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)

,” New Approaches Eval. Community Initiat. Concepts Methods Contexts, vol. 1, pp. 65–92, 1995.[4]​ R. Van Tulder and N. Keen, “Capturing Collaborative Challenges: Designing Complexity-Sensitive Theories of Change for Cross-Sector Partnerships,” J. Bus. Ethics, vol. 150, no. 2, pp. 315–332, Jun. 2018, doi: 10.1007/s10551-018-3857-7.[5]​ N. Smith, M. Lester, and K. Thompson, “2024-2025 Undergraduate Affairs Departmental Meetings Summary,” Virginia Tech, Blacksburg, VA, 2025.[6]​ H. E. Rodríguez-Simmonds, J. D. Ortega-Alvarez, S. Z. Atiq, and S. R. Hoffmann, “Identifying Sources of Information That Students Use in Deciding Which Engineering Major to Pursue,” presented at the 2015 ASEE Annual Conference & Exposition, Jun

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)

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)

W. & Susan F. Boyd Foundation Inc. is thanked for their financial contribution to theGeneral Engineering Learning Community.References[1] J. Minor, E. Stephan, and A. Stephan, “Implementing an Engineering Math Curriculum Sequence: Preliminary Results and Lessons Learned,” in 2021 ASEE Virtual Annual Conference Content Access Proceedings, Virtual Conference: ASEE Conferences, Jul. 2021, p. 37301. doi: 10.18260/1-2--37301.[2] S. Firouzian, Z. Ismail, R. A. Rahman, Y. M. Yusof, H. Kashefi, and F. Firouzian, “Mathematical Competency of Engineers and Engineering Students,” in 2014 International Conference on Teaching and Learning in Computing and Engineering, Kuching, Malaysia: IEEE, Apr. 2014, pp. 216–219. doi: 10.1109

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

Jahnavi Dirisina, Minnesota State University, Mankato; Randa L. Shehab, University of Oklahoma

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First-Year Programs Division (FPD)

(ARP) Resources, 2009.[12] M. E. Andrews, M. Borrego and A. Boklage, "Self-efficacy and belonging: the impact of a university makerspace," International Journal of STEM Education , vol. 8, no. 24, 2021.[13] K. Cokely and N. Patel, "A Psychometric Investigation of the Academic Self-Concept of Asian American College Students," Educational and Psychological Measurement, vol. 67, no. 1, 2007.[14] M. S. L. J. H. R. &. W. H. Besterfield-Sacre, "University of Pittsburgh School of Engineering student assessment system," University of Pittsburgh, 2005.[15] A. Y. Timofeeva and E. A. Khailenko, "Generalizations of the polychoric correlation approach for analyzing survey data," in 2016 11th International Forum on Strategic

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)

reduction in passenger vehicles through improved control system design. I am also a Fellow of the IEEE and IFAC. In addition, I received the Paper of the Year Award from the IEEE Vehicular Technology Society in 1993, the George S. Axelby Award in 2002, the Control Systems Technology Award in 2003, the Bode Prize in 2012, the IEEE Transactions on Control Systems Technology Outstanding Paper Award in 2014, the IEEE Transactions on Automation Science and Engineering, Googol Best New Application Paper Award in 2019, and the 2023 Kalman Best Paper Award from ASME. My work on bipedal locomotion has been the object of numerous plenary lectures and has been featured on CNN, ESPN, Discovery Channel, The Economist, Wired Magazine

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)

-year engineering courses.References[1] N. Evangelopoulos, A. Sidorova, and L. Riolli, “Can service-learning help students appreciate an unpopular course?: a theoretical framework,” Mich. J. Community Serv. Learn., vol. 9, no. 2, pp. 15-, 2003.[2] E. A. McCrea, “Integrating Service-Learning into an Introduction to Entrepreneurship Course,” J. Manag. Educ., vol. 34, no. 1, pp. 39–61, Feb. 2010, doi: 10.1177/1052562909337906.[3] C. Sevier, S. Y. Chyung, J. Callahan, and C. Schrader, “What Value Does Service Learning Have on Introductory Engineering Students’ Motivation and ABET Program Outcomes?,” J. STEM Educ., 2012.[4] C. Scherrer and J. Sharpe, “Service Learning Versus Traditional Project-Based Learning: A Comparison Study

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)

, this contract grading system appears to at the very least dissipate stress and anxietyfor incoming engineering students, and optimistically may lead to further enhanced learning.[1] Gloria Fragoso-Diaz, Billy Gray “An Analysis of Student Retention Efforts in EngineeringTechnology Programs”, Paper ID #36933, ASEE Conference, 2022.[2] A.M. Lucietto and S. E. Leach, “Main Campus and Remote Campus Engineering TechnologyStudents: How Are They Different?”, 2017. 2017 ASEE Annual Conference & Exposition,Columbus, Ohio.[3] Robin L. Flanigan , “Engineering Students Quit, But Retention Tactics Abound”, ASME,April 10, 2024.[4] USG Enrollment Reports, https://www.usg.edu/research/enrollment_reports[5]Nancy Reichert, “Practice Makes Perfect

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

David Gray, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FPD)

wouldalso be valuable. Lastly, future research could explore how giving students the autonomy toselect their scenarios influences their motivation, engagement, and overall learning experience.References[1] J. D. Ortega-Alvarez, C. Wallwey, B. D. Chambers, D. Newcomb, and D. Gray, “Stakeholder-Informed Review of a First-Year Engineering Program,” Montreal, Canada, Jun. 22, 2025.[2] B. D. Chambers, H. Murzi, M. James, D. Gray, and H. M. Matusovich, “Course Development in a First Year Engineering Program: The Interplay of Autonomy, Peer Relationships, and Content,” development, vol. 10, p. 11, 2021.[3] M. Seren Smith, S. Warnes, and V. Anne, “Scenario-based learning,” in Teaching and Learning in Higher Education: Perspectives from UCL

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)

; Chirikov, I. (2020). The role of the first-year experience in student attrition. Quality in Higher Education, 26(3), 307-322.[4] Kerby, M. B. (2015). Toward a new predictive model of student retention in higher education: An application of classical sociological theory. Journal of College Student Retention: Research, Theory & Practice, 17(2), 138-161.[5] Belfadel, D., Zabinski, M., & Munden, R. (2020, June). Walking on Water Term Design Project in Fundamentals of Engineering. In 2020 ASEE Virtual Annual Conference Content Access.[6] Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. 1989, 18(1), 32-42.[7] Brallier, C. (2020). The effects of student engagement on academic

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)

through class lectures, it is not a mandatory design constraint within this project. This decision acknowledges the inherent variability in students' technical skills, background knowledge, and the limited time frame of a one-credit-hour course. • The assembled wind turbine must fit within the dimensions of the KidWind Tunnel [4], a 48” x 48” enclosure equipped with four industrial fans generating an average wind speed of 3.6 m/s at 30 cm from the tunnel opening. • The wind turbine must be designed to generate power irrespective of its orientation within the wind tunnel. • Total project cost is limited to $25, including the $6 generator. Free components require instructor

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FPD)

Instruction: Game-based Methods and Strategies for Trainingand Education, San Francisco, CA, USA: Pfeiffer, 2012.[7] K. Squire, Video Games and Learning: Teaching and Participatory Culture in the Digital Age, New York, NY,USA: Teachers College Press, 2011.[8] E. L. Deci and R. M. Ryan, “Self-determination theory: A macrotheory of human motivation, development, andhealth,” Can. Psychol., vol. 49, no. 3, pp. 182–185, 2008.[9] S. Nicholson, “A recipe for meaningful gamification,” in Gamification in Education and Business, T. Reinersand L. C. Wood, Eds. Cham, Switzerland: Springer, 2015, pp. 1–20.[10] D. W. Johnson, R. T. Johnson, and K. A. Smith, “Cooperative learning returns to college: What evidence isthere that it works?” Change, vol. 30, no. 4, pp

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

Jeff Kastner, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Jeremy Michael Olivar Hill, University of Cincinnati; Muhammad Asghar P.E., University of Cincinnati; Teri J Murphy, University of Cincinnati; David Reeping, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati

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Diversity

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First-Year Programs Division (FPD)

reforms and pedagogical innovations,” ArXiv:1811.09676 [Physics], 2018.[9.] J. J. Selingo, “The Future of Gen Z: How Covid-19 Will Shape Students and Higher Education for the Next Decade," Chronicle of Higher Education Report CHE-R-FGZ-21-7-D 32, 2021.[10.] K. Moore, C. Jones, and R. S. Frazier, “Engineering education for Generation Z,” American Journal of Engineering Education, vol. 8 no. 2, 2017, pp. 111-125. 11

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

Latisha Puckett, University of Arkansas; Aysa Galbraith, University of Arkansas

Tagged Divisions

First-Year Programs Division (FPD)

professional skills in engineering job advertisements. Journal of Engineering Education, 2024, Vol. 113, Issue 2, pp. 251–279.[10] Y. Y. Koh and P. L. Chong, “Incorporating student feedback into curriculum review according to outcome based education philosophy,” Journal of Engineering Science and Technology, Vol. 14, No. 2, pp. 541-556, 2019.[11] N. B. Robbins and R. M. Heiberger, Plotting Likert and other rating scales: Proceedings of the 2011 Joint Statistical Meeting, Section on Survey Research Methods, American Statistical Association, 2011, Alexandria, Virginia. pp. 1058–1066.[12] S. E. Harpe, “How to analyze Likert and other rating scale data,” Currents in Pharmacy Teaching and Learning, Vol. 7, Issue 6

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)

. Students not only ask for more challenges but actually complete them,evinced in challenge completion rates: on average, student-teams achieve 25% more pointsduring the final challenge than required for an A grade. At the end of the quarter(s), 60% oflearners expressed strong interest in joining the university’s SlugSecurity student club andcontinue working within this community of practice to advance their skills and experience.“Thank you for teaching this class. It was a great experience, and I hope to attend Slug Security eventswhen they align with my schedule. You guys are truly knowledgeable and are great teachers, especiallyfor underclassmen.” -Learner response from internal surveyA combination of

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)

, 2023. https://peer.asee.org/44846[5] D. Belfadel, I. Macwan, and J.F. Drazan. "Full paper: Engaging First-Year Engineering Students Through Team-Based Design and Peer Review: A Service-Learning Approach". 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July. ASEE Conferences, 2023. https://peer.asee.org/44822[6] S. Wang, E. Obst, and B. Richards. "(Full Paper) Enhancing Sense of Belonging in First- Year Engineering Students through Integrated Project-Based Learning and Communication Skills Development". 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July. ASEE Conferences, 2024. https