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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First-Year Programs Division (FPD)

improved performance compared to previous years. These findingssuggest that with targeted curriculum adjustments and integrated support structures, students canovercome challenges related to math readiness and succeed in engineering education. The paperconcludes by offering recommendations for practitioners at other institutions aiming to replicatesimilar programs, such as identifying at-risk students early, providing a focused math curriculumwith engineering applications, and ensuring strong institutional support to enhance studentretention and success in engineering programs.IntroductionThis complete, evidence-based practice paper provides an update to “Implementing anEngineering Math Curriculum Sequence: Preliminary Results and Lessons Learned

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruben D. Lopez-Parra, Universidad del Norte; Yadeeh Sawyer, University of New Mexico - School of Engineering - Engineering Student Success Center; Christina Salas, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Carl Willis, University of New Mexico; Vanessa Svihla, University of New Mexico

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First-Year Programs Division (FPD)

Paper ID #46871An Integrative, Querencia-Informed Approach to First-Year EngineeringDr. Ruben D. Lopez-Parra, Universidad del Norte Ruben D. Lopez-Parra is an Assistant Professor in the Instituto de Estudios en Educaci´on (Institute for Educational Studies) at the Universidad del Norte in Colombia. His Ph.D. is in Engineering Education from Purdue University, and he has worked as a K-16 STEM instructor and curriculum designer using various evidence-based learning strategies. In 2015, Ruben earned an M.S. in Chemical Engineering at Universidad de los Andes in Colombia, where he also received the title of Chemical Engineer

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

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First-Year Programs Division (FPD)

Paper ID #46530WIP: Scaffolding the Metacognitive Problem-Solving Process in an UndergraduateEngineering Peer-Review ProjectDr. Justine Chasmar, Minnesota State University, Mankato Dr. Chasmar is an adjunct professor for Iron Range Engineering through Minnesota State University, Mankato. She teaches self-directed learning classes for the professionalism curriculum, one of the three pillars of the IRE. Dr. Chasmar earned a Ph.D. in Engineering and Science Education and M.S. and B.S. in Mathematical Sciences from Clemson University. Dr. Chasmar spent over a decade serving in and directing learning centers. Most recently, Dr

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)

learning trajectories. One often overlooked aspect of FYE 1.0programs is how the introductory engineering courses relate within the curriculum tocomplementary courses (mathematics and science) in the first year as well as courses later in thecurriculum. The arrangement of these experiences – called curricular design patterns – canbecome bottlenecks to student progress [3]. For example, the ability to place into Calculus is asignificant predictor for completing an engineering degree [4], so introductory courses that relyon students being Calculus-ready, whether explicitly through prerequisite relationships [5] orimplicitly through instruction, can block students from progressing into fundamental coursessuch as Statics and Circuits. These barriers

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

Rafe Steinhauer, Dartmouth College

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First-Year Programs Division (FPD)

Paper ID #46167GIFTS: Designing Five OER Lessons for Integrating Design Thinking intoIntroductory Engineering Design CoursesProf. Rafe Steinhauer, Dartmouth College Rafe Steinhauer is an instructional assistant professor at Dartmouth College’s Thayer School of Engineering, specializing in the application of design thinking and human-centered design to improving education, from improving instructional design methods (higher education) to tackling wicked problems in systems of public education (K-12). ©American Society for Engineering Education, 2025 GIFTS: Designing Five OER Lessons for

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

Joan Tisdale, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder

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First-Year Programs Division (FPD)

technologies, such as circuits, oscilloscopes, and coding, to reinforcemathematical principles through applications.The mathematical topics included in the course have great breadth. The curriculum starts withalgebra and progresses to advanced topics, including lines, quadratics, trigonometry, vectors,sinusoids, systems of equations, derivatives, integrals, and differential equations. Mathematicaltopics are always related to engineering related word problems. And in addition, lab data is oftenprocessed with MATLAB. Students are gaining an understanding of the interconnectionbetween classroom theory, laboratory measurement and numerical representation of theirengineering results [2].Innovative Component:In Fall of 2024, one of the professors teaching 3

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)

of Cognitive and Learning Sciences (CLS). Prior to his tenure at MTU, Dr. Sticklen held the positions of Director of the Applied Engineering Sciences BSc major at Michigan State University and Director of the Center for Educational Research in the College of Engineering. During his tenure at MTU, Dr. Sticklen served as the Chair of the EF Department from 2014 to 2020, during which time he spearheaded a successful initiative to revamp the first-year engineering curriculum. Since 2020, Dr. Sticklen has dedicated his research efforts to student engagement from a Discipline-Based Educational Research (DBER) perspective. He has been an AI researcher and educator since 1983, transitioning to a DBER role in 2005. Dr

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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First-Year Programs Division (FPD)

Engineering Students," in Proceedings of the 2015 ASEE Annual Conference & Exposition, Seattle, WA, Jun. 2015. https://doi.org/10.18260/p.23677[9] K. A. Connor, B. H. Ferri, and K. Meehan, "Models of Mobile Hands-On STEM Education," in Proceedings of the 2013 ASEE Annual Conference & Exposition, Atlanta, GA, Jun. 2013. https://doi.org/10.18260/1-2--22295[10] Aglan, H.A. and Ali, S.F., “Hands-on Experiences: An Integral Part of Engineering Curriculum Reform,” Journal of Engineering Education, pp. 327-330, Oct., 1996.[11] J. Bridge, "Incorporating Active Learning in an Engineering Materials Science Course," in Proceedings of the 2001 Annual Conference, Albuquerque, NM, Jun. 2001. https://doi.org/10.18260/1-2--9369[12] J. F

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)

Paper ID #46863Validating an Engineering Self-Concept SurveyJahnavi Dirisina, Minnesota State University, Mankato Dr. Jahnavi Dirisina is an Assistant Professor in the Department of Integrated Engineering at Minnesota State University, Mankato. Her research interests are in the field of Cognitive Human Factors with applications in Engineering Education.Dr. Randa L. Shehab, University of Oklahoma Dr. Randa L. Shehab serves as the Senior Associate Dean for the Gallogly College of Engineering at the University of Oklahoma. She is a professor of Industrial and Systems Engineering and holds the Nettie Vincent Boggs Professor

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)

, specifically related to women in engineering, minoritized and underrepresented groups, and strategies to enhance their interest in engineering.Dr. Senay Purzer, Purdue University at West Lafayette (PWL) (COE) Senay Purzer is a Professor in the School of Engineering Education at Purdue University. Her research is on engineering design reasoning.Dr. Jason Morphew, Purdue University at West Lafayette (PPI) Dr. Jason Morphew is an assistant professor at Purdue University in the School of Engineering Education. He serves as the director of undergraduate curriculum and advanced learning technologies for SCALE and is affiliated with the INSPIRE research institute for Pre-College Engineering and the Center for Advancing the

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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First-Year Programs Division (FPD)

recreational games can enhance problem-solving abilities, aiming to bridge the gap between leisure activities and academic performance.Dr. Jason Morphew, Purdue University at West Lafayette (PPI) Dr. Jason Morphew is an assistant professor at Purdue University in the School of Engineering Education. He serves as the director of undergraduate curriculum and advanced learning technologies for SCALE and is affiliated with the INSPIRE research institute for Pre-College Engineering and the Center for Advancing the Teaching and Learning of STEM. He serves as the course curator for the Freshman semester engineering design course that serves over 2,500 freshman engineering students every year. His award-winning teaching has been

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

Anna Leyf Peirce Starling, University of Virginia; Esther Tian, University of Virginia

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First-Year Programs Division (FPD)

Paper ID #48183GIFTS: Integrating Generative AI into First-Year Engineering Education:From Knowledge Acquisition and Arduino Projects to Defining AccessibilityProblems and SolutionsAnna Leyf Peirce Starling, University of Virginia Anna Leyf Peirce Starling (Leyf Starling) is a founding faculty member and current Director of the First Year Engineering Center at the University of Virginia. She is currently developing curriculum and teaching the Foundations of Engineering 1 and 2 courses as well as advising 1st year engineering students. Starling earned a BS in Mechanical Engineering (UVA ’03); enhanced that with a MAT in

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

Cheryl B. Schrader, Wright State University; Craig Baudendistel, Wright State University

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First-Year Programs Division (FPD)

integrate these ideas into theirassessment plans as the FYS course moves forward on a permanent basis in fall of 2025.Wright State Institutional Research conducted analyses of student persistence for every collegeinvolved in 2024 fall pilot FYS courses. CECS students enrolled in the first pilot FYS coursedemonstrated an increase of persistence of over ten percent than that of students who did notenroll in a FYS course. Persistence is measured by students registered in one academic semestercontinuing in the following academic semester.Significance testing was performed on fall 2024 FYS pilot results for completion rate (nosignificant difference found), semester grade point average (GPA) (significant difference foundwith p < 0.05), and fall to

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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First-Year Programs Division (FPD)

Paper ID #45988Complete paper (evidence-based practice): Integrating Sustainability intoEngineering Education: The Impact of Complementary Field Activities onStudent EngagementMorgan F Rooney, North Carolina State University at RaleighNathalie Lavoine, North Carolina State University at Raleigh Since 2018, Nathalie Lavoine has been an Assistant Professor in the Department of Forest Biomaterials at NC State University (Raleigh, North Carolina, US). She received her PhD degree in 2013 from the Laboratory of Pulp & Paper Sciences, and Graphic Arts under the supervision of Dr. Julien Bras and Dr. Isabelle Desloges, in

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

Renee M. Desing, University of Washington; Ali Cho, University of Washington; Carrie Mills; Robin Neal Clayton, University of Washington

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First-Year Programs Division (FPD)

their overall experience with a sense of belonging and theirplans to continue pursuing an engineering or computer science degree. Further, we plan to trackhow their performance in their math courses changes as they progress through the calculussequence so that we may modify the math preparation given during the summer bridge programto better support their continued academic performance. Our future analysis will provide furtherinsights into future curriculum modifications, such as exploring essential problem-solving andteamwork skills, as these are critical factors for long-term success in STEM fields.References[1] M. Ashley, K. M. Cooper, J. M. Cala, and S. E. Brownell, “Building Better Bridges into STEM: A Synthesis of 25 Years of

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

Brian Dick, Vancouver Island University; Michael Sjoerdsma, Simon Fraser University

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Diversity

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First-Year Programs Division (FPD)

questions was removed (open-ended questions remained skippable). This change was intended to ensure that students who submitted the survey for tabulation at the end were engaged with the survey questions.1.1 BC Transfer SystemThe post-secondary system in British Columbia consists of an integrated network of colleges,TIUs, and RIUs that supports student mobility through a formalized transfer system. The BCCouncil on Admissions and Transfer1 is the agency tasked with facilitating admissions,articulation, and transfer arrangements among BC Transfer System member institutions, aswell as conducting research to support student and credit mobility.Most rural and urban colleges and TIUs in BC offer a defined set of first year courses thatallow

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

Daniel Selvakumar Raja, Greenville College; Natalie Schleper, Saint Louis University

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First-Year Programs Division (FPD)

& 2 lecture, recitations, and laboratory, Analytical Chemistry lecture and laboratory, Organic Chemistry laboratory, and Physical Chemistry Laboratory. Natalie’s research contributions focus on innovative teaching methods to enhance student engagement and learning outcomes. Research interests include student misconceptions, instructional materials, and integration of technology to STEM courses. Outside of the university, Natalie has a passion for theater and architecture. Before finding her passion for chemistry education, she was a theater major and has an associate’s degree in computer aided Drafting and Design. ©American Society for Engineering Education, 2025 WIP: Evaluating the

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bo Tao, Wentworth Institute of Technology; Haifa Salman El-Sadi, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

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First-Year Programs Division (FPD)

building; it is about understanding how pastinnovations, challenges, and failures have shaped the world we live in today. From theconstruction of ancient aqueducts to the development of cutting-edge technologies, engineeringhas always been deeply intertwined with human history, culture, and society. However, inengineering education, the rich history of mathematicians, scientists and engineers who madesignificant contributions which greatly improved human beings’ lives are often overlooked.Some researchers recognized these issues and worked on integrating historical content intoengineering education [1-7]. Godoy [4] presents the development and application of an on-linemodule to learn historical perspectives in relation to an engineering topic. The

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

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First-Year Programs Division (FPD)

Paper ID #47434GIFTS: An Interdisciplinary Collaboration to Foster Students’ Sense of Belongingin EngineeringDr. Nichole Ramirez, University of Texas at El Paso Dr. Nichole Ramirez is an Assistant Professor in the Department of Engineering Education and Leadership at the University of Texas at El Paso. Previously, she served as the assistant director of Vertically Integrated Projects at Purdue University. Her research focuses on engineering education and the stigma surrounding mental illness. Dr. Ramirez also worked as a research data analyst in Purdue’s Department of Institutional Data Analytics & Assessment. She earned

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

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First-Year Programs Division (FPD)

correlated to the weight their tower carries during the competition. Tocompete, the team’s tower needs to meet all design specifications. The overall class winnerreceives a bonus. The overall winner among all sections receives an additional bonus.This project integrates multiple engineering concepts including material science, structuraldesign, geometry, and physics. It emphasizes the importance of precise calculations, adherenceto specifications, and the balance between strength and weight in engineering design. Thecompetitive element adds excitement and reinforces the real-world applicability of the skillsdeveloped.Project C: Concentration CurveThis two-day project engages students in creating a concentration curve for a drug in apharmaceutical

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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First-Year Programs Division (FPD)

anincreased interest in calculus, and the course received an overall excellence rating of4.8/5. Written feedback highlights the effectiveness of integrating programming andreal-world applications, making calculus a more intuitive and empowering tool forengineering problem-solving. While direct comparisons with traditional calculuscourses are not yet available, ROB 201 is designed to condense three semesters ofcalculus into a single semester, emphasizing practical applications that preparestudents for elective coursework in Numerical Methods, Optimization, and FeedbackControl.1 Motivation for Reform and Engineering Education Perspective: Why Calculus Needed a Complete Overhaul in 2024The calculus curriculum taught at most universities today

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

David P O'Neill, Northwestern University; Chamille Lescott, Northwestern University

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First-Year Programs Division (FPD)

,” J.Eng. Educ., vol. 88, no. 3, pp. 327–332, 1999, doi: 10.1002/j.2168-9830.1999.tb00454.x.[8] H. B. Mann and D. R. Whitney, “On a Test of Whether one of Two Random Variables isStochastically Larger than the Other,” Ann. Math. Stat., vol. 18, no. 1, pp. 50–60, 1947, doi:10.1214/aoms/1177730491.[9] S. Purzer, K. Douglas, J. Folkerts, and T. Williams, “An Assessment Framework for First-Year Introduction to Engineering Courses,” in 2017 ASEE Annual Conference & ExpositionProceedings, 2017. doi: 10.18260/1-2--27552.[10] R. N. Savage, K. C. Chen, and L. Vanasupa, “Integrating project-based learning throughoutthe undergraduate engineering curriculum,” IEEE Eng. Manag. Rev., vol. 37, no. 1, pp. 25–25,2009, doi: 10.1109/emr.2009.4804346.[11] H. T

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; Benjamin J. Laugelli, University of Virginia

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First-Year Programs Division (FPD)

1st year students and transfer students coming into the field of engineering. She is working to advance the field of engineering education through accessibility while also researching, developing, and integrating practices to support students’ growth in teamwork, leadership, communication, and meaningful engagement in the community. Through this effort, she also works to advance ways to integrate emerging technologies as productive tools to support student learning and assessment.Dr. Benjamin J. Laugelli, University of Virginia Dr. Laugelli is an Assistant Professor of Engineering and Society at the University of Virginia. He teaches courses that explore social and ethical aspects of engineering design and practice

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

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

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First-Year Programs Division (FPD)

-101.[63] Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.[64] Aglan, H. A., & Ali, S. F. (1996). Hands-on experiences: An integral part of engineering curriculum reform. Journal of Engineering Education, 85(4), 327-330.[65] Giralt, F., Herrero, J., Grau, F. X., Alabart, J. R., & Medir, M. (2000). Two-way integration of engineering education through a design project. Journal of Engineering Education, 89(2), 219-229.[66] Cronk, S., Hall, D., & Nelson, J. (2009, March). Living with the Lab: A Project-Based Curriculum for First-Year Engineering Students. In Proceedings of the 2009 ASEE Gulf- Southwest Annual Conference.[67] Etkina, E

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rochester Institute of Technology; Ashish Agrawal, Rochester Institute of Technology; Mike Eastman Ph. D., Rochester Institute of Technology (CET)

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First-Year Programs Division (FPD)

SetsAs we sought to understand the latent objectives of AI-generated engineering-calculus problems,we adapted the descriptions of knowledge typologies (Appendix 2) and cognitive processesNext, we coded Problem 2, regarding transoceanic fiber optic cables, as C-3: a) Using the attenuation coefficient for the selected cable, derive an expression for the rate at which the signal power loss (in decibels) increases with distance. Compute this rate. b) Determine the maximum allowable distance between amplifiers if the signal power cannot drop by more than 20 dB between amplifiers to maintain signal integrity. c) Based on your findings, calculate the number of amplifiers required for the 6,000 km cable.This problem gives

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University; Jeff Johnson, LeTourneau University

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First-Year Programs Division (FPD)

two courses. Withthat many faculty involved there is bound to be some scope creep as many have their own ideasabout what content would be best in the course. It became time to take a hard look at theobjectives and curriculum of these courses to ensure they were still relevant, engaging, andaccomplishing the overall objectives.While the curricular elements of the first-year experience are important, it must be recognizedthat there are additional non-curricular and co-curricular elements of the first-year experiencethat have an influence as well. The ones in which the SEET has some control can be seen infigure 1. The next sections will expand on all three of these categories in more detail. Figure 1: SEET elements of the

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jorge R Lara, Texas A&M University; Sunay Palsole, Texas A&M University; Mark Weichold P.E., Texas A&M University

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First-Year Programs Division (FPD)

compression desalination system. He worked with building technologies design and optimization for his M.S. in Mechanical Engineering from Texas A&M University. He received his B.S. in Mechanical Engineering from the National Polytechnic Institute of Mexico. His research interests include the various aspects of Sustainable Complex Energy Systems Design, Engineering Education for Sustainable Development, and Theory Design and Optimization of Energy Systems Components. He worked with the aero-dynamical design of an axial turbo-compressor and wind tunnel assessment. Before joining the College of Engineering at Texas A&M, he managed the energy program for the Texas A&M University System Utilities and Energy

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Pranathi C Amballa, Georgia Institute of Technology; Stacy Ross, Georgia Institute of Technology

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First-Year Programs Division (FPD)

shiftedtheir abilities to successfully solve engineering problems. In recent years, industry employershave reported a gap in academic vs industry performance standards, attributed to new graduatesfulfilling technical skills, but falling short in other attributes of real-world practice. Core designcompetencies refer to a set of fundamental skills that, if acquired, ensure student success in bothacademic and industry environments, given that any deficiencies are identified and addressedwith interventions early in the design curriculum [6]. Semi-experiential learning is a documentedapproach to strengthen competency as a practicing engineering, so an integrated program tointroduce students to the nuances of design early in their academic careers would be

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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Diversity

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First-Year Programs Division (FPD)

process, implementation strategies, student‬ ‭outcomes, and assessments. Specifically, it examines how collaborative learning supported the‬ ‭achievement of both engineering and first year community-based learning objectives. Both direct‬ ‭and indirect assessments performed indicated students believed they contributed to their‬ ‭community, Pacific University, and progressed in educational development and personal growth.‬ ‭This paper provides valuable insights for educators seeking to integrate interdisciplinary and‬ ‭community-engaged approaches into their engineering curricula.‬‭Introduction‬I‭ n 2023, Pacific University (PU) started an Engineering-Physics program

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Roni Barak Ventura, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Yusuf Ozkan, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

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First-Year Programs Division (FPD)

Sociocultural Traditions, and co-chairing the Black Heritage Committee. Lucie has been recognized for her contributions with several awards, including the Newark College of Engineering Excellence in Advising Award and Martin Luther King Jr. University Award by the National Society of Black Engineers NJIT Student Chapter.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application-oriented course for engineering students placed in pre-calculus courses. He has also developed and co-teaches the Fundamentals of Engineering Design course that