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

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Diversity

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First-Year Programs Division (FPD)

]‬ ‭S. Ghanat and D. Ragan, “Implementing Entrepreneurial Minded Learning in a First-Year‬ ‭Seminar Course,” Proceedings of the 2014 ASEE Annual Conference, Portland, OR.‬[‭ 6]‬ ‭Pluskwik, Leung, & Lillesve, 2018‬ ‭[7]‬ ‭N. Duval-Couetil, E. Kisenwether, J. Tranquillo, J. Wheadon, ”Exploring the Intersection‬ ‭of Entrepreneurship Education and ABET Accreditation Criteria,”‬‭The Journal of‬ ‭Engineering Entrepreneurship‬‭, vol. 6, Number 2, pp.44-57,‬‭June 2015.‬ ‭https://doi.org/10.7814/jeenv6n2p3. [Accessed Dec 17, 2017].‬‭[8]‬ ‭ABET, “Changes in Definitions, Criterion 3 and Criterion 5

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

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Diversity

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First-Year Programs Division (FPD)

instance, C1 performed near the average in Milestone5 and below average in Milestone 6, yet the team maintained a united approach throughout, reflectingtheir commitment to equity.Equity Concerns: F4, F7In contrast, teams F4 and F7 displayed consistently high grades with near-zero deviations in suggestedadjustments, raising potential concerns about collusion in the peer review process. F7’s dramatic drop inperformance during Milestone 3, while maintaining no deviations in peer review data, may indicate aprearranged agreement among members. F4 presents a subtler case, with no single milestone showingsignificant performance deviation that might reveal team inequities hidden by internal agreement, evenshowing a later increase in performance. These

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Mullin, UC San Diego; Huihui Qi, University of California, San Diego; Nathan Delson, University of California, San Diego

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Diversity

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First-Year Programs Division (FPD)

Paper ID #47666Instilling Confidence and Belonging in a First Year Mechanical EngineeringRobotics CourseDr. Jennifer Mullin, UC San Diego Jennifer S. Mullin is an Associate Professor of Teaching in the Department Mechanical and Aerospace Engineering, and Faculty Director of Experience Engineering (E4) in the Jacob’s School of Engineering at UC San Diego.Dr. Huihui Qi, University of California, San Diego Dr.Huihui Qi is an Associate Teaching Professor in the department of Mechanical and Aerospace Engineering, at the University of California San Diego.Prof. Nathan Delson, University of California, San Diego Nathan Delson

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

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Diversity

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First-Year Programs Division (FPD)

&Amp; Excellence in Education, vol. 44, pp. 93–114, -02-10. 2011.[8] T.O. Griffith and J.R. Ford, "Say Her Name: The Socialization of Black Women inGraduate School," Journal of Student Affairs Research and Practice, vol. 60, pp. 279–292, -06-16. 2022.[9] M. Ong, C. Wright, L.L. Espinosa & and G. Orfield, "Inside the Double Bind: ASynthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science,Technology, Engineering, and Mathematics," Harvard Educational Review, vol. 81, pp. 172–390, 2011.[10] K. Rainey, M. Dancy, R. Mickelson, E. Stearns and S. Moller, "Race and genderdifferences in how sense of belonging influences decisions to major in STEM," IJ STEM Ed,vol. 5, pp. 1–14, April 10. 2018.[11] B.A

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

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First-Year Programs Division (FPD)

case studies toillustrate how the framework impacts engineering practice. Second, we aim to improveassessment of student responses by further developing analytical rubrics aimed at measuringstudent growth and understanding in each of the sociotechnical areas. Ideally, students willdemonstrate mastery of incorporating the CEQ mindsets when they can incorporate the conceptsunprompted. As we continue these iterations, we aim to inspire all students to further recognizeand apply sociotechnical thinking throughout the engineering design process. References[1] D. A. Chen, M. H. Forbes, G. D. Hoople, S. M. Lord, and J. A. Mejia, “The ‘Who’ in Engineering: Sociotechnical Engineering as Memorable

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

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First-Year Programs Division (FPD)

inDesign Process Experience a miniaturized design process, preparing pairs: each student designs for the them to experience a similar process in longer needs of a partner project(s) in the course A lecturette on design, design Understand that engineering design is one of many thinking, and engineering design Hyperlink design disciplines, and how all design disciplines share common processes, tools, and ways of reasoning about the world in order to create value2. Empathy & Students will

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

Robin A. M. Hensel, West Virginia University

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First-Year Programs Division (FPD)

during the class session before each exam. In theactivity, students compete in teams to answer questions quickly. Background music plays forapproximately 1 minute while the teams work to find the correct response. Teams must agree onan answer and turn it in before the music stops. No points are awarded for late or incorrectresponses. Correct responses earn the number of points the team wagered on that response,usually indicating the level of confidence they have in their answer. During the first half, teamscan wager 5, 3, or 1 point(s) once in each round of three questions. During the second half, thewagers change to 6, 4, or 2 points per question per round. Points are recorded in a spreadsheet,and team point totals are announced at half-time

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)

: Creating bridges between formal and informal resources in the classroom. The Agricultural Education Magazine, 2015. 87(5): p. 14-16.11. Ault Jr, C.R., Achieving querencia: Integrating a sense of place with disciplined thinking. Curriculum Inquiry, 2008. 38(5): p. 605-637.12. Williams, D.R. and J.J. Vaske, The measurement of place attachment: Validity and generalizability of a psychometric approach. Forest science, 2003. 49(6): p. 830-840.13. Kudryavtsev, A., R.C. Stedman, and M.E. Krasny, Sense of place in environmental education. Environmental education research, 2012. 18(2): p. 229-250.14. Semken, S. and E. Brandt, Implications of sense of place and place-based education for ecological integrity and cultural

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Erin A Hostetler, The Pennsylvania State University; Bradley J. Sottile, The Pennsylvania State University

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Diversity

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First-Year Programs Division (FPD)

learning objectives are listed in Table 2. Table 2. FYS Pilot Modules and Learning Objectives Category Module Title Upon Module Completion, Students Will Be Able To… Identify the primary differences between ethics and Professional integrity, as well as understand role ethics as a part of your Engineering Ethics professional career. Realize the variety of engineering majors and minors Engineering Major available at Penn State, create affinity to a specific Possibility Exploration major(s) or minor(s) of

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Flanagan, Clemson University; Grace F Crocker, Clemson University; Michael Joseph Kiernan, Clemson University; Joseph Overlin Chapa, Clemson University; Elizabeth Anne Stephan, Clemson University

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First-Year Programs Division (FPD)

_te/14158.htm[9] Skillfull Learning, 1 - What Is Metacognition and Why Should I Care?”, (2019).[10] P. C. Brown, Make it stick: the science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2014.[11] P. Cunningham, H. Matusovich, D.-A. Hunter, S. Blackowski, and S. Bhaduri, “Beginning to Understand Student Indicators of Metacognition,” in 2017 ASEE Annual Conference & Exposition Proceedings, Columbus, Ohio: ASEE Conferences, Jun. 2017, p. 27820. doi: 10.18260/1-2--27820.[12] S. A. Ambrose, How learning works: seven research-based principles for smart teaching. in The Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass, 2010.[13] P. N. Van Meter, C. M

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hermine Vedogbeton, Holy Cross

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Diversity

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First-Year Programs Division (FPD)

size of minority groups, which prevents a moredetailed empirical analysis by race, first-generation status, and economically disadvantagedstudents.References1 Clayton, A. B., & Worsham, R. E. (2024). Preparing Students for Postsecondary Success: The Effects of College Advising on College Readiness. Innovative Higher Education, 49(1), 1-24.2 2 Vedogbeton, H., Brown, C., Somasse, G. B., & Krueger, R. (2023, June). Improving the Experiences and Retention of Black Students in STEM Education. In 2023 ASEE Annual Conference & Exposition.3 Kurlaender, M., Reed, S., & Hurtt, A. (2019). Improving College Readiness: A Research Summary and Implications for Practice. Policy Analysis for California Education, PACE.4 Gottfried, M. A

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)

Handouts and Complementary DocumentsInstructional ManualThe instructional manual was structured in six parts: the first four detailed the construction of themechanical components in a sequential joint-by-joint fashion, with the final two parts delineatingthe assembly of the electronic modules on a pre-wired breadboard. Specifically, part one coversthe assembly of the arm base of which contains the stepper motor and principal rotation axisstructure (the “S” joint). Part two requires students to develop the principal forward-backwardcontrol piece (the “L” joint). Part three introduces the secondary forward-backward control via acoupling to the L-joint (the “U” joint). Part four details incorporation of the axes controlling theclaw movement 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

Matthew Thomas Garnett, Auburn University; Lucila Marcela Carias Duron, Auburn University; Maria Lujan Auad, Auburn University

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Diversity

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First-Year Programs Division (FPD)

Fall 2023, she began co-teaching Auburn University’s Engineering Orientation (ENGR 1100) course to all first-year students, teaching approximately 1300 students yearly. ©American Society for Engineering Education, 2025 GIFTS: Restructuring a First-Year Engineering Course to Introduce a Variety of Technical Communication ActivitiesMotivation Over the past few years, the Samuel Ginn College of Engineering at Auburn Universityhas been working to restructure the curriculum of the first-year engineering sequence, starting withthe Engineering Orientation (ENGR 1100) course. This course meets once a week for 50 minutesand is a required 0-credit hour Pass (S)/Fail (U) course taken by all

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)

their overall experience with a sense of belonging and theirplans to continue pursuing an engineering or computer science degree. Further, we plan to trackhow their performance in their math courses changes as they progress through the calculussequence so that we may modify the math preparation given during the summer bridge programto better support their continued academic performance. Our future analysis will provide furtherinsights into future curriculum modifications, such as exploring essential problem-solving andteamwork skills, as these are critical factors for long-term success in STEM fields.References[1] M. Ashley, K. M. Cooper, J. M. Cala, and S. E. Brownell, “Building Better Bridges into STEM: A Synthesis of 25 Years of

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

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First-Year Programs Division (FPD)

ethnically diverse student body than the FTFY students.Providing support for students to increase their engineering skills and adjust to campus life hasbeen a primary focus of the program.To help ease the transition by addressing the three issues discussed above, Cal Poly’s College ofEngineering created the Summer Transfer Student Jump Start as a bridge program to help orientand prepare new transfer students to our institution. This program, which has been running forthree summers, brings small groups of Mechanical Engineering (ME) and Computer Science (CS)students to campus for an early summer coursework experience. In this program, students enrollin an orientation course, major specific course(s), and participate in a weekly hour-longmentoring

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarath Chandra Kumar Jagupilla P.E., Stevens Institute of Technology (School of Engineering and Science); Elizabeth O'Connell, Stevens Institute of Technology (School of Engineering and Science); Muhammad R Hajj, Stevens Institute of Technology (School of Engineering and Science)

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First-Year Programs Division (FPD)

in peer tutoring could help them.The tutoring approach has several advantages, as detailed. However, the widespread applicabilityof this approach will likely be a function of the size of the program. We have around 250students across three majors in our department. Other programs might have different space, tutor,and resource requirements based on their program sizes.References 1. Watkins, J. & Mazur, E. Retaining students in science, technology, engineering, and mathematics (STEM) majors. J Coll Sci Teach 42, 36-41 (2013). 2. Davis, C. S. G. & Finelli, C. J. Diversity and retention in engineering. New Directions for Teaching and Learning 2007, 63-71 (2007). 3. Tinto, V. Colleges as communities: Taking research on

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

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First-Year Programs Division (FPD)

. 54, no. 3, pp. 299–323, Mar. 2017, doi: 10.1002/tea.21345.[11]​ C. Allendoerfer et al., “Strategic Pathways for Success: The Influence of Outside Community on Academic Engagement,” J. Eng. Educ., vol. 101, no. 3, pp. 512–538, Jul. 2012, doi: 10.1002/j.2168-9830.2012.tb00060.x.[12]​ S. C. Davis, S. B. Nolen, N. Cheon, E. Moise, and E. W. Hamilton, “Engineering climate for marginalized groups: Connections to peer relations and engineering identity,” J. Eng. Educ., vol. 112, no. 2, pp. 284–315, Apr. 2023, doi: 10.1002/jee.20515.[13]​ B. F. French, J. C. Immekus, and W. C. Oakes, “An Examination of Indicators of Engineering Students’ Success and Persistence,” J. Eng. Educ., vol. 94, no. 4, pp. 419–425, Oct. 2005

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

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First-Year Programs Division (FPD)

. Cooney, K. Alfrey, and S. Owens, "Critical thinking in engineering and technology education: A review," in 2008 Annual Conference & Exposition, 2008, pp. 13.344. 1- 13.344. 16.[20] L. Claris and D. Riley, "Situation critical: critical theory and critical thinking in engineering education," Engineering Studies, vol. 4, no. 2, pp. 101-120, 2012, doi: 10.1080/19378629.2011.649920.[21] A. Godwin, "The development of a measure of engineering identity," in ASEE Annual Conference & Exposition, 2016.[22] D. Dumitru, D. Bigu, J. Elen, A. Ahern, C. McNally, and J. O'Sullivan, "A European review on critical thinking educational practices in higher education institutions," 2018.[23] C. P. Leão and A

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

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First-Year Programs Division (FPD)

continue to use the EOP Framework as a guide in reverseengineering projects to help students refine their understanding of sustainability and itsapplication in design, preparing them to address the complex, multifaceted challenges of futureengineering practice.AcknowledgmentThis work was supported by the ASEE-Lemelson Foundation Mini-Grant Program. The authorswould like to thank Allison Wolf, Robert Nagel, and Sarah Rubinfeld for valuable conversations.Special thanks to InSinkErator, Dane Hofmeister, Tim Kocha, and Kathryn Stephens.References[1] S. O’brien, M. College, and J. Patrick Abulencia, “Learning through reverse engineering,”2010 ASEE Annual Conference & Exposition. Louisville, KY. June 2010, pp. 15.838.1-15.838.7.doi: 10.18260/1-2

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)

total, with 40.2 perday on average and 103.3 per peak day on average.Figure 1 shows the frequency of student visits to office hours across the three semesters. The plotis divided by frequency of visits per individual student.The number of student visits per day of office hours is plotted in Figure 2. The difference betweenpeaks is due to the changes to the overall course schedule between semesters.Note: Figure 2’s graphs are using the number of total student visits, rather than unique studentvisits; if a student logs on to the queue twice in one day, this is counted as two visits to officehours. Conversely, Figure 1 uses counts of unique student visits.Figure 1: Frequency of Student Visits to Office Hours. As can be expected, the majority of

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford P.E., Lafayette College; Angela R Bielefeldt, University of Colorado Boulder; Rhonda K Young P.E., Gonzaga University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

in courses and curricula ontheir own campuses. The paper originally was submitted in January 2025. In revising, we haveadded an Appendix that discusses conditions in April 2025, which represent an abrupt change innational conditions related to DEIJ topics as compared to Fall 2024 when the teaching activitieswere conducted.IntroductionEngineering programs continue to adapt to changing stakeholder demands for better integrationof diversity, equity, inclusion, and justice (DEIJ) into both classrooms and curricula. Forexample, ABET’s approved new Criterion 5 will require programs to offer curricula “thatensure[s] awareness of diversity, equity, and inclusion for professional practice consistent withthe institution’s mission” [1] (note that this

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

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First-Year Programs Division (FPD)

Conference & Exposition, pp. 23-1045. 2013.[4] Jaksic, Nebojsa I. "New Inexpensive 3-D Printers Open Doors to Novel Experiential Learning Practices in Engineering Education." In 2014 ASEE Annual Conference & Exposition, pp. 24-932. 2014.[5] Meyers, Kerry L., Andrew S. Morgan, and Brett P. Conner. "3D printing to introduce design in a cornerstone project." Global Journal of Engineering Education 18, no. 1 (2016).

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)

. Douce, D. Livingstone, and J. Orwell, "Automatic test-based assessment of programming: A review," J. Educ. Resour. Comput., vol. 5, no. 3, pp. 4–es, 2005, doi: 10.1145/1163405.1163409.[2] C. Daly, "RoboProf and an introductory computer programming course," SIGCSE Bull., vol. 31, no. 3, pp. 155–158, 1999, doi: 10.1145/384267.305904.[3] R. S. Pettit, J. D. Homer, K. M. McMurry, N. Simone, and S. A. Mengel, "Are Automated Assessment Tools Helpful in Programming Courses?," presented at the 2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015/06/14, 2015. [Online]. Available: https://peer.asee.org/23569.[4] MATLAB Grader. (2024). [Online]. Available: https://www.mathworks.com

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)

Language Acquisition, vol. 11, no. 3, p. 331–332, 1989. [6] Bada and S. Olusegun, “Constructivism learning theory : A paradigm for teaching and learning,” 2015. [Online]. Available: https://api.semanticscholar.org/CorpusID:37780480 [7] D. Kolb, Experiential Learning: Experience As The Source Of Learning And Development, 01 1984, vol. 1. [8] P. M. N. Mariappan Jawaharlal and A. C. Shih, “A hands-on, first-year mechanical engineering course,” in 2016 ASEE Annual Conference & Exposition, no. 10.18260/p.26331. New Orleans, Louisiana: ASEE Conferences, June 2016, https://peer.asee.org/26331. [9] P. M. N. Nolan Tsuchiya and M. Jawaharlal, “A student assessment of the value of a redesigned first year mechanical engineering orientation

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)

. Shen, and B. Bogue, “Leaving engineering: a multi-year singleinstitution study,” Journal Engineering Education, vol. 101, issue 1, pp. 6-27, 2012.[4] H. Coates, “Students’ early departure intentions and the mitigating role of support,”Australian University’s Review, vol. 56, issue 2, pp. 20-29, 2014.[5] E. Godfrey, “Who leaves and who stays? Retention and attrition in engineering education,”Engineering Education, vol. 5, issue 2, pp. 26-40, 2010.[6] M. Chang, J. Sharkness, S. Hurtado, and C. Newman, “What matters in college for retainingaspiring scientists and engineers from underrepresented racial groups,” Journal of Research inScience Teaching, vol. 51, issue 5, pp. 555-580, 2014.[7] G. Bettencourt, C. Manly, E. Kimball, and R. Wells, “STEM

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)

? How do you feel today about the What are you hoping to learn from What was (or is) your high school decision-making process you used this course? GPA? in selecting your major? I am strongly considering pursuing What is your current academic How has ENGR 1000 impacted the following minor(s) to go along level? your choice of major? with my major of choice. Are you currently a full-time What do you think

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Courtney Green P.E., University of North Carolina at Charlotte; Catherine M. Blat, University of North Carolina at Charlotte

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Diversity

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First-Year Programs Division (FPD)

Paper ID #47949Immersive Summer Transition Program: Exploring the academic performanceof first time in college engineering studentsDr. Courtney Green P.E., University of North Carolina at Charlotte Dr. Courtney S. Green, P.E., is an assistant teaching professor for the Department of Civil and Environmental Engineering within the Williams States Lee College of Engineering at the University of North Carolina at Charlotte. She holds an M.S. in Engineering and a Ph.D. in Educational Research, Measurement, and Evaluation from UNC Charlotte.Dr. Catherine M. Blat, University of North Carolina at Charlotte

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine M Ehlert, Miami University; George D. Ricco, Miami University

Tagged Topics

Diversity

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First-Year Programs Division (FPD)

, 2019.[5] K. Eagan, S. Hurtado, T. Figueroa, and B.E. Hughes, “Examining STEM pathways amongstudents who begin college at four-year institutions,” Washington, DC: National Academy ofSciences, 2014.[6] X. Chen, “STEM attrition: college students’ paths into and out of STEM fields. Statisticalanalysis report. NCES 2014-001,” National Center for Education Statistics, 2013.[7] E. Seymour, and N.M. Hewitt, “Talking about leaving: why undergraduates leave thesciences,” Boulder, CO: Westview Press, 1997.[8] D. Bressoud, “Book Review: Talking about leaving revisited: persistence, relocation, and lossin undergraduate STEM education,” Notices of the American Mathematical Society, vol. 67, no.9, pp. 1375-1379, October 2020.[9] B. Geisinger, D.R. Raman

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

Matthew Thomas Garnett, Auburn University; Jessica Bowers, Auburn University; Lucila Marcela Carias Duron, Auburn University; Maria Lujan Auad, Auburn University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Engineering at Auburn Universityhas been working to restructure the first-year engineering sequence, starting with the EngineeringOrientation (ENGR 1100) course. This course meets once a week for 50 minutes and is a required0-credit Pass (S)/Fail (U) course taken by all incoming first-year engineering and computer sciencestudents. Two sections of the course are offered each semester, and there is a maximum enrollmentof 410 students per section. Traditionally, this course served as an introduction to college life,campus resources, facilities, academic advising, and engineering departments/programs offered oncampus. To better serve students at the beginning of their engineering academic curriculum andcover more fundamental engineering topics, the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FPD)

et al., “Infusing Engineering Design into High School STEM Courses”.[8] G. J. Strimel, E. Kim, S. R. Bartholomew, and D. V. Cantu, “Examining Engineering Design Cognition with Respect to Student Experience and Performance”.[9] C. Kado, A. R. Murphy, M. Bohm, and E. Kames, “Impact of Prior Design Experiences on Undergraduate Design Success,” in Volume 8: Engineering Education, New Orleans, Louisiana, USA: American Society of Mechanical Engineers, Oct. 2023, p. V008T09A008. doi: 10.1115/IMECE2023-114185.[10] J. Wells, M. Lammi, J. Gero, M. E. Grubbs, M. Paretti, and C. Williams, “Characterizing Design Cognition of High School Students: Initial Analyses Comparing those With and Without Pre-Engineering Experiences,” J