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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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) 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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. AcknowledgmentsSpecial thanks to the Undergraduate Engineering Office and the First-Year Advising team, whosupported this research.VII. References[1] R. J. Waddington, S. Nam, S. Lonn, and S. D. Teasley, “Improving Early Warning Systems with Categorized Course Resource Usage,” Learning Analytics, vol. 3, no. 3, pp. 263–290, Dec. 2016, doi: 10.18608/jla.2016.33.13.[2] R. S. Newman, “How Self-Regulated Learners Cope with Academic Difficulty: The Role of Adaptive Help Seeking,” Theory Into Practice, vol. 41, no. 2, pp. 132–138, 2002.[3] K. Shaaban and R. Reda, “Effectiveness of intrusive advising of engineering first-year students using tailored freshman seminars,” EURASIA J Math Sci Tech Ed, vol. 18, no. 5, p. em2106, Apr. 2022, doi

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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://www.shrm.org/topics-tools/news/employee- relations/employers-say-students-arent-learning-soft-skills-college[4] “Workplace Conflict Statistics 2024 | Pollack Peacebuilding.” Accessed: Jan. 05, 2025. [Online]. Available: https://pollackpeacebuilding.com/workplace-conflict-statistics/[5] P. Bahrami, Y. Kim, A. Jaiswal, D. Patel, S. Aggrawal, and A. J. Magana, “Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions,” Trends High. Educ., vol. 2, no. 2, Art. no. 2, Jun. 2023, doi: 10.3390/higheredu2020014.[6] I. Hensista, S. Guddeti, D. A. Patel, S. Aggrawal, G. Nanda, and A. J. Magana, “Transformative Pedagogy as a

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University

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, understand and thus determine if they define themselves asbelonging to identities such as FLI, is explicitly defining what ‘first-generation’ and‘low-income’ means, and providing examples. The wording of these definitions should be givenin plain language, such as defining ‘first-generation student’ meaning the completion of a degreeby participants' parents', not just partial completion. In the AACRE pre-program survey, thesequestions include a plain language definition to explain and give example of any jargon, such as: Question 27: “Are you a first generation college student? (Meaning your parent(s) / caregiver(s) have NOT completed a bachelor's degree)These small but significant details are important to explain, so that

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

Minji Yun, University of Florida; Kent J. Crippen, University of Florida

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sharing their insights.This material is based upon work supported by the National Science Foundation under Grant No.(2128895). Any opinions, findings, conclusions, or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of NSF.References[1] H.-Y. Chiu et al., “Development of a social cognitive career theory scale for measuring the intention to select surgery as a career.,” Heliyon, vol. 9, no. 11, p. e21685, Nov. 2023, doi: 10.1016/j.heliyon.2023.e21685.[2] R. W. Lent, S. D. Brown, and G. Hackett, “Social Cognitive Career Theory,” in Career Choice and Development, Wiley, 2002, pp. 255–311.[3] S. D. Brown and R. W. Lent, “Social cognitive career theory.,” in Career

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Morgan F Rooney, North Carolina State University at Raleigh; Nathalie Lavoine, North Carolina State University at Raleigh; Julio Enrique Terán, North Carolina State University at Raleigh

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the CFAs (Social, Knowledge, and Encounter) organized chronologically.In contrast, Group B only had access to an unsorted spreadsheet of activities within the LMS.Group B, thus, did not receive any weekly reminders or LMS-posted information.Group A & B students registered for the CFAs through Google Forms (the links were provided inthe spreadsheet/LMS). Students were asked to provide information about their section, how theyheard about the event, why they wanted to attend it, and any specific question(s) they hoped toget an answer to. Upon completing the form, they received a Google Calendar invite to confirmtheir registration.After each event, students completed a reflection form to document their experiences andconfirm

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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-O.-13 Rep. Ryan, Chips and Science Act. 2022. Accessed: May 09, 2024. [Online]. Available: https://www.congress.gov/bill/117th-congress/house-bill/4346[3] “Chipping Away: Assessing and Addressing The Labor Market Gap Facing the U.S. Semiconductor Industry,” Semiconductor Industry Association & Oxford Economics, Jul. 2023. Accessed: May 09, 2024. [Online]. Available: https://www.semiconductors.org/chipping-away-assessing-and-addressing-the-labor- market-gap-facing-the-u-s-semiconductor-industry/[4] S. Kurinec, M. Jackson, T. Schulte, N. Kane, E. Lewis, and S. Gupta, “Microelectronic Engineering And Nanotechnology Education For Undergraduates And Pre College Students Through Curriculum

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

Caroline Cvetkovic, University of Illinois Urbana-Champaign; Madison Christine Fanning, University of Illinois at Urbana - Champaign; Shreya Khosla Gustafson, University of Illinois Urbana-Champaign; Sarah Meece, University of Illinois at Urbana - Champaign; Divya Bendigeri, University of Illinois Urbana-Champaign; Trisha Patnaik, University of Illinois at Urbana - Champaign

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transfer in biological systems. Students worked in teams to build confidence withexperimental and analytical skills while deepening their understanding of biological systems. Inthis project, students tested the properties of soils that emulated other permeable materialsrelevant to bioengineering.Forming Teams with CATMECATME’s Team-Maker software [19] was utilized to diversify teams of students in BIOE 120.Students completed a survey that requested data about their racial and ethnic identity, genderidentity, college (e.g., Engineering, Liberal Arts and Sciences, Business), major(s), and classyear (Table 2a). They were then asked to rate their experience level with various technical skillsas well as their preferred leadership style and if they

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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Pre + Post 1=Beginner to 5=Expert Attitude towards tech challenge How much did you enjoy the tech challenge project you Post 1=Did not enjoy at all to worked on all week? 5=Enjoyed it a lot How well did you work with your team? Post 1=Did not work well together at all to 5=Worked together very well Psychological safety (Cronbach’s α = .80) I felt comfortable talking to the project advisor(s) about Post 1=Not true at all to my questions

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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programs of choice) dominate as the primary stressors across all demographic groups,although statistically significant differences based on gender, nationality, and level of disabilityare observed. A new intervention to guarantee some students placement into their second-yearprogram of choice was expected to address one of the most significant stressors (second-yearprogram placement), but data collected to date shows these students have lower well-beingscores, higher stress scores, and no statistically significant difference in identify programplacement as a key stressor.References [1] Okanagan Charter: An International Charter for Health Promoting Universities and Colleges, 2015. [2] S. Fisher and B. Hood, “The stress of the transition to

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

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. Eng. Educ., vol. 107, no. 4, pp. 556–582, 2018, doi: 10.1002/jee.20234.[3] I. R. Beattie and M. Thiele, “Connecting in class? College class size and inequality in academic social capital,” J. High. Educ., vol. 87, no. 3, pp. 332–362, 2016.[4] C. R. Glass, E. Kociolek, R. Wongtrirat, R. Jason Lynch, and S. Cong, “Uneven experiences: The impact of student-faculty interactions on international students’ sense of belonging,” J. Int. Stud., vol. 5, no. 4, pp. 353–367, 2015, doi: 10.32674/jis.v5i4.400.[5] B. K. Iverson, E. T. Pascarella, and P. T. Terenzini, “Informal faculty-student contact and commuter college freshmen,” Res. High. Educ., vol. 21, no. 2, pp. 123–136, 1984, doi: 10.1007/BF00975100.[6] A. Pitt, F. Oprescu, G

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

Aishwary Pawar, Southern Methodist University; DeLean Tolbert Smith, University of Michigan - Dearborn

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, and J. Kibirige,"Student Attraction, Persistence and Retention in STEM Programs: Successes and ContinuingChallenges," Higher Education Studies, vol. 7, no. 1, pp. 46-59, 2017.[3] N. S. Board, "Revisiting the stem workforce, A companion to science and engineeringindicators," National Science Board, National Science Board, 2015. [Online]. Available:http://www.nsf.gov/pubs/2015/nsb201510/nsb201510.pdf[4] K. McMullin, "Identifying perceptions that contribute to the development of successfulproject lead the way pre-engineering programs in Utah," 2013.[5] P. Lam, P. R. Mawasha, T. Srivatsan, and J. Vesalo, "Description of a ten year study of thepreengineering program for under-represented, low income and/or first generation collegestudents at 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

Corrie Walton-Macaulay, Pacific University; Bailey A Weber, Pacific University

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]‬ ‭S. Ghanat and D. Ragan, “Implementing Entrepreneurial Minded Learning in a First-Year‬ ‭Seminar Course,” Proceedings of the 2014 ASEE Annual Conference, Portland, OR.‬[‭ 6]‬ ‭Pluskwik, Leung, & Lillesve, 2018‬ ‭[7]‬ ‭N. Duval-Couetil, E. Kisenwether, J. Tranquillo, J. Wheadon, ”Exploring the Intersection‬ ‭of Entrepreneurship Education and ABET Accreditation Criteria,”‬‭The Journal of‬ ‭Engineering Entrepreneurship‬‭, vol. 6, Number 2, pp.44-57,‬‭June 2015.‬ ‭https://doi.org/10.7814/jeenv6n2p3. [Accessed Dec 17, 2017].‬‭[8]‬ ‭ABET, “Changes in Definitions, Criterion 3 and Criterion 5

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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instance, C1 performed near the average in Milestone5 and below average in Milestone 6, yet the team maintained a united approach throughout, reflectingtheir commitment to equity.Equity Concerns: F4, F7In contrast, teams F4 and F7 displayed consistently high grades with near-zero deviations in suggestedadjustments, raising potential concerns about collusion in the peer review process. F7’s dramatic drop inperformance during Milestone 3, while maintaining no deviations in peer review data, may indicate aprearranged agreement among members. F4 presents a subtler case, with no single milestone showingsignificant performance deviation that might reveal team inequities hidden by internal agreement, evenshowing a later increase in performance. These

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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Paper ID #47666Instilling Confidence and Belonging in a First Year Mechanical EngineeringRobotics CourseDr. Jennifer Mullin, UC San Diego Jennifer S. Mullin is an Associate Professor of Teaching in the Department Mechanical and Aerospace Engineering, and Faculty Director of Experience Engineering (E4) in the Jacob’s School of Engineering at UC San Diego.Dr. Huihui Qi, University of California, San Diego Dr.Huihui Qi is an Associate Teaching Professor in the department of Mechanical and Aerospace Engineering, at the University of California San Diego.Prof. Nathan Delson, University of California, San Diego Nathan Delson

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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size of minority groups, which prevents a moredetailed empirical analysis by race, first-generation status, and economically disadvantagedstudents.References1 Clayton, A. B., & Worsham, R. E. (2024). Preparing Students for Postsecondary Success: The Effects of College Advising on College Readiness. Innovative Higher Education, 49(1), 1-24.2 2 Vedogbeton, H., Brown, C., Somasse, G. B., & Krueger, R. (2023, June). Improving the Experiences and Retention of Black Students in STEM Education. In 2023 ASEE Annual Conference & Exposition.3 Kurlaender, M., Reed, S., & Hurtt, A. (2019). Improving College Readiness: A Research Summary and Implications for Practice. Policy Analysis for California Education, PACE.4 Gottfried, M. A

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

Ivan E. Esparragoza, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Erin A Hostetler, The Pennsylvania State University; Bradley J. Sottile, The Pennsylvania State University

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learning objectives are listed in Table 2. Table 2. FYS Pilot Modules and Learning Objectives Category Module Title Upon Module Completion, Students Will Be Able To… Identify the primary differences between ethics and Professional integrity, as well as understand role ethics as a part of your Engineering Ethics professional career. Realize the variety of engineering majors and minors Engineering Major available at Penn State, create affinity to a specific Possibility Exploration major(s) or minor(s) 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

Matthew Thomas Garnett, Auburn University; Lucila Marcela Carias Duron, Auburn University; Maria Lujan Auad, Auburn University

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Fall 2023, she began co-teaching Auburn University’s Engineering Orientation (ENGR 1100) course to all first-year students, teaching approximately 1300 students yearly. ©American Society for Engineering Education, 2025 GIFTS: Restructuring a First-Year Engineering Course to Introduce a Variety of Technical Communication ActivitiesMotivation Over the past few years, the Samuel Ginn College of Engineering at Auburn Universityhas been working to restructure the curriculum of the first-year engineering sequence, starting withthe Engineering Orientation (ENGR 1100) course. This course meets once a week for 50 minutesand is a required 0-credit hour Pass (S)/Fail (U) course taken by all

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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in courses and curricula ontheir own campuses. The paper originally was submitted in January 2025. In revising, we haveadded an Appendix that discusses conditions in April 2025, which represent an abrupt change innational conditions related to DEIJ topics as compared to Fall 2024 when the teaching activitieswere conducted.IntroductionEngineering programs continue to adapt to changing stakeholder demands for better integrationof diversity, equity, inclusion, and justice (DEIJ) into both classrooms and curricula. Forexample, ABET’s approved new Criterion 5 will require programs to offer curricula “thatensure[s] awareness of diversity, equity, and inclusion for professional practice consistent withthe institution’s mission” [1] (note that this

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

Laura Ruhala, Kennesaw State University; Turaj Ashuri, Kennesaw State University; Lance Crimm, Kennesaw State University; Charles Richard Kennedy, Kennesaw State University; Margaret L Lowder, Kennesaw State University; Matthew Quincy Marshall, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Gregory L. Wiles PE, Kennesaw State University; Roneisha Wynette Worthy, Kennesaw State University

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? How do you feel today about the What are you hoping to learn from What was (or is) your high school decision-making process you used this course? GPA? in selecting your major? I am strongly considering pursuing What is your current academic How has ENGR 1000 impacted the following minor(s) to go along level? your choice of major? with my major of choice. Are you currently a full-time What do you think

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Courtney Green P.E., University of North Carolina at Charlotte; Catherine M. Blat, University of North Carolina at Charlotte

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Paper ID #47949Immersive Summer Transition Program: Exploring the academic performanceof first time in college engineering studentsDr. Courtney Green P.E., University of North Carolina at Charlotte Dr. Courtney S. Green, P.E., is an assistant teaching professor for the Department of Civil and Environmental Engineering within the Williams States Lee College of Engineering at the University of North Carolina at Charlotte. She holds an M.S. in Engineering and a Ph.D. in Educational Research, Measurement, and Evaluation from UNC Charlotte.Dr. Catherine M. Blat, University of North Carolina at Charlotte

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

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First-Year Programs Division (FPD)

Engineering at Auburn Universityhas been working to restructure the first-year engineering sequence, starting with the EngineeringOrientation (ENGR 1100) course. This course meets once a week for 50 minutes and is a required0-credit Pass (S)/Fail (U) course taken by all incoming first-year engineering and computer sciencestudents. Two sections of the course are offered each semester, and there is a maximum enrollmentof 410 students per section. Traditionally, this course served as an introduction to college life,campus resources, facilities, academic advising, and engineering departments/programs offered oncampus. To better serve students at the beginning of their engineering academic curriculum andcover more fundamental engineering topics, the

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

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First-Year Programs Division (FPD)

, 2019.[5] K. Eagan, S. Hurtado, T. Figueroa, and B.E. Hughes, “Examining STEM pathways amongstudents who begin college at four-year institutions,” Washington, DC: National Academy ofSciences, 2014.[6] X. Chen, “STEM attrition: college students’ paths into and out of STEM fields. Statisticalanalysis report. NCES 2014-001,” National Center for Education Statistics, 2013.[7] E. Seymour, and N.M. Hewitt, “Talking about leaving: why undergraduates leave thesciences,” Boulder, CO: Westview Press, 1997.[8] D. Bressoud, “Book Review: Talking about leaving revisited: persistence, relocation, and lossin undergraduate STEM education,” Notices of the American Mathematical Society, vol. 67, no.9, pp. 1375-1379, October 2020.[9] B. Geisinger, D.R. Raman

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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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 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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; 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) 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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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