Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Curtis R. Taylor, University of Florida; Darryl Bryant McCune II, University of Florida

Tagged Divisions

First-Year Programs Division (FPD)

journey. ©American Society for Engineering Education, 2025 WIP: Empowering Future Engineers: The Impact of a Summer Bridge Program on Student Self-EfficacyIntroductionLow retention and graduation rates in engineering are well-known challenges to maintainingAmerica’s technological competitiveness. Recent studies indicate that the U.S. four-yearengineering graduation rate is about 30% [1]. Over the past 65 years, the six-year engineeringgraduation rate has been about 50% [2]. This means that roughly half of all students who beginstudying in an engineering bachelor’s degree program will drop out of the program beforegraduating. However, the urgency of this problem is further emphasized by a

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

Udeme Idem, Purdue University at West Lafayette (COE); Senay Purzer, Purdue University at West Lafayette (PWL) (COE); Jason Morphew, Purdue University at West Lafayette (PPI)

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First-Year Programs Division (FPD)

instruction and curricula.Search MethodsWe conducted a systematic review of the literature to find relevant articles. We individuallysearched three scholarly engineering databases and excluded grey literature. We used advancedsearch criteria and Boolean logic search parameters for each database. We used four categoriesof search terms as part of our search strategy to retrieve relevant literature. These were (1)microelectronics, (2) microcontrollers, (3) first-year or sophomore, (4) engineering education, aswell as Arduino. We analyzed only literature published in the past 10 years (2015-2024) forinclusion in the study. Seventy-three records were identified in Scopus, and 196 were identifiedin Compendex and Inspec. The search strings used to search

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)

computation engineering problems.Introductory knowledge of programming and problem solving is often core components to abroad first-year engineering curriculum. While traditional computer science curriculum oftenemphasizes scientific theories, practicing engineers focus on the societal impact and practicalapplications of their work. As a result, teaching introductory programming concepts to youngfuture engineers can be a challenging task.One common tool to aid in teaching beginning programming theory is to program an automatedassessment. Automated assessment tools have long been deployed successfully in teachingcomputer science curriculum [1]. The benefits of an automated assessment tool are documentedto include more timely feedback, and building up

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)

support the United States inremaining a strong economic and global competitor [1-3]. However, through analysis of nationaldata sets, approximately only half of the students who enter a STEM major will graduate with aSTEM degree [4].Recent research examining the reasons why students leave STEM disciplines show that theytypically leave for non-technical reasons including poor teaching, curriculum overload, limitedadvising and support, or a rejection of the competitive culture in many STEM disciplines [7-10].In more recent years, studies have continued to document the same factors influencing attritionin STEM degrees as well as student’s lack of self-efficacy, failure of the material to capturestudent interest, overly competitive grade structures

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FPD)

approach and learning style of a textbook, and regenerateproblems algorithmically to give students unlimited opportunity for practice and mastery [1].Similarly, ALEKS by McGraw Hill is another digital platform that allows instructors to buildassessments and track student performance. However, the key difference between the two is thatALEKS uses an adaptive learning approach, requiring students to demonstrate mastery of a topicbefore progressing to the next. ALEKS uses machine learning rooted in Knowledge SpaceTheory to create and continually update a detailed map of each student's knowledge. It identifies,in real time, whether a student has mastered a specific topic and if they are ready to learn it. Thisapproach is to keep students engaged

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FPD)

demand for qualifiedengineers, first-year retention rates remain a significant challenge. This paper will explore howthe redesigned program addresses this challenge.Initially, a project-based Engineering 101 course was revamped in 2016 but showed limitedimprovement in retention rates, stabilizing around the mid-60% range. In 2021, the program wasfurther restructured into a comprehensive, multi-semester experience named the “ShockerDesign Experience," expanding its scope to include students of all majors.The redesigned program integrates the Kern Entrepreneurial Engineering Network (KEEN)Entrepreneurial Mindset framework, emphasizing curiosity, connections, and creating value [1],with Stanford d.school’s Design Thinking model [2]. This approach

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)

; implementation of similar projects has been shown to increasestudents’ perceived value of introductory level courses [1], [2], [3], [4]. This paper describes theimpact of those projects on students’ perceptions of the course, building upon the planning andimplementation process described in a prior work-in-progress paper [5].The six project partners who took part in this initiative work for the Facilities Department at theuniversity on various engineering-related projects in their day-to-day roles and volunteered theirtime to engage with student teams and provide materials for the course. Given the size of theinstitution, students taking the course are rarely exposed to or have knowledge of the type ofwork done by facilities and operations staff

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

Artre Reginald Turner, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering)

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Diversity

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First-Year Programs Division (FPD)

industries ranging from consumer electronics to nationaldefense, require a robust workforce to meet growing demand. Initiatives like the CHIPS andScience Act of 2022 emphasize the need for domestic workforce development, but addressingworkforce gaps requires early educational interventions to cultivate technical skills, persistence,and interest in microelectronics.This study investigates how embedding microelectronics into an introductory engineering coursecan foster engagement and persistence. Using Social Cognitive Career Theory (SCCT) and aphenomenographic approach, the research examines (1) how prior experiences and barriers, suchas access and social dynamics, affect students’ engagement, self-efficacy, and learningoutcomes, and (2) how

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)

-year engineeringstudents at a large very-high research activity university. Critical thinking is widely recognizedas one of the most crucial elements for the success of an engineer [1-3]. In many ways, itrepresents the ontological premise upon which the engineering profession, as it exists today, isbuilt [4]. Engineers are responsible for solving complex problems while ensuring that theirsolutions are reliable, sustainable, ethical, and socially responsible. Success in this field requiresa mindset that is systematic, reflective, and saturated with rigor. This directly points to criticalthinking, a concept that originated from philosophical and educational disciplines. Over time, ithas been adapted and applied to a wide range of fields. In this

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

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; James Bittner, Michigan Technological University

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First-Year Programs Division (FPD)

in the MTU first-year engineering program (approximately 1,000 studentsper year).[1-3]We expected that the real-time and specific feedback from WebTA to students would enhancetheir motivation to learn and use MATLAB. The current research focused specifically onWebTA’s impact on student motivational factors, as would be predicted by Deci and Ryan’s SelfDetermination Theory (SDT) [4]. SDT posits that humans inherently need autonomy,competency, and relatedness. When these needs are met, intrinsic (i.e., stemming from self)motivation increases. Intrinsic motivation drives academic motivation and engagement.Autonomy is the need to feel in control of our actions and choices and, therefore, the ability tomake decisions that align with our values

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Lizzie Santiago, West Virginia University; Todd R Hamrick, West Virginia University; Robin A.M. Hensel, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University

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First-Year Programs Division (FPD)

collaboration, build effectiverelationships, and complement technical expertise, playing a vital role in achieving success andefficiency in the work environment. These skills are generally categorized as functional andadaptive [1]. Functional skills focus on task-oriented abilities, such as problem-solving anddecision-making, while adaptive skills emphasize personal conduct, emotional intelligence, andinteractions with peers and the broader work environment [1]. In engineering education,professional skills include oral communication, teamwork, and project management. Technicalskills refer to the specialized knowledge and expertise required to perform specific tasks. Inengineering courses, technical skills often include proficiency in the engineering

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

Self-Regulation of their LearningIntroduction & BackgroundFirst-year engineering programs are an increasingly popular inclusion into 4-year engineeringbachelor's degree curricula and have become an important touch point for students to getacquainted with the field of engineering and the foundational skills necessary to be successful inthe engineering program/degree of their choosing. Topics most frequently covered in this firstyear that are widely considered foundational skills for any engineering discipline that studentsmay matriculate into include: problem-solving, teamwork, technical communication,programming, computer-aided design, the engineering design process [1], [2], [3]. Additionally,some programs and institutions have started

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

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First-Year Programs Division (FPD)

Mechanics, ActiveLearning, Classroom Participation, Inclusive Learning, Gamified Learning Strategies,Educational Innovation in STEM.1. IntroductionActive learning—where students meaningfully engage in tasks, discussions, and problem-solving—has been widely recognized as an effective strategy for improving conceptualunderstanding and student performance in science, technology, engineering, and mathematics(STEM) fields [1]. Prince defines active learning as any instructional method that encouragesstudents to actively participate in the learning process rather than passively absorbing informationthrough traditional lecturing [1]. Research consistently shows that these methods not only improveacademic achievement but also foster higher-order 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) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Zeira Emiline Galindo, Southern Methodist University; Arath Dominguez, Southern Methodist University; Zoe Mukendi, Southern Methodist University; Alain Mota, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

(WIP) research paper is to examine theoperational structure of a peer mentoring program for first-year engineering and computerscience students in order to identify the key structural and procedural elements that significantlyinfluence student engagement and retention. First-year retention is a priority for manypostsecondary institutions, as success during a student’s initial semesters is strongly associatedwith long-term persistence and degree completion. Nationally, retention rates in STEM fields,including engineering and computer science, remain disproportionately lower than those in non-STEM disciplines [1]. These disparities are even more pronounced for students fromtraditionally underrepresented backgrounds. For example, Black, Latinx

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FPD)

bridgingtheory and practice. This paper argues that project-based approaches are more effective inembedding critical thinking skills in engineering students by introducing engineering-specificstages that reflect the practical and iterative nature of problem-solving. The practical engagementrequired by the taxonomy project better mirrors the problem-solving nature of engineering,making it a more suitable method for developing critical and innovative thinking.Keywords: Project-based Learning, Learning Environment, Humanities, EngineeringCurriculum, PedagogyIntroductionThinking is the systematic transformation of mental representations of knowledge to characterizeactual or possible states of the world, often in service of goals [1]. Mustafina suggests

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

connection within the educational domain [1-3]. In higher education, STEM programsexhibit higher dropout rates compared to other fields. It is well-documented that a student’sfirst year is pivotal in determining whether they persist in their STEM program andsuccessfully graduate or decide to leave [4-5].First-year students undergo an adaptation process to a new academic environment, wherethey encounter greater responsibilities and significantly increased academic demands [6-7].This transitional phase presents challenges that extend beyond academics to encompasspersonal and social dimensions. These challenges include managing time effectively,developing independent study habits, integrating into a new university community, andadapting to an

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

Justine Chasmar, Minnesota State University, Mankato; Sarah Jane Grigg, Embry-Riddle Aeronautical University - Daytona Beach; Darcie Christensen, Minnesota State University, Mankato

Tagged Divisions

First-Year Programs Division (FPD)

engineering students [1], [2], asthis new generation of engineers will need to solve multi-faceted, complex social, technical, andethical issues using interdisciplinary, collaborative, data-driven, and systematic approaches [3],[4].Background and Theoretical FrameworksTo solve these complex, ill-defined social problems, students must first learn the processes anddevelop frameworks for concepts and procedures behind solving well-defined technical problems[5]. One crucial component of problem-solving is metacognition, the process of reflecting onone’s own learning processes including planning, monitoring, and evaluating that learning [6],[7], [8]. Metacognition, commonly referred to as “thinking about thinking,” is essential forself-directed learning

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

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Diversity

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First-Year Programs Division (FPD)

. ©American Society for Engineering Education, 2025 WIP: College of Engineering Summer Transfer Student Jump StartIntroductionThis Work in Progress paper will describe the Transfer Student Summer Jump Start Program,which was designed to give engineering transfer students at California Polytechnic StateUniversity in San Luis Obispo a soft landing into their life at a public university in a small collegetown. “Transfer Shock” is a known phenomenon where many transfer students experience atemporary dip in their grades during their first few terms post transfer [1]. Just as transfer studentscan take a myriad of academic paths, their reasons for experiencing the shock may come frommultiple different factors

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

they would face in ensuring they have a computerable to run the software they may need to complete their research project within the program.Alongside technical skill-building, the participants are also supported to develop communicationskills such as presenting and science writing, and are provided with peer mentors who help shareimplicit hidden curriculum knowledge. A goal of the program is to also boost students'confidence and sense of belonging within engineering, as both are key factors in the persistencein students pursuing engineering studies [1]. A program capacity for two students annuallyensures robust funding and individualized support for the participants, including post-programcareer support by program staff. To date, all eight

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

(IPEC) Competencies [1]: (1) Respect, (2)Commitment, (3) Transparency, (4) Communication, and (5) Justice. Students answer a series ofquestions surrounding their mutual expectations for each other in these categories and thus setthemselves up for a clearer understanding of the people they are working with and, most importantly, thetools for individual governance. Furthermore, teams were asked to conduct two 360-degree feedbackevaluations of each other, which are performance-based assessments. One evaluation was performedmidway through the project and another at the end of the term to ensure they developed the desiredteamwork skills to successfully and equitably finish their projects.While this intervention had been modestly successful for the

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)

tools explored in the course, and debugging problems that occur in studentcode. It is advised that student staff give pushes in the right direction where possible, and follow aset of structured debugging steps that the students are also provided with where necessary. Officehours can also be used for assistance understanding aspects of the project specifications andcourse guidelines.Related WorksSeveral works prior to this paper have noted that office hours can have a measurable impact onstudent performance outcomes. Finding a definite correlation between use of office hours andimprovement of student grades is a topic of interest to many educators. Current research has usedgraded homework as a metric of assessment [1]. Other papers covered the

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

Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville; Angela Thompson P.E., University of Louisville

Tagged Divisions

First-Year Programs Division (FPD)

activity in the last decade [1]. Active learning is aninteractive teaching model that puts students at the center of their own learning process throughengaging, often hands-on, activities [2]. Active learning often incorporates media to attract andmaintain the attention of students to benefit their learning. Ultimately, the purpose of activelearning is to prevent students from being passive listeners in a classroom [3]. Active learningtechniques have been studied numerous times and results provide strong indications of improvedstudent persistence [4] [5].One specific example of active learning is project-based learning. Project-based learning placespedagogy in the context of a particular system and often incorporates teamwork to addsocialization

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Megann P Hedgecock, Pennsylvania State University; Sally Sue Richmond, Penn State Great Valley

Tagged Topics

Diversity

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First-Year Programs Division (FPD)

between first- and fourth-yearengineering students that has positive implications for both the mentors and mentees. There issubstantial evidence that near-peer mentoring of and by engineering students helps both menteesand mentors. Students must gain many skills beyond technical knowledge to become competentpracticing engineers. ABET names seven outcomes defining the skills, knowledge, and behaviorsthat engineering students must acquire to be ready to enter the workforce. Among these are anability to “communicate effectively with a range of audiences” and “function effectively on ateam whose members together provide leadership, create a collaborative and inclusiveenvironment, establish goals, plan tasks, and meet objectives.” [1].Employers also

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

Micah Lande, South Dakota School of Mines & Technology; Portia Elise Lenczowski, South Dakota School of Mines and Technology; Aaron Lalley P.E., Southeast Technical College

Tagged Divisions

First-Year Programs Division (FPD)

adaptability. Byintegrating structured coaching with hands-on prototyping activities, the "Design forManufacturing" course seeks to foster adaptive expertise, preparing students to tackle open-ended problems with confidence and ingenuity. This study aims to provide evidence-basedinsights into the effectiveness of this pedagogical approach, contributing to broader efforts inenhancing first-year engineering education.Background: Adaptive expertise, as differentiated from routine expertise, requires a balance ofefficiency and innovation [1]. Kolb’s Experiential Learning Cycle [2] offers a valuableframework for fostering this adaptability through iterative processes, emphasizing ConcreteExperience, Reflective Observation, Abstract Conceptualization, and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman; Michael S. Jacobson, University of Colorado Denver

Tagged Divisions

First-Year Programs Division (FPD)

impact of theLMP on student retention rate. The results from a chi-square test show that there was astatistically significant improvement in retention with students who participated in the LMP asmentees, compared to those who did not participate. A t-test shows a positive associationbetween students’ participation in the LMP and their GPA. In the current study, the survey andinterview results indicate a shift of behavior towards the development of STEM identity forstudents who participated in the LMP.The research questions for this study are: 1. How does participation in the LMP influence the development of STEM identity among the mentees? 2. What specific factors within the mentorship program contribute to the academic

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)

technologies.To design this forum, our team leaned on theories of change [1], and explored how theories ofchange have been described in literature in the context of STEM higher education [2]. Reinholzand Andrews define a theory of change in STEM higher education as “A particular approach formaking underlying assumptions in a change project explicit, and using the desired outcomes ofthe project as a mechanism to guide project planning, implementation, and evaluation” [2, p. 2].By this definition, the forum detailed in this paper as well as its outcomes are the first stages ofour programs’ theory of change. Reinholz and Andrews draw from the Aspen InstituteRoundtable on Community Change to describe what they call the anatomy, or fundamentalcomposition, of

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

Benjamin Goldschneider, University of Virginia

Tagged Topics

Diversity

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First-Year Programs Division (FPD)

SemesterThis GIFT describes a creative reflection assignment to be given at the end of engineeringstudents’ first semester and again at the end of the first year.Motivation:Reflection is a powerful tool for students to evaluate their own learning and growth. It allowsstudents to synthesize learning across lectures, assignments, and classes, as well as giving them ameans to connect their past, present, and future selves with their experiences in a project orcourse [1]. First Year Engineering (FYE) courses are a prime opportunity for students to engagein reflective assessments. Though they are still early in their academic careers, the first year is apivotal period for making decisions around major selection, on-campus engagement, personalvalues, and

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

Tagged Divisions

First-Year Programs Division (FPD)

semesterselect a discipline specific 1001L lab course to take within their directly declared major. Wecommenced offering this new 1-hour overview of all engineering majors followed by the 1-hourdiscipline specific lab course in 2024, among many other ideas for seeking to enhance RPGrates. This is a tremendously collaborative undertaking involving countless dedicated anddevoted hours by faculty and staff from all the engineering and engineering technology majors tolaunch. Hopefully, this will also serve to further enhance the awareness of the strengths for bothEngineering Technology degree programs as well as Engineering programs. This paper alsobegins to analyze any early effects of this new approach and curriculum change to our RPGrates, along with 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

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)

at the department level on student success.Several results were statistically significant with low p-values supporting the hypothesis thattutoring is beneficial. The tutoring initiative also provided professional development andemployment opportunities to senior and junior students.KeywordsPeer Tutoring, Failure Percentages, Academic Performance, First Year Students, Second YearStudentsIntroductionRetention of undergraduate students has been a persistent challenge for many engineeringprograms [1] [2] [3]. This is especially true among first- and second-year students, whereretention is often impeded by poor academic performance based on ineffective study skills andlearning approaches that may not align with the traditional lecture structure