have on mathpreparation levels of first-year engineering and computer science students? To what extent doesthe redesigned curriculum enhance the accuracy of math course placement for incomingstudents?MethodsOur methods include both quantitative and qualitative assessment tools. We collected datathrough student feedback surveys administered to the first-year engineering and computerscience students who participated in the revised summer bridge program. The data was collectedat the end of the fall term 2024, after students completed their first math course, so that studentswere able to effectively reflect on the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FPD)

]. Therefore, students should haveadditional opportunities to expand their understanding of what engineers actually do.It would be appropriate to state that most early college engineering students obtain many of theirimpressions of engineering from outreach programs and STEM-based courses on the secondaryand higher education levels. Some students may develop a broader view of engineering throughtechnical internships or cooperative experiences, but these opportunities are generally availableonly after the first or second year of college, when they have already committed to theengineering path of study. Therefore, we challenge the faculty of introductory engineeringcourses to consider how one or more brief reflective activities could expand their

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 3: Integration of Math, Computing, and AI in First-Year Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Wright State University; Craig Baudendistel, Wright State University

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First-Year Programs Division (FPD)

Engineering Group Project Managment Week 15 Working Session Post-Course Survey Peer Review Session Presentation Session Week 16 E-Portfolio/Poster Team ProjectResults and Future ImplicationsIndividual CECS programs are incorporating new course assessments into their overall ABETand Higher Learning Commission (HLC) course and program assessment plans. The new FYScourse learning outcomes below are assessed through various assignments, quizzes and projects,which could well result in an interesting longitudinal plan.Course Learning OutcomesAs a result of their learning experience, students successfully completing the FYS can: 1) Reflect on responsibilities and set goals to

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

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona

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Diversity

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First-Year Programs Division (FPD)

public agency [3]. It is hoped that exposing students to episodes on public agenciesin particular will engage more students who might have previously left the field.2. Experimental Methods/Materials/Project Approach Students in the first-year experience course were asked to listen to and reflect upon severalepisodes of The Engineering Student Experience Podcast throughout the semester for variousassignments. For example, students listened to podcast episodes about their particular major,student clubs, and student-related issues like being a first-generation student, failing a class orwhat it’s like to be a freshman engineering student. The podcast episodes selected for this studywere part of one of those assignments that allowed students to

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

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First-Year Programs Division (FPD)

phases: forethought through task analysis and self-motivation,performance through self-control and self-observation, and reflection through self-judgment andself-reaction [14]. Students who develop better SRL skills can better adapt to college, especiallyin courses based on calculation skills [15]. However, if students are left to develop SRL skills ontheir own, they very often fail to develop these skills in a timely manner enough so to avoidacademic peril [16].First-year engineering courses are well-positioned in the curriculum sequence to aid in students'adjustment to college learning and the early development of their SRL skills to avoid negativeacademic consequences. The work reported in this paper seeks to take the first steps in

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

Rebeka Lynn Yocum, Oregon Institute of Technology; Ashton Danielle Greer, Oregon Institute of Technology

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Diversity

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First-Year Programs Division (FPD)

6) Optimize Design 9 Communicate Results 7) Communicate Solution 10 Final Thoughts & Project Reflections 11 Final Exam Period: Final game playthrough 7) Communicate Solution Figure 1. Graphical representation of the engineering design process used in ENGR102The remainder of this section is dedicated to describing how each step in the design process wasintroduced in the class, and how each step relates to the course objectives.Step 1: Define the ProblemAt the start of the term, students were introduced to the engineering design process as a whole,were given a broad overview of the course objectives and final project, and completed

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)

minority groups. Our engineering programs reflect these statistics.Approximately one-third of our student body are first-generation college students whom thetraditional structures of higher education have not served well. An overwhelming majority of ourengineering graduates have pursued careers in the Metropolitan Detroit area which is home tolarge communities of Arab, African, and Hispanic ancestry who work in the Automotiveindustry. These facts provide a compelling reason for our approach to transforming ourengineering programs centered on inclusive and equity-based pedagogy.In the sections below, we introduce our equity-centered redesigned freshman engineeringprogram. Given the complex nature of the redesign project, our implementation is