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

Kushal Adhikari, Juniata College

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Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #48574GIFTS: Intro to Civil & Environmental Engineering - First-year EngineeringCourse designed for Student Engagement and BelongingDr. Kushal Adhikari, Juniata College Dr. Adhikari currently serves as an Assistant Professor of Civil & Environmental Engineering at Juniata College and brings in his teaching experience from Cal Poly Humboldt and Texas Tech University. Dr. Adhikari strongly believes in experential learning and strives to create research opportunities for students while creating an impact on human lives and society. His research interest lies in integrating sustainability dimensions into

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)

technicalcommunication. In the future, an IRB-approved study should be performed between students whoparticipated in the redesign of ENGR 1100 with a technical communication focus compared tostudents who did not undergo these activities. This study should track the student’s technicalcommunication progression from their engineering cornerstone sequence to the end of theircapstone sequence to see if these activities impact the student's technical communication skills. Inconclusion, by restructuring the ENGR 1100 curriculum, an enhanced learning experience hasbeen delivered to the students, preparing them for their future classes and future professionalendeavors. By incorporating technical communication activities, we have aligned the course withthe ABET

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

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First-Year Programs Division (FPD)

Paper ID #49150Will It Float? Iterative Design and Learning Through a 3D Printed BoatDesign ChallengeMr. Cooper Vermeulen, South Dakota School of Mines and Technology Cooper Vermeulen graduated with his BS in Mechanical Engineering from the Leslie A. Rose Department of Mechanical Engineering at South Dakota Mines in May 2024.Dr. Micah Lande, South Dakota School of Mines & Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Leslie A. Rose Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic

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)

]. Additionally, KEEN states that curiosity is an important skillset forengineers to develop to be engaged in their course work and adapt to the changing world aroundthem [1]. In their study on integrating Entrepreneurial Mindset Learning (EML) into first-yearengineering courses, KEEN colleagues found that integrating concepts of the entrepreneurialmindset, including curiosity, led to improvements in their students’ abilities to meet technicallearning objectives [8].Strategies to Support CuriosityThe following strategies are woven into the students’ coursework to support the growth anddevelopment of curiosity: • Active learning in the classroom stimulates curiosity by encouraging students to ask questions and explore ideas through mini 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

Charles E. Baukal Jr. P.E., Oklahoma Baptist University

Tagged Divisions

First-Year Programs Division (FPD)

Thinking into the First-yearEngineering Curriculum,” paper 22705, 2018 American Society for Engineering EducationAnnual Conference, 2018.10. Royal Academy of Engineering, Educating Engineers for the 21st Century, London, June2007.11. B. Roszell, “The Development of a First Year Design Project: Focusing on Creativity,Independence, and Design Understanding,” paper 27994, 2019 FYEE Conference, Penn StateUniversity.12. J. Estell, K. Reid, and J. Marquardt, “Addressing Third World Poverty in First-YearEngineering Capstone Projects: Initial Findings,” paper AC 2010-197, 2010 American Societyfor Engineering Education Annual Conference and Exhibition, 2010.13. G. Halada, “Integrating Humanitarian Values into First Year Engineering Coursework,” paper35336

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

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Diversity

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First-Year Programs Division (FPD)

Paper ID #47885GIFTS: Building Conflict Resolution Skills among First Year STEM UndergraduatesEvans Tang, Purdue University at West Lafayette (COE)Allyson Faith MillerOlivia GuptillClara Elisa HortuaDr. Aparajita Jaiswal, Purdue University at West Lafayette (PPI) Aparajita Jaiswal is an Intercultural Research Specialist with CILMAR, Purdue University. Her research endeavors revolve around exploring strategies for seamlessly integrating intercultural learning into both regular STEM curriculum and study abroad programs. Aparajita actively engages in offering guidance in developing research studies, curriculum enhancements, and

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

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First-Year Programs Division (FPD)

Paper ID #47811Novel Mechatronics as a Multidisciplinary Introduction to Engineering FundamentalsLeendert Schrader, Saint Louis UniversityDr. Danahe Marmolejo, Saint Louis University Dr. Danahe Marmolejo, an Assistant Professor in Aerospace and Mechanical Engineering at Saint Louis University’s School of Science and Engineering since 2022, specializes in Thermodynamics and Process Systems Engineering. With a background in Chemical Engineering, she teaches engineering courses, primarily for first—and second-year students. Her current research focuses on improving engineering education and fostering an entrepreneurial mindset in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs Division (FPD)

belonging or identity within the STEM environmentaiding students’ persistence in their disciplines [11, 12, 13]. A connection between a sense ofbelonging and forming a science identity has also been noted as an integral component in aidingin the persistence of Students of color in their STEM disciplines [11]. When Students of color donot feel like they belong it may make them feel like they do not fit or belong within their STEMmajor, they may also feel like they cannot add value or contribute to the STEM field [11, 12].Specifically, Campbell-Montalvo [12] found that Black students also tended to feel isolated ifthey did not see other students from their racial group represented in their programs. If Studentsof color feel isolated because they are

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

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First-Year Programs Division (FPD)

Relations (CDCR), charged with providing career development and graduation outcome support for 6,300 undergraduate and graduate engineering students. Today, she leads the CDCR’s career education efforts to provide an infrastructure of embedded career development content and outcomes at strategic intervals within the engineering student academic experience. Jessica also serves as an active member of the SGCOE’s Engineer Together committee which focuses efforts on the premise, ”I belong. You belong. Together, we engineer for a diverse world.”Lucila Marcela Carias Duron, Auburn University Lucila M. Carias earned her B.S. in Chemical Engineering from Universidad Centroamericana ”Jose Simeon Ca˜nas” in El Salvador in 2018

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

Holli Finnell, Missouri University of Science and Technology; Alexander Douglas, Missouri University of Science and Technology

Tagged Divisions

First-Year Programs Division (FPD)

Experimental Mine, the course uses active learning techniques and hands-on lab experiences. Student organizations such as the Mine Rescue Team and Mucking Teamprovide practical experience while introducing students to extra-curricular opportunities. Thecourse redesign demonstrates an enhanced first-year student experience measured by engagementand readiness for academia and industry. This paper will outline the course’s development, studentfeedback, and plans for further refinement.IntroductionMining is crucial to meet the global demand for mineral resources. Thus, introductory miningengineering courses are essential in preparing first-year students with the necessary skillset to besuccessful in their future courses, internships, and careers. The

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FPD)

Professor of the Beckman Institute for Advanced Science and Technology. Her work explores instructional, social, cultural, and discursive contexts that support learning of STEM concepts.Dr. Jason W. Morphew, Purdue University at West Lafayette (PPI) Dr. Jason Morphew is an assistant professor at Purdue University in the School of Engineering Education. He serves as the director of undergraduate curriculum and advanced learning technologies for SCALE and is affiliated with the INSPIRE research institute for Pre-College Engineering and the Center for Advancing the Teaching and Learning of STEM. He serves as the course curator for the Freshman semester engineering design course that serves over 2,500 freshman engineering

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FPD)

climate change and cybersecurity, equipping engineers with robust criticalthinking skills is not just desirable but essential. These skills enable engineers to navigateambiguity, innovate sustainably, and respond ethically to societal needs. Faculty in highereducation play a critical role in explicitly teaching critical thinking and emphasizing its relevanceacross diverse contexts and situations. Critical thinking is, without question, an indispensabletool that engineers at all levels should utilize effectively.While engineering education has made remarkable strides in integrating technical knowledge andproblem-solving skills throughout curriculum largely, critical thinking is often assumed todevelop naturally over time, rather than being

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)

on infrastructure today in a selected city.Gonzaga University, a medium-sized, private liberal arts university in the Pacific northwest,requires all first-semester students to complete a first-year seminar course (FYS). Each FYS hascommon learning outcomes: 1) differentiate how knowledge is created across differentdisciplines, 2) articulate how the student’s perspectives affect their discovery and generation ofknowledge, and 3) integrate how Gonzaga’s mission relates to the student’s own academic,personal, and spiritual aspirations. The course discussed in this paper was an FYS entitled“Equity and Infrastructure.” The 18 students enrolled in the course were engineering (includingmechanical, civil, and electrical) and computer science majors

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)

California, Santa Cruz Tela Favaloro is an associate teaching professor for the Baskin School of Engineering at UCSC where she works to establish holistic interdisciplinary programming centered in experiential learning. Her Ph.D is in Electrical Engineering with emphasis in the design and fabrication of laboratory apparatus and techniques for electro-thermal characterization of sustainable power systems as well as the design of learner-centered experiential curriculum. She is currently working to develop an inclusion-centered first-year engineering program in hands on design and problem-based learning to better support students as they enter the engineering fields. ©American Society for

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

Ben Campbell, Robert Morris University

Tagged Divisions

First-Year Programs Division (FPD)

-Based Framework for Introduction to EngineeringAbstract This paper is considered complete evidence-based practice. In Fall 2023, Robert MorrisUniversity piloted seven different semester-long projects in one section of an Introduction toEngineering course. Students were assigned in groups of four and given specific roles andresponsibilities. The projects were designed to complement the curriculum of the class and alloweach group to meet learning outcomes through an exploration and application of technology tosolve engineering problems. The projects were created with a framework that would allow otherfaculty who teach the course to select any number of the projects to offer (based on resourcesavailable and instructor

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)

instructional team and our students in thepast, there was still the occasional conflict where team members were surprised that the team dynamicsbroke down at the time of evaluation and hard feelings developed. Students mentioned negative topicssuch as unequal workload distribution, communication breakdowns, and free-riding. To encourage morefrequent communication and to have a window into individual commitment, the instructional teamdecided to utilize a newly available tool, FeedbackFruits, for more optimized peer feedback andreporting. They integrated this tool into the project curriculum to enable more frequent peer feedbackevaluation.The evaluation would be conducted following each project assignment, either weekly or biweekly.Instead of a larger

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware

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First-Year Programs Division (FPD)

Paper ID #46631Novice versus Experienced Near-Peer Mentors’ Facilitation of a Discussionwith a Student Avatar Facing Logistical Challenges on a Design TeamPamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 science-integrated engineering learning experiences. She has

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Carol Jaeger, University of British Columbia, Vancouver; Alireza Bagherzadeh, University of British Columbia, Vancouver; Jon Nakane, University of British Columbia, Vancouver

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Diversity

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First-Year Programs Division (FPD)

Teaching in the Department of Electrical and Computer Engineering at the University of British Columbia. She is also the Associate Dean, Academic, for the Faculty of Applied Science.Dr. Alireza Bagherzadeh, University of British Columbia, Vancouver Chemical and Biological Engineering Department, University of British ColumbiaDr. Jon Nakane, University of British Columbia, Vancouver Jon Nakane is an Associate Professor of Teaching in the Department of Materials Engineering at the University of British Columbia, ©American Society for Engineering Education, 2025Factors Affecting First-Year Engineering Student Well-being: A Six-YearStudy at a Large, Research-Intensive UniversityAbstractThis Complete