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 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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Diversity

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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 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) 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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Diversity

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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) 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) 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) 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) 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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First-Year Programs Division (FPD)

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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First-Year Programs Division (FPD)

, 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) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Surupa Shaw, Texas A&M University

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First-Year Programs Division (FPD)

, Programming Languages, Dynamic Control, Robotics, and Numerical Methods & Simulations. She has developed several undergraduate courses in the MTDE program for the first time and made significant curriculum changes to other courses in the department. Her research focuses on Computational Fluid Dynamics, numerical analysis, and applied mathematics. Dr. Shaw serves on the editorial board for two journals, successfully won an NSF I-Corp Grant in 2016 as the entrepreneurial lead for commercializing a high-efficiency, cost-effective research product, and actively reviews for several top-tier journals. She holds various leadership positions within the American Society of Mechanical Engineers and has authored 25 peer-reviewed

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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Diversity

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First-Year Programs Division (FPD)

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 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

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First-Year Programs Division (FPD)

progress from the Skillful Learningvideo series [9]. For assessment purposes, the systems diagram is tied to course sub-outcomeC01.c: Analyze and synthesize solutions to issues in college and as an engineer. Students arepenalized for missing course topics, having less than three major categories, lacking distributionof course concepts among categories, and having formatting below course standards or a poorvisual representation of course concepts. Students may also receive bonus points for creativesystems integrations. Some exemplar student example images in the Appendix demonstrate thelevel of imagination and creativity put into the projects.After creating their final visualization, students write a paper with four sections: Categories,Influence

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

James Bittner, Michigan Technological University; Matt Barron, Michigan Technological University; AJ Hamlin, Michigan Technological University

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First-Year Programs Division (FPD)

computation engineering problems.Introductory knowledge of programming and problem solving is often core components to abroad first-year engineering curriculum. While traditional computer science curriculum oftenemphasizes scientific theories, practicing engineers focus on the societal impact and practicalapplications of their work. As a result, teaching introductory programming concepts to youngfuture engineers can be a challenging task.One common tool to aid in teaching beginning programming theory is to program an automatedassessment. Automated assessment tools have long been deployed successfully in teachingcomputer science curriculum [1]. The benefits of an automated assessment tool are documentedto include more timely feedback, and building up

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

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First-Year Programs Division (FPD)

studies representative of student experiences from eachcategory that expands on the model and its implications in higher education learningenvironments. The findings emphasize that learning is not a static process; students’ interactionswith AI tools evolve over time, influenced by their initial attitudes and skills. The implications ofthis paper extend to curriculum design, pedagogical approaches, and the broader integration ofgenerative AI tools in higher education.IntroductionThe rapid advancement of generative artificial intelligence has revolutionized various industries,including education. As generative AI tools such as ChatGPT, Claude, and Gemini becomeincreasingly accessible, educators are exploring their potential to transform teaching

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

Micah Lande, South Dakota School of Mines & Technology; Portia Elise Lenczowski, South Dakota School of Mines and Technology; Aaron Lalley P.E., Southeast Technical College

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First-Year Programs Division (FPD)

Paper ID #49143Fostering Adaptive Expertise in First-Year Engineering Design: Coaching,Iterative Prototyping, and Structured LearningDr. Micah Lande, South Dakota School of Mines & Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Leslie A. Rose Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Lab and Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and

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

Alex George, Franklin W. Olin College of Engineering; Leslie Bostwick, Franklin W. Olin College of Engineering; Audrey Renaud, Franklin W. Olin College of Engineering; Emily Boyd, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FPD)

"work as an engineer." This is evidencethat persistent reflection-on-action with the framing has led to an increased awareness of theresearch framing—a necessary condition for unprompted reflection using the framing. Beyondthis, Leslie's reflection also evidences practical learning outcomes, Leslie: And that is something that I've noticed in the engineering curriculum, especially in mechanical engineering, is we make a lot of assumptions, but it's not always explained why we make those assumptions, and it's especially when you're learning the material of like statics, when everything is equilibrium. A lot of things are assumed, but you need a completely different, complex model if you're not making that

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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First-Year Programs Division (FPD)

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 4: Fostering Belonging - Identity, Self-Efficacy, and Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FPD)

Research Assistant and Graduate Teaching Associate, primarily teaching first-year engineering and engineering mathematics. She also has both a B.S. and M.S. in Biomedical Engineering from Wright State, where she also worked as a Graduate Teaching Associate for an engineering mathematics course.Mr. James Nathaniel Newcomer, Virginia Polytechnic Institute and State University Former mechatronics engineer and STEM educator who now works with first-year engineering students to help them establish academic trajectories to develop and meet their career goals. ©American Society for Engineering Education, 2025 First-Year Engineering Students' Quantification of "Self" in the

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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Diversity

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First-Year Programs Division (FPD)

’ 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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Diversity

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First-Year Programs Division (FPD)

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 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lance Crimm, Kennesaw State University

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First-Year Programs Division (FPD)

procedures such that thetotal possible maximum average could be 120%. However, an A grade need only 89.5%!Each of six categories were equally weighted at 20% each and include: - Participation/Attendance/Homework/Readings (as well as online via D2L and Zoom) - Formal Assignments (Drafting a Lab Report, Solar Design Project, IEEE Research paper) - Quizzes (both in class pop quizzes as well as in the D2L LMS) - Team Design Projects along with students creating multimedia video presentations - Notebook Portfolio to include all their EE 1000 work in the semester along with a résumé - Final Examination integrating all topics, concepts, applications discussed during semesterThe most jarring, perhaps for students to hear, is that

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Lin Zhao, Gannon University; Longfei Zhou, Gannon University; Xiaoxu Ji, Gannon University

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First-Year Programs Division (FPD)

., & du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), 998.14. Lin, P., & Van Brummelen, J. (2021, May). Engaging teachers to co-design integrated AI curriculum for K-12 classrooms. In Proceedings of the 2021 CHI conference on human factors in computing systems (pp. 1-12).15. Chen, C. M., Li, M. C., Chang, W. C., & Chen, X. X. (2021). Developing a topic analysis instant feedback system to facilitate asynchronous online discussion effectiveness. Computers & Education, 163, 104095.16. Ramesh, D., & Sanampudi, S. K. (2022). An automated essay scoring systems: a systematic

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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Diversity

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First-Year Programs Division (FPD)

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