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)

interests and schedule; sign-ups were completed through the Learning Management System.Workshops were limited to 50 attendees each; total course enrollment was 252 students. Studentsthen attended their selected workshop and were required to submit a half to one page writtensummary, worth 5.2% of the final course grade, detailing what they did at the workshop, whatelements they liked and disliked, what they learned, and how the workshop related to their majoror career goals (if at all). To receive credit for their summary, students were also required to signa physical sign-in sheet to verify attendance. Half of the student summaries, representing allsubmissions from three out of the six course laboratory sections, were read by the courseinstructor

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessy W. Grizzle, University of Michigan

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Diversity

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First-Year Programs Division (FPD)

curiosity,skill acquisition, and deep understanding. Students are rarely shown how calculus can be acreative, powerful tool for solving real-world engineering problems. Instead, they areburdened by repetitive manual computations that fail to connect with the complex,technology-driven tasks they will face in their careers. Moreover, outdated assessmentmethods, such as high-stakes exams, reinforce this disconnect, often producing medianscores below 40% and fostering frustration rather than confidence.This experimental course aims to reframe calculus education to emphasize not justtheoretical principles but their practical applications. Traditional timed exams have beenmostly replaced with three major projects that focus on solving real-world

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

David A. Copp, University of California, Irvine; Anna-Lena Dicke, University of California, Irvine; Dayana Rivas, University of California, Irvine; Analia E. Rao, University of California, Irvine

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Diversity

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First-Year Programs Division (FPD)

to secure their educational persistence and long-term career success. Trying to bridge the gap between theory and practice, she is currently involved in an NSF-funded project aimed at fostering the persistence and retention of low-income engineering transfer students.Dayana Rivas, University of California, IrvineAnalia E. Rao, University of California, Irvine ©American Society for Engineering Education, 2025 A Summer Bridge Program Tech Challenge for Improving Self-Efficacy of Diverse Incoming Engineering First-Year and Transfer StudentsAbstractThis Complete Evidence-Based Practice Paper evaluates a summer bridge program foracademically talented

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)

engineering majors and career opportunities, as well as comparing their major of interest to other similar engineering majors ●​ Developing academic plans of study which map out their course and degree requirements through graduation ●​ Assisting with a student’s transition from high school to college and helping students build academic self-efficacy to assume more responsibility for their undergraduate education prior to entering a majorApplication of Theory of Change: Forum DesignForum ParticipantsThe COE at Virginia Tech comprises 12 major-granting departments that collectively offer 14degree programs and 33 engineering majors. Reinholz and Andrews recommend that any theoryof change should begin with developing a working

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

Rui Li, New York University

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First-Year Programs Division (FPD)

same amount of organization andaccountability as larger, multifaceted ones in college. Students may not be familiar with projectmanagement software or tools such as Trello, Asana, or Gantt charts, which are commonly usedto track project progress. While first-year students may have fundamental organizationalabilities, they still need to learn risk assessment, stakeholder communication, and disputeresolution. All those advanced skills could be introduced by the instructors in the recitation.To sum up, a streamline engineering design course with entrepreneurial focus was developed tohelp students understand engineering applications and develop essential skills in preparation fortheir future careers. During this course, the students were able to

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

Gayoung Kim, Northwestern University; Chamille Lescott, Northwestern University

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Diversity

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First-Year Programs Division (FPD)

, pp. 371–392, 2021, doi: 10.1002/jee.20391.[13] M. J. Miller et al., “Pursuing and Adjusting to Engineering Majors: A Qualitative Analysis,” Journal of Career Assessment, vol. 23, no. 1, pp. 48–63, Feb. 2015, doi: 10.1177/1069072714523084.[14] A. Balkeran, “Hustle Culture and the Implications for Our Workforce,” Student Theses and Dissertations, Jun. 2020, [Online]. Available: https://academicworks.cuny.edu/bb_etds/101[15] F. Bellini and V. Lomazzi, “Changing Work Values: Beyond Hustle Culture,” sociologia, vol. 56, no. 6, pp. 555–580, Dec. 2024, doi: 10.31577/sociologia.2024.56.6.20.[16] S. Chen and N. Lin, “Culture, productivity and competitiveness: disentangling the concepts,” Cross Cultural & Strategic Management

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

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Diversity

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First-Year Programs Division (FPD)

(sense of belonging) are crucial for students pursuing STEM careers. Thesefactors influence persistence, motivation, and identity development, particularly inengineering students, helping them overcome academic challenges and lack of technicalexperience. High self-efficacy fosters resilience, goal setting, and better academic outcomes,while low levels can lead to demotivation, feelings of inadequacy, and increased dropout risk,especially during the first year. Analyzing students’ GPA is vital for understanding first-yearretention, as it serves as an early indicator of academic performance and identifies students atrisk. However, GPA alone is insufficient to capture the complexity behind academic success.Complementing GPA with measures of

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)

universityand broader community. This includes STEM units such as the mathematics and chemistrydepartments as well as student support services, such as academic advising and career services.Through diverse partnerships and tailored supports, STARS provides students with holisticpreparation for the rigor of STEM degrees. We also connect students with staff, faculty, andindustry mentors to support students’ personal, professional, and leadership skill development.Our model recognizes that success in engineering and computer science extends beyondtechnical knowledge, encompassing a broader set of skills and resources necessary for academicachievement and personal growth.The two-year STARS program launches with a summer bridge component prior to the start

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)

support among the students.Because these students are in the same department, they are more likely to share commoninterests and career goals, which may enhance the sense of connection and mentorship comparedto tutoring over a broader domain.Offering peer tutoring at the department level allows the department to retain control over thehiring of tutors, selecting content, and managing the communications and scheduling ofsessions. For example, if the department is aware of a student struggling in a course, faculty andadvisors can share more specific and targeted information about available tutoring services andconnect the student directly with the tutor. An outreach program to connect with the mostunderperforming students and have them participate

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

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Diversity

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First-Year Programs Division (FPD)

. Bielefeldt, and R. K. Young, “Teaching First-year Students to See Infrastructure Issues as Equity Issues,” in 2024 ASEE Annual Conference & Exposition, Jun. 2024. Available: https://peer.asee.org/48062[4] NSPE, “NSPE Code of Ethics for Engineers | National Society of Professional Engineers,” NSPE.org, 2019. https://www.nspe.org/career-growth/nspe-code-ethics-engineers[5] J. N. Garrett-Walker et al., “Racial color-blindness and privilege awareness in relation to interest in social justice among college students,” Journal Committed to Social Change on Race and Ethnicity (JCSCORE), vol. 4, no. 2, pp. 39–63, 2018.[6] A. Jackson, E. Barrella, and C. Bodnar, “Application of concept maps as an assessment tool in engineering

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

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First-Year Programs Division (FPD)

Paper ID #47916Development and Implementation of a Project-Based Framework for Introductionto EngineeringDr. Ben Campbell, Robert Morris University Ben Campbell is a Professor of Engineering at Robert Morris University, where he serves as a coordinator of the University Honors Program and a Coordinator of Outreach. For the past 14 years, he has taught courses in electronics, mechatronics, and engineering management, in addition to Introduction to Engineering. Dr. Campbell spent the first eight years of his career as a Laser Engineer at the Penn State Electro-Optics Center, specializing in laser micromachining research. He

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

Deniz Yaralioglu, University of California, Santa Cruz; Yuhui Wang, University of California, Santa Cruz; Kelly Lin, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

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First-Year Programs Division (FPD)

students could use if they chose to pursue a career in VR design. Outside of the classroom, Deniz enjoys going on hikes, playing video games, and spending time on the beach.Yuhui Wang, University of California, Santa Cruz Samantha (Yuhui) Wang is a third-year Physics undergraduate at the University of California, Santa Cruz. Her personal academic interest in optics drew her to UCSC’s Social and Emotional Technologies VR lab for research in her first year on campus and she has worked to expand students’ access to Virtual Reality at the university ever since. She believes technology is a tool to support a community and VR, being a new and emerging field, has a lot of potential applications that students can build upon

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

Elizabeth Flanagan, Clemson University; Michael Joseph Kiernan, Clemson University; John Charles Minor, Clemson University; Elizabeth Anne Stephan, Clemson University

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Diversity

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First-Year Programs Division (FPD)

SAT scores are invited to participate during summer orientation and canvoluntarily enroll in the program as they begin their studies in the fall. Clemson’s approach ismore comprehensive than previous initiatives at other institutions, offering a holistic experiencewith several innovative components. Key elements of the program include grouping students intocohorts for their STEM courses during the first year, co-enrolling them in a learning strategiesand professional skills course, and creating a long runway for the first-year engineering sequence[7]. The GELC aims to enhance student retention in engineering majors while developingstudents' skills for future careers as engineers. To further support these objectives, an engineeringmath course

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)

compete for prizes andrecognition such as for innovative design, fabrication achievements and best presentation. Thecompetition event is a high energy celebratory experience open to the public (Fig. 1).Figure 1. An MAE 3 Undergraduate Tutor (left) with students (right) and their robotat the course-wide final robot competition.Through a process of continuous improvement, the popular course has maintained a mixedreputation among students as “being a lot of work!” and as a valuable high impact learningexperience. Students often share with instructors that the course experience provided a solidfoundation in essential hands-on engineering skills and prepared them for advanced coursework,engineering clubs, capstone design and technical careers. The

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)

in a collaborative environment, similar to what they might encounterworking as engineers in industry. Abichandani et al. (2024) [22] discussed a CBL dronecompetition to prepare students specifically for careers in the drone industry. This concernedpiloting drones rather than designing them.Project DescriptionThe primary student learning objective was to have students solve an ill-structured engineeringproblem of reasonable complexity with a humanitarian aspect that required innovation andcreativity. The primary performance objective of this project was to deliver as many Ready-to-Use Therapeutic Food (RUTF) packets as possible across a football field in 30 minutes usingairborne drones. A practice football field was chosen primarily for

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

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First-Year Programs Division (FPD)

theory. Prior to his academic career, he worked as an engineer in the maritime construction industry, specializing in hydraulic sediment transport and geotechnical analysis.Dr. Matt Barron, Michigan Technological University Dr. Barron’s teaching interests include solid mechanics, engineering fundamentals, and transitional mathematics. His research interests include educational methods, non-cognitive factors, and bone tissue engineering. Prior to MTU, Dr. Barron worked for Bay de Noc Community College for eleven years and he also has several years of experience working for Kimberly-Clark Corporation in Research and Development.Dr. AJ Hamlin, Michigan Technological University AJ Hamlin is a Principle Lecturer in the

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

Jessica Josephine Adams, Purdue University at West Lafayette (PPI); Camden Love, Purdue University at West Lafayette (COE); Charis Armstrong; Devang Atul Patel, Purdue University at West Lafayette (COE); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Laura Starr, Indiana-Purdue University

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Diversity

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First-Year Programs Division (FPD)

comparisons to validate these findings across different contexts. Investigation ofspecific intervention strategies could help identify the most effective approaches for developingboth team skills and intercultural competence. Development of standardized assessment toolsand examination of industry outcomes would also provide valuable insights for improving STEMeducation practices.References[1] S. Majid, Z. Liming, S. Tong, and S. Raihana, “Importance of Soft Skills for Education and Career Success,” Int. J. Cross-Discip. Subj. Educ., vol. 2, no. Special 2, pp. 1036–1042, Dec. 2012, doi: 10.20533/ijcdse.2042.6364.2012.0147.[2] P. Bahrami, Y. Kim, A. Jaiswal, D. Patel, S. Aggrawal, and A. J. Magana, “Information Technology Undergraduate

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Pranathi C Amballa, Georgia Institute of Technology; Stacy Ross, Georgia Institute of Technology

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First-Year Programs Division (FPD)

shiftedtheir abilities to successfully solve engineering problems. In recent years, industry employershave reported a gap in academic vs industry performance standards, attributed to new graduatesfulfilling technical skills, but falling short in other attributes of real-world practice. Core designcompetencies refer to a set of fundamental skills that, if acquired, ensure student success in bothacademic and industry environments, given that any deficiencies are identified and addressedwith interventions early in the design curriculum [6]. Semi-experiential learning is a documentedapproach to strengthen competency as a practicing engineering, so an integrated program tointroduce students to the nuances of design early in their academic careers would be

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cynthia Howard-Reed, Pennsylvania State University; Lauren A Griggs, The Pennsylvania State University; Eduardo Granata Rodriguez, Pennsylvania State University; Enrique D Gomez

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Diversity

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First-Year Programs Division (FPD)

this role, Dr. Griggs drives initiatives to improve the recruitment and retention of historically underrepresented groups pursuing degrees in engineering and strives to foster a welcoming environment that celebrates culture and inclusion. She is the advisor for the National Society of Black Engineers and co-advisor for the Society of Hispanic Professional Engineers, and the Multicultural Engineering Graduate Association. Her passion lies in mentoring through meaningful career discussions and helping students gain confidence as well as succeed in their chosen degree fields.Eduardo Granata Rodriguez, Pennsylvania State UniversityDr. Enrique D Gomez ©American Society for Engineering Education, 2025

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University; Jeff Johnson, LeTourneau University

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First-Year Programs Division (FPD)

(they take CEGR1523 Introduction to Civil Engineering).The focus of this paper is on ENGR1513 and ENGR1523, so more information will be providedon these courses.ENGR1513 Introduction to Engineering Practice I catalog description reads as follows: “An introduction to engineering as a career, including problem solving, engineering disciplines, design, teamwork, and communication. An introduction to engineering graphics is included, with an emphasis on solids modeling.”And, the overall course objectives are as follows: “This course provides an introduction to the engineering profession, including the use of graphical modeling. The SolidWorks program will be used for the introduction to graphics. The focus of 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

Lance Crimm, Kennesaw State University

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First-Year Programs Division (FPD)

office, it is anticipated that those students who werenot focused on just earning a particular grade but instead were willing to attempt a variety ofthese alternative learning approaches with course averages exceeding 100%, will have a higherlikelihood of a timely graduation within the confines of the RPG guidelines. Hopefully, someencouraging results for the future (both locally and beyond) will be implemented from this study,especially if the hypothesis proves any veracity.IntroductionAre there worthwhile indicators that would accurately predict superior success for freshmanuniversity students pursuing an engineering career while navigating the challenges of an arduous,yet rewarding, degree in engineering? Attrition in undergraduate

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)

hazards like pipe bursts or schedule maintenance 2. “Shepherd’s Crossing” – a game of economic strategy, in which players must optimize the design of a truss bridge to rescue a missing sheep (Kevin) from his herd 3. “Salmon Trail” – a game of chance, in which the first player to navigate downstream along the Klamath River is awarded by announcing to the salmon that the four major dams along the river have been removed (not pictured in Figure 4) 4. “Tech Dirt Dash” – a simulation game in which players must answer trivia questions in order to progress through a career in geotechnical engineering, while simultaneously unlocking professional achievements like passing the F.E. exam, obtaining licensure, and

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)

engineering courses, focusing on student success, retention, and fostering a welcoming community for incoming students. ©American Society for Engineering Education, 2025 GIFTS: Introduction of the Engineering Design Process in a First Year Multidisciplinary Course though use of Wind PowerIntroductionFirst-year engineering students seek hands-on learning experiences to introduce them to thefundamental tools they will use in their future careers. Previous research has also shown thatfirst-year design experiences can help support engineering identity formation and retention [1].At Kansas State University, the KidWind competition, a popular design challenge for teachingdesign and critical thinking

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)

, Shereen Beilstein3, Karle Flanagan2, Robb Lindgren2, Michelle Perry2, Jason Wade Morphew1 1 School of Engineering Education, Purdue University, West Lafayette, IN 2 University of Illinois Urbana-Champaign, IL 3 University of Illinois System, ILAbstractThis paper presents a multiple-case study examining first-year engineering students’ conceptualunderstanding and associated gestures for concepts of central tendency including median, mean,and mode, which are critical concepts in statistics and engineering education. Statistics educationis fundamental to STEM careers and relevant to peoples’ everyday lives

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)

can succeed in aSTEM career (mean = 4.45, SD = 1.63). These findings suggest that while students may feelneutral about their social connections within the classroom, they do perceive a positive impact ontheir overall academic engagement and motivation when they feel included and supported withinthe academic community.9Table 3- Sense of Belonging Measures Peer Panel A Support Std. Variables Observation Mean Min Max Dev. Peer Help