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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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 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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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) 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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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 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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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) 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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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) 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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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

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

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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) 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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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) 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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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) 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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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

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

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:• Alternative pathways to higher education that remove barriers to participation by groups that are underrepresented in engineering programs;• An engineering curriculum that promotes experiential learning with three important goals: using multi-modal pedagogies that address the learning needs of diverse learners that meet them “where they are”; integrating math and science instruction with engineering topics that are focused on building skills to solve real-world engineering problems; encouraging student agency and ownership in their own learning;• A student-centered learning environment that is accessible and diverse, focused on building relationships between students, instructors and other support personnel; emphasizing

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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the FYS program. The task force’s objectives included updatingthe FYS courses to ensure relevance to first year engineering students, standardizing thecurriculum to provide a uniform experience, and integrating key themes such as ethics; diversity,equity, and inclusion (DEI); and sustainability into the engineering curriculum. Additionally, thetask force aimed to explore innovative teaching approaches and best practices to enhance theoverall educational experience. The task force operated under the guiding principle that first-year engineering studentsshould be well-supported to succeed in their academic pursuits. The redesigned FYS courseswere intended to foster engineering student development across five key domains: personal,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

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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, academic advisorsjoin the class and the instructor-of-record to help students understand their degree plans, selectappropriate courses for the following semester, and plan their academic trajectory. The activeinvolvement of academic advisors ensures that students receive timely and relevant guidance,which is particularly important for those still uncertain about their major.One of the course’s unique features is its integration of faculty presentations from across the sixdepartments within the Southern Polytechnic College of Engineering and EngineeringTechnology without an increase in the effective workload of any faculty member. During theremaining twelve weeks of the course, students see presentations about the programs offeredwithin the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cynthia Howard-Reed, Pennsylvania State University; Lauren A Griggs, The Pennsylvania State University; Eduardo Granata Rodriguez, Pennsylvania State University; Enrique D Gomez

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underrepresentedengineering students is inclusion within a summer bridge program [9], [10], [11], [12]. Ingeneral, a summer bridge program is designed to facilitate the academic and social integration ofincoming undergraduate students to a new learning environment as they transition from highschool to college. They are typically structured to expose students to abbreviated versions of coreengineering curriculum courses (e.g., calculus, chemistry, physics, etc.), while buildingcommunity within their cohort and illuminating success strategies and resources. Many bridgeprograms are designed and evaluated based on short-term goals such as social integration andlong-term goals such as increased retention in the discipline and graduation rates. The outcomesfrom these

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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Paper ID #47909Exploring the Interplay Between Teamwork and Intercultural Competencein STEM EducationJessica Josephine Adams, Purdue University at West Lafayette (PPI)Camden Love, Purdue University at West Lafayette (COE)Charis ArmstrongDevang Atul Patel, Purdue University at West Lafayette (COE)Dr. Aparajita Jaiswal, Purdue University at West Lafayette (PPI) Aparajita Jaiswal is an Intercultural Research Specialist with CILMAR, Purdue University. Her research endeavors revolve around exploring strategies for seamlessly integrating intercultural learning into both regular STEM curriculum and study abroad programs. Aparajita

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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Paper ID #47212Improving Student Access and Success in Pre-Engineering through Human-CenteredDesign and Theory of ChangeMr. Aishwary Pawar, Southern Methodist University Dr. Aishwary Pawar is an accomplished data analyst and researcher currently serving as a statistician at Southern Methodist University (SMU). He has extensive experience in data management, advanced analytics, and machine learning, with a strong focus on leveraging data to drive research and decision-making in academic settings. Dr. Pawar’s expertise lies in analyzing large-scale datasets, developing innovative research methodologies, and implementing

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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’ sense of belonging across demographics through qualitativeand mixed method analyses. This work is essential for making informed decisions on addressingequity gaps in students learning experience improving course curriculum for all students in theMAE 3 course.References[1] Allen, K. A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021).Belonging: a review of conceptual issues, an integrative framework, and directions for futureresearch. Australian Journal of Psychology, 73(1), 87–102.https://doi.org/10.1080/00049530.2021.1883409[2] Davis, G. M., Hanzsek-Brill, M. B., Petzold, M. C., & Robinson, D. H. (2019). Students'sense of belonging: The development of a predictive retention model. Journal of the Scholarshipof

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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mathematics, physics, and programming. The survey questionnaire providesinformation about students’ preparedness for classes, the amount of time spent studying andparticipating in extracurricular activities, and their sense of belonging in the classroom. Themethodology employs an ordinary least square model to analyze the impact of these attributes onthe grades students achieve in mathematics, physics, and computer science courses.Results suggest that students who are better prepared for calculus, physics, and programmingtend to achieve higher grades in these subjects. This trend is particularly notable amongComputer Science (CS) majors and female students. Additionally, a strong sense of belongingsignificantly enhances student grades. For instance

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

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, limited engagement with peers and faculty, anddifficulty navigating the transition to college [5], [6], [7]. These challenges are amplified forracially minoritized students pursuing STEM degrees at predominantly white institutions (PWIs).Students who develop a strong sense of belonging demonstrate higher retention rates,underscoring the critical role that academic support programs play in facilitating structuredengagement [3], [8]. Peer mentoring programs, in particular, represent an effective strategy forfostering both social and academic integration by creating formal opportunities for first-yearstudents to build meaningful connections within their campus communities [9][10]. Inengineering contexts, peer mentoring initiatives have been shown to

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin Eden, Old Dominion University; Jeffrey W. Fergus P.E., Old Dominion University; Stacie I Ringleb, Old Dominion University

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performance.Pathway to Personal or Professional Enriching SkillsStudents attending ODU are required to complete an enriching curriculum, including lower-levelgeneral education courses and complete a minor or upper-division courses outside of the Collegeof Engineering. Typically, students can tie a lower-level general education course to a minor.Using the example of a business or economics minor, participants would take Principles ofMicroeconomics as their human behavior course, which meets both a minor prerequisite and ageneral education requirement. Trying to minimize additional classes students must take to befull time students while completing pre-requisites for engineering classes, while achieving avalue-added area in their degree program is an

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Grace Hellen Ford, University of Virginia; Brian P. Helmke, University of Virginia

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socioemotional and cultural support which impacts student development[10]. Peer mentoring is beneficial for first-year engineering students to help increase belongingand social integration [11], [12]. Peer instruction is an evidence-based instructional strategy thatleads to increased student mastery of problem-solving and conceptual reasoning [13], [14].Furthermore, peer instruction has been demonstrated to improve student performance, reduceanxiety, enhance attitudes, and improve retention of course material, and it is effective inimproving student achievement for members of historically marginalized groups [15], [16].Overall, combining peer instruction in a classroom environment with mentoring on strategies toconnect to undergraduate research

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth A Sanders, The University of Illinois at Chicago; Miiri Kotche, The University of Illinois at Chicago; Houshang Darabi, University of Illinois Chicago

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topics as largely beneficial to their firstsemester. Urban University's FYE Seminar course curriculum aims to prepare incoming studentswith academic and professional skills essential to pursuing an engineering education and connectstudents to campus. In general, students expressed value in these topics. Scholars named specificcourse topics that they believed to be important to their FYE Seminar experience (and beyond).The course topics and the number of scholars who explicitly discussed that topic in theirreflections are found in Table 3.Table 3. Course Topics Scholars Perceived as Important to FYE Seminar Experience. Course Topic Named as Beneficial from FYE Number of Students Who Mentioned Topic in their Seminar Experience

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

Kushal Adhikari, Juniata College

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Paper ID #48574GIFTS: Intro to Civil & Environmental Engineering - First-year EngineeringCourse designed for Student Engagement and BelongingDr. Kushal Adhikari, Juniata College Dr. Adhikari currently serves as an Assistant Professor of Civil & Environmental Engineering at Juniata College and brings in his teaching experience from Cal Poly Humboldt and Texas Tech University. Dr. Adhikari strongly believes in experential learning and strives to create research opportunities for students while creating an impact on human lives and society. His research interest lies in integrating sustainability dimensions into

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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technicalcommunication. In the future, an IRB-approved study should be performed between students whoparticipated in the redesign of ENGR 1100 with a technical communication focus compared tostudents who did not undergo these activities. This study should track the student’s technicalcommunication progression from their engineering cornerstone sequence to the end of theircapstone sequence to see if these activities impact the student's technical communication skills. Inconclusion, by restructuring the ENGR 1100 curriculum, an enhanced learning experience hasbeen delivered to the students, preparing them for their future classes and future professionalendeavors. By incorporating technical communication activities, we have aligned the course withthe ABET

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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Paper ID #47885GIFTS: Building Conflict Resolution Skills among First Year STEM UndergraduatesEvans Tang, Purdue University at West Lafayette (COE)Allyson Faith MillerOlivia GuptillClara Elisa HortuaDr. Aparajita Jaiswal, Purdue University at West Lafayette (PPI) Aparajita Jaiswal is an Intercultural Research Specialist with CILMAR, Purdue University. Her research endeavors revolve around exploring strategies for seamlessly integrating intercultural learning into both regular STEM curriculum and study abroad programs. Aparajita actively engages in offering guidance in developing research studies, curriculum enhancements, 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

Renisha Howard Jones, North Carolina A&T State University; Melissa Siegel Barrios, MSB Consulting LLC; Stephanie Luster-Teasley, North Carolina A&T State University

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belonging or identity within the STEM environmentaiding students’ persistence in their disciplines [11, 12, 13]. A connection between a sense ofbelonging and forming a science identity has also been noted as an integral component in aidingin the persistence of Students of color in their STEM disciplines [11]. When Students of color donot feel like they belong it may make them feel like they do not fit or belong within their STEMmajor, they may also feel like they cannot add value or contribute to the STEM field [11, 12].Specifically, Campbell-Montalvo [12] found that Black students also tended to feel isolated ifthey did not see other students from their racial group represented in their programs. If Studentsof color feel isolated because they are

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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Relations (CDCR), charged with providing career development and graduation outcome support for 6,300 undergraduate and graduate engineering students. Today, she leads the CDCR’s career education efforts to provide an infrastructure of embedded career development content and outcomes at strategic intervals within the engineering student academic experience. Jessica also serves as an active member of the SGCOE’s Engineer Together committee which focuses efforts on the premise, ”I belong. You belong. Together, we engineer for a diverse world.”Lucila Marcela Carias Duron, Auburn University Lucila M. Carias earned her B.S. in Chemical Engineering from Universidad Centroamericana ”Jose Simeon Ca˜nas” in El Salvador in 2018

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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on infrastructure today in a selected city.Gonzaga University, a medium-sized, private liberal arts university in the Pacific northwest,requires all first-semester students to complete a first-year seminar course (FYS). Each FYS hascommon learning outcomes: 1) differentiate how knowledge is created across differentdisciplines, 2) articulate how the student’s perspectives affect their discovery and generation ofknowledge, and 3) integrate how Gonzaga’s mission relates to the student’s own academic,personal, and spiritual aspirations. The course discussed in this paper was an FYS entitled“Equity and Infrastructure.” The 18 students enrolled in the course were engineering (includingmechanical, civil, and electrical) and computer science majors

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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First-Year Programs Division (FPD)

instructional team and our students in thepast, there was still the occasional conflict where team members were surprised that the team dynamicsbroke down at the time of evaluation and hard feelings developed. Students mentioned negative topicssuch as unequal workload distribution, communication breakdowns, and free-riding. To encourage morefrequent communication and to have a window into individual commitment, the instructional teamdecided to utilize a newly available tool, FeedbackFruits, for more optimized peer feedback andreporting. They integrated this tool into the project curriculum to enable more frequent peer feedbackevaluation.The evaluation would be conducted following each project assignment, either weekly or biweekly.Instead of a larger

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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Teaching in the Department of Electrical and Computer Engineering at the University of British Columbia. She is also the Associate Dean, Academic, for the Faculty of Applied Science.Dr. Alireza Bagherzadeh, University of British Columbia, Vancouver Chemical and Biological Engineering Department, University of British ColumbiaDr. Jon Nakane, University of British Columbia, Vancouver Jon Nakane is an Associate Professor of Teaching in the Department of Materials Engineering at the University of British Columbia, ©American Society for Engineering Education, 2025Factors Affecting First-Year Engineering Student Well-being: A Six-YearStudy at a Large, Research-Intensive UniversityAbstractThis Complete