Conference Session

First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Gray, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FPD)

Paper ID #45864Exploring Engineering Majors Through Engaging Synthetic ScenariosDr. David Gray, Virginia Polytechnic Institute and State University Dr. David Gray is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. He teaches in the first-year general engineering program and leads interdisciplinary undergraduate research initiatives. His work focuses on integrating engineering identity development, early-career student research, and human-centered design into undergraduate curricula. Dr. Gray serves as PI on several externally funded projects supporting sustainable aviation

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman; Michael S. Jacobson, University of Colorado Denver

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First-Year Programs Division (FPD)

overall success of students. In this paper,we study the positive impact of a Layered Mentorship Program (LMP) on the development ofSTEM identity for engineering students. This impact becomes more evident in urban universitieswith many commuting students. In such circumstances, the students have less opportunities forcommunity building and development of STEM identity. As a result, the significance ofmentorship programs becomes more obvious. The main objective of this research study is tounderstand the relationship between participation in LMP and student success through thedevelopment of STEM identity and peer-mentoring.In the previous work by the research team, a theoretical framework was proposed to examine therelationships between mentorship

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)

design, build andanalyze a personalized pendulum clock. Midway through the course, after students have acquiredthe necessary design and fabrication skills, they are presented with a team-based robotic designchallenge. The unique thematic robotic challenge is developed by the instructional team eachquarter to give students an opportunity to work in teams and to apply their engineering skills toan open-ended challenge. While the competition rules, scoring criteria and project milestones arewell-defined, the term specified challenge, and the unique theme adds an element of excitementand an opportunity for the teams to be creative and strategic in their robot design. During finalsweek, a course-wide robot competition takes place where all teams

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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Diversity

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First-Year Programs Division (FPD)

professional efforts focus on promoting equity, inclusion, and student success in higher education. Her research projects center on supporting traditionally underrepresented students in engineering, social justice education in predominantly White contexts, student well-being and thriving, critical reasoning in the age of AI, and navigating the hidden curriculum as a first-generation student.Zeira Emiline Galindo, Southern Methodist University Zeira Galindo is a graduate student at Southern Methodist University pursuing a Master of Science in Mechanical Engineering. Her passion for aerospace and full-cycle project development grew during university, where coursework, hands-on projects, and leadership roles deepened a desire

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

Cooper Vermeulen, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines & Technology

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First-Year Programs Division (FPD)

Paper ID #49150Will It Float? Iterative Design and Learning Through a 3D Printed BoatDesign ChallengeMr. Cooper Vermeulen, South Dakota School of Mines and Technology Cooper Vermeulen graduated with his BS in Mechanical Engineering from the Leslie A. Rose Department of Mechanical Engineering at South Dakota Mines in May 2024.Dr. 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

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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Diversity

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First-Year Programs Division (FPD)

recognized for his teaching in the First Year Engineering program and is the Dr. Morphew has also recently taught courses focused on the pedagogy of integrated STEM and educational research methodology. Dr. Morphew’s research focuses on the application of principles of learning derived from cognitive science and the learning sciences to the design and evaluate technology-enhanced learning environments. More specifically, his research examines the impact of technologies such as augmented-reality, gesture-based digital environments, microelectronics, and artificial intelligence on learning, interest, identity, motivation, and decision making in STEM. His research views learning through self-regulated learning

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)

-based digital environments, microelectronics, and artificial intelligence on learning, interest, identity, motivation, and decision making in STEM. His research views learning through self-regulated learning, constructivist, and embodied cognition lenses. ©American Society for Engineering Education, 2025How Microelectronics and Microcontrollers are Integrated into First-Year and Sophomore Engineering Programs: A Systematized Review. ABSTRACTIn this complete, evidence-based paper, we conducted a systemized literature review to examinethe ongoing efforts to introduce microcontrollers and microelectronics to undergraduateengineering students. The

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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Diversity

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First-Year Programs Division (FPD)

://www.ideou.com/pages/design-thinking?srsltid=AfmBOoq0AnwpRk7WHT1426G6uhw7ISZHAYS_PuIZGba1GXEtXtCHue4U. [Accessed: Jan. 14, 2025].[50] S. Costanza-Chock, Design justice: Community-led practices to build the worlds we need,The MIT Press, 2020.[51] Design Justice Network, "Design Justice," https://designjustice.org. [Accessed: Jan. 14,2025].[52] K. I. Matón and F. A. Hrabowski, "Increasing the number of African American PhDs in thesciences and engineering: A strengths-based approach," American Psychologist, vol. 59, no. 6,pp. 547-556, 2004.[53] M. K. Eagan, A. L. Romero, and S. Zhong, "BUILDing an early advantage: An examinationof the role of strategic interventions in developing first-year undergraduate students’ scienceidentity," Res. High Educ., vol. 65

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Northeastern University

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First-Year Programs Division (FPD)

. ________________________________________________________________Who would be the best point of contact for further information about [Dynamic Fieldbased on Previous Inputs]? The instructor's email address would be preferable, but a name isalso sufficient. We may follow up with them as part of a future study on teaching philosophiesand content in HS Education. You may leave this blank if you do not wish to provide thatinformation. ________________________________________________________________EndofBlock:CourseSpecifics StartofBlock:ExtracurricularOfferingsThis section will be asking for information about any other engineering educationopportunities in your community. We are interested in what extracurricular opportunities areavailable through your

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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Diversity

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First-Year Programs Division (FPD)

coupling [17]) has led to non-uniform first year experiences for students and has also posed challenges for instructors. Thisabsence of standardization means first-year engineering students are not exposed to similar FYSexperiences, and new instructors lacked access to minimum standard learning objectives andenduring content for the course. Recognizing these issues, the Penn State COE established a task force tocomprehensively review and redesign its FYS courses. The outcomes of this initiative, asdetailed in this paper, resulted in the development of a new FYS model structured around 12 keymodules organized into three core themes: identity, possibility, and community. Byimplementing this redesigned FYS model, the COE at Penn State seeks to

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)

instruction; most recently the ASEE-MAS 2025 Distinguished Teaching Award, the Excellence in Lower Division Undergraduate Instruction, and the Saul K. Fenster Award for Innovation in Engineering Education. His research focuses on preparing the next generation STEM workforce through student academic enrichment and workforce development training programs. For this, he has received multiple federal, state, local, and foundation grants. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college, community college and university, as well as to prepare students for the

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 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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Diversity

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First-Year Programs Division (FPD)

of Illinois at Urbana-Champaign.Trisha Patnaik, University of Illinois at Urbana - Champaign ©American Society for Engineering Education, 2025 Experiential Activities Demonstrating Mass Transfer in Porous Materials in an Introductory Bioengineering CourseAbstractThis Complete Evidence Based Practice paper describes how hands-on experiential learning canbe utilized in an introductory bioengineering course to teach complex topics and help studentsfeel a sense of identity and belonging to the field. Bioengineering encompasses manymultidisciplinary concepts, techniques, and applications from other disciplines; as such, studentscan feel underqualified or ‘othered’ compared to their peers. This is

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

Junior Anthony Bennett, Purdue University at West Lafayette (COE); Karle Flanagan, University of Illinois at Urbana - Champaign; Michelle Perry, University of Illinois Urbana-Champaign; Jason W. Morphew, Purdue University at West Lafayette (PPI); Tiffany Reyes-Denis, University of Illinois Urbana-Champaign; Sourabh Garg, University of Illinois Urbana-Champaign; Logan Hillary Lauren, University of Illinois Urbana-Champaign; Shereen Oca Beilstein; Robb Lindgren, University of Illinois at Urbana - Champaign

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First-Year Programs Division (FPD)

views learning through self-regulated learning, constructivist, and embodied cognition lenses. ©American Society for Engineering Education, 2025 Paper ID #47640Tiffany Reyes-Denis, University of Illinois Urbana-Champaign Tiffany Reyes Denis is a PhD graduate student in the Cognitive Science of Teaching and Learning division at the University of Illinois Urbana Champaign. She earned a BA in Education from the Interamerican University of Puerto Rico, and a MS in Cognitive and Behavioral Neuroscience from the University of Granada, Spain. Informed by her years as a public-school teacher, her research

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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Diversity

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First-Year Programs Division (FPD)

engineering degree programs to Southern Polytechnic in 2007 and 2008. Crimm has been a professor at Southern Polytechnic since 1997, serving in a multitude of roles as he continually seeks to savor the joys of teaching and learning from faculty, staff, and students. Crimm earned his undergraduate and graduate degrees in Electrical Engineering from Georgia Institute of Technology and is also a registered Professional Engineer in the State of Georgia having been recognized by this GSPE organization in 2019 as the overall ”Engineer of the Year” among the several highly competitive categories such as Education, Private Practice, Industry, Government, etc.Charles Richard Kennedy, Kennesaw State University Charles (Richard