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)

Schupbach, University of Colorado Denver William is working towards a PhD in Mechanical Engineering at the University of Colorado Denver and is a research assistant and a part time instructor.Prof. Tom Altman Dr. Altman received his Ph.D. in Computer Science from the University of Pittsburgh. He specializes in optimization algorithms, formal language theory, and complex systems. He has published a book and over 90 journal/refereed papers. He received numerous research and teaching awards. Tom has been a PI/co-PI on over 20 external grants, including the NSF(4) and DARPA(2). An ABET CAC Program Evaluator, Dr. Altman has expanded his research interests into STEM and, in particular, Engineering Education.Dr. Michael S

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

Tagged Divisions

First-Year Programs Division (FPD)

building andcommunication, as well as better project management.References[1] ABET, *Criteria for Accrediting Engineering Programs*, 2020. [Online]. Available:https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2020-2021/. [Accessed: Jan. 16, 2025].[2] N. P. Gaunkar, N. Fila, and M. Mina, “Broadening engineering perspectives by emphasizingthe human side of engineering,” in *Proc. 2020 IEEE Frontiers in Education Conf. (FIE)*,Uppsala, Sweden, 2020.[3] C. A. Roberts and S. M. Lord, “Making engineering socio-technical,” in *Proc. 2020 IEEEFrontiers in Education Conf. (FIE)*, Uppsala, Sweden, 2020. [Online]. Available:https://doi.ieeecomputersociety.org/10.1109/FIE44824.2020.9273957[4] S. H

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

Mehek Kunal Vora, Tufts University; Ethan E Danahy, Tufts University

Tagged Divisions

First-Year Programs Division (FPD)

, attitudes, and self-reported skills related to generative AI, coding, robotics, andengineering tasks. Self-reported likert scale responses of coding ability and robotic skill werealso collected. This was triangulated by asking implicit questions about student coding ability.More specifically student responses to questions such as “If you do have prior programmingexperience: when you "get stuck" and need help, what online resource(s) would you use to figureout how to move forward?” helped assess their prior coding knowledge. For instance,generalized responses that referred to use of a search engine or asking others for help wereindicative of lesser prior knowledge in comparison to student responses that referred to StackOverflow, open source

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

. 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) 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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

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 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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

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 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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

]‬ ‭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 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hermine Vedogbeton, Holy Cross

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

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 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Flanagan, Clemson University; Grace F Crocker, Clemson University; Michael Joseph Kiernan, Clemson University; Joseph Overlin Chapa, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs Division (FPD)

_te/14158.htm[9] Skillfull Learning, 1 - What Is Metacognition and Why Should I Care?”, (2019).[10] P. C. Brown, Make it stick: the science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2014.[11] P. Cunningham, H. Matusovich, D.-A. Hunter, S. Blackowski, and S. Bhaduri, “Beginning to Understand Student Indicators of Metacognition,” in 2017 ASEE Annual Conference & Exposition Proceedings, Columbus, Ohio: ASEE Conferences, Jun. 2017, p. 27820. doi: 10.18260/1-2--27820.[12] S. A. Ambrose, How learning works: seven research-based principles for smart teaching. in The Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass, 2010.[13] P. N. Van Meter, C. M

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)

. Cooney, K. Alfrey, and S. Owens, "Critical thinking in engineering and technology education: A review," in 2008 Annual Conference & Exposition, 2008, pp. 13.344. 1- 13.344. 16.[20] L. Claris and D. Riley, "Situation critical: critical theory and critical thinking in engineering education," Engineering Studies, vol. 4, no. 2, pp. 101-120, 2012, doi: 10.1080/19378629.2011.649920.[21] A. Godwin, "The development of a measure of engineering identity," in ASEE Annual Conference & Exposition, 2016.[22] D. Dumitru, D. Bigu, J. Elen, A. Ahern, C. McNally, and J. O'Sullivan, "A European review on critical thinking educational practices in higher education institutions," 2018.[23] C. P. Leão and A

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)

, 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 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