Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hiba Assi, University of Detroit Mercy; E. Prasad Venugopal, University of Detroit Mercy; Shuvra Das, University of Detroit Mercy; Dawn Archey, University of Detroit Mercy; Mark Andrew Steffka, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Doors for All: Creating an Inclusive and Equitable Engineering Education Model Inspired by the ASEE Mindset ReportI. IntroductionIn recent years, ASEE, in partnership with other national organizations such as the NSF, NAE,NAB, and the broader engineering community, has engaged in a multi-year effort to create a setof high-impact recommendations to transform the landscape of engineering education in the 21 stcentury. The 2018 ASEE and NSF report, Transforming Undergraduate Education inEngineering [1], emphasized that the engineers of tomorrow must possess “deep expertisewithin a single domain, broad knowledge across domains, and the ability to collaborate withothers in a diverse working environment.” This vision has been echoed in

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

Tagged Divisions

First-Year Programs Division (FPD)

the first semester of a two-course sequence in the first-year general engineering (GE) program housed in the Engineering Education Department withinthe College of Engineering Virginia Tech called Foundations of Engineering. The programoutcomes for the GE program are to equip students to 1. select a major that aligns with their interests and goals, 2. have the foundational academic, technical, and professional knowledge and skills needed to succeed in a degree-granting major, and 3. develop a sense of belonging and identification with engineering to support long-term persistence toward a degree.The Foundations of Engineering I course was designed to introduce students to engineering byexploring data collection and analysis

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

Nichole Ramirez, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Lucas Galey, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

their major, persisting to graduation). Given what we know about the benefits ofan early introduction to engineering [1], we are at risk of these students changing their majorsbefore they even get to experience the engineering content. What is more, the historically highbar for math preparation to engage with engineering content also prevents students from otherdisciplines from experiencing or benefiting from exposure to the engineering mindset, regardlessof whether they want to be engineers. To remedy this, we created a first-year engineering design course to introducefoundational engineering concepts to students in their first year from any level of preparation anddiscipline, building an understanding of engineering and math skills

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

Tagged Divisions

First-Year Programs Division (FPD)

people walking, at least oneperson can teach me something new.” The authors see this philosophy as underpinning the LeadBy Design and First Year Design Experiences program, our School of Engineering’s solution tocreate more accessible and experiential Design-Build curricula for first-year students [1, 2, 3].Here, a group of knowledgeable and skilled undergraduate students can form a team to designand create new First Year Design course content on a subject matter that they are passionateabout, and feel is underrepresented in the engineering curriculum. Not only do they take controlof early engineering course content, but they also teach it as a formal, for-credit (graded) class.The subject of each First Year Design class varies with the