Conference Session

First-Year Programs Division (FPD) Technical Session 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy Michael Olivar Hill, University of Cincinnati; Jutshi Agarwal, University at Buffalo, The State University of New York; Jeff Kastner, University of Cincinnati

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First-Year Programs Division (FPD)

.3. doi: 10.1109/FIE.1997.632748.[5*] A. Magleby and C. Furse, “Lab Report Writing (And Teaching!) Made Easy,” presented at the 2008 Annual Conference & Exposition, Jun. 2008, p. 13.832.1-13.832.7. Accessed: Dec. 12, 2024. [Online]. Available: https://peer.asee.org/lab-report-writing-and-teaching- made-easy[6*] A. T. Melvin, “Implementation of Undergraduate Coaches as a Student Resource in a Laboratory Course,” ASEE Annu. Conf. Expo. Conf. Proc., 2023, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0- 85172120630&partnerID=40&md5=ce7409f241b23cee6c1bf0fd48f534ac[7*] K. M. Kecskemety, A. H. Theiss, and R. L. Kajfez, “Enhancing TA Grading of Technical Writing: A Look Back to

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

Deniz Yaralioglu, University of California, Santa Cruz; Yuhui Wang, University of California, Santa Cruz; Kelly Lin, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

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First-Year Programs Division (FPD)

learning. Her Ph.D is in Electrical Engineering with emphasis in the design and fabrication of laboratory apparatus and techniques for electro-thermal characterization of sustainable power systems as well as the design of learner-centered experiential curriculum. She is currently working to develop an inclusion-centered first-year engineering program in hands on design and problem-based learning to better support students as they enter the engineering fields. ©American Society for Engineering Education, 2025 Teaching Creative Design in Virtual Reality: A Course Designed and Taught by StudentsIntroductionThere’s an ancient Chinese idiom that states, “if there are three

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

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona

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Diversity

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First-Year Programs Division (FPD)

Paper ID #45678Using a Podcast to Increase Student Motivation, Desire, and Commitment toEngineeringDr. Jessica Ohanian Perez, California State Polytechnic University, Pomona Jessica Ohanian Perez is an associate professor at California State Polytechnic University, Pomona with a focus on STEM pedagogy. Jessica earned her doctorate in education, teaching, learning and culture from CGU.Dr. Paul Morrow Nissenson, California State Polytechnic University, Pomona Paul Nissenson (Ph.D. Mechanical & Aerospace Engineering, University of California, Irvine, 2009) is Professor and Associate Chair in the Department of Mechanical

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)

Paper ID #47507Experiential Activities Demonstrating Mass Transfer in Porous Materials inan Introductory Bioengineering CourseProf. Caroline Cvetkovic, University of Illinois Urbana-Champaign Caroline Cvetkovic is a Teaching Assistant Professor of Bioengineering at the University of Illinois Urbana-Champaign, where she instructs courses in quantitative physiology, biofabrication, and heat transfer. She earned her B.S., M.S., and Ph.D. in Bioengineering at the University of Illinois Urbana-Champaign. She then completed a postdoctoral fellowship in the Center for Neuroregeneration and Department of Neurosurgery at 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

Ian Hong Phan, University of California, Santa Cruz; Iakov Taranenko, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

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First-Year Programs Division (FPD)

California, Santa Cruz Tela Favaloro is an associate teaching professor for the Baskin School of Engineering at UCSC where she works to establish holistic interdisciplinary programming centered in experiential learning. Her Ph.D is in Electrical Engineering with emphasis in the design and fabrication of laboratory apparatus and techniques for electro-thermal characterization of sustainable power systems as well as the design of learner-centered experiential curriculum. She is currently working to develop an inclusion-centered first-year engineering program in hands on design and problem-based learning to better support students as they enter the engineering fields. ©American Society for

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)

College Lecturer for New College and a Senior College Lecturer in Engineering Science for Keble College. He has interests in the formation of engineering identity, and increasing synopticism at a curricular level.Dr. Chamille Lescott, Northwestern University Chamille Lescott is an Assistant Professor of Instruction in the McCormick School of Engineering and Applied Science at Northwestern University. She advises first-year engineering students as a member of the Undergraduate Engineering Office, teaches first-year and capstone-level design coursework, and serves as the Director of the Biomedical Engineering Master’s Program. Her research interests center around academic resource use, metacognition, and the first-year

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)

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 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

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) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holli Finnell, Missouri University of Science and Technology; Alexander Douglas, Missouri University of Science and Technology

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First-Year Programs Division (FPD)

Paper ID #47305GIFTS: Redesign of Principles of Mining Engineering CourseHolli Finnell, Missouri University of Science and TechnologyDr. Alexander Douglas, Missouri University of Science and Technology ©American Society for Engineering Education, 2025 GIFTS: Redesign of Principles of Mining Engineering CourseAbstractThis GIFTS paper details the redesign of the Principles of Mining Engineering course, which aimsto enhance first-year student success as mining engineering students through career preparation,laboratory safety, and involvement with student organizations. Structured as a one-hour lectureand one-hour lab at 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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Diversity

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First-Year Programs Division (FPD)

Paper ID #48091WIP: Introducing Research in Summer Bridge ProgramsDr. Cynthia Howard-Reed, Pennsylvania State University Cindy Howard Reed is the Director of Graduate and Postdoc Equity and an Associate Teaching Professor in the College of Engineering at Penn State. She has a MS in Environmental Health Engineering and PhD in Civil Engineering from The University of Texas at Austin and received her BS in Civil Engineering from North Carolina State University. Prior to her position at Penn State, Dr. Reed conducted research in the field of indoor air quality at the Environmental Progection Agency and National Institute 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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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) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joseph B Herzog, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Amy Foley, University of Indianapolis; Stephen J Spicklemire, University of Indianapolis; Joan Matutes, University of Washington

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First-Year Programs Division (FPD)

School of Informatics, Computing, and Engineering in Indianapolis.Amy Foley, University of IndianapolisDr. Stephen J Spicklemire, University of Indianapolis Has been teaching physics at UIndy for more than 35 years. From the implementation of ”flipped” physics class to the modernization of scientific computing and laboratory instrumentation courses, Steve has brought the strengths of his background in physics, engineering and computer science into the classroom. Steve also does IT and engineering consulting.Ms. Joan Matutes, University of Washington Joan Matutes is currently an Aeronautics and Astronautics Engineering PhD student at the University of Washington. ©American Society for

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)

; Brent, R. (2001). Effective strategies for cooperative learning. Journal of Cooperation & Collaboration in College Teaching, 10(2), 69-75.[42] Wilczynski, V., & Adrezin, R. (2016, November). Higher education makerspaces and engineering education. In ASME International Mechanical Engineering Congress and Exposition (Vol. 50571, p. V005T06A013). American Society of Mechanical Engineers.[43] Taheri, P., Robbins, P., & Maalej, S. (2020). Makerspaces in first-year engineering education. Education Sciences, 10(1), 8.[44] Kemp, A. (2013). The makerspace workbench: Tools, technologies, and techniques for making. Maker Media, Inc.[45] Feisel, L. D., & Rosa, A. J. (2005). The role of the laboratory in undergraduate

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

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Umar Bin Asad, University at Buffalo, The State University of New York; Jasmine Epps, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M Burke

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First-Year Programs Division (FPD)

’ familiaritywith such multidimensionality that can strengthen their own understanding of what could workfor promoting their wellbeing in their individual case.Finally, we see time management as another space where self-regulation and metacognition canis manifested. Because self-regulation is an essential element in agentic behavior. In particular,the time management activities will also provide an opportunity for students to practice andadvance their self-regulation skills.ContextThe context of this study was a first-year engineering course at the University at Buffalo. Theformat of the class is that of a seminar meeting three times a week for lectures that are 50minutes long, and an accompanying hands-on laboratory that meets for one session of two

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)

. Theeight topics include communication, the engineering profession, math skills and application,design, global interest, professional skills, academic success, and engineering-specifictechnology/tools [28]. At NJIT, the cross-disciplinary FED course covers all eight categories. Itfeatures engaging and comprehensive lessons designed to provide students with a strongfoundation in engineering principles, practices, and the design process. Through a combination oftheoretical instruction, culturally responsive teaching, and hands-on experiences, students developcritical skills in design thinking, effective communication, and the use of engineering tools. A keycomponent of the course involves laboratory sessions held in a state-of-the-art makerspace

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)

program lies in our curricular redesign plan which combines all first-year physics, math and engineering lectures and laboratory instruction in a single, year-longstudio-style course that accounts for twenty-one of the thirty-two credit hours completed by first-year engineering students. The redesigned curriculum satisfies ABET and HLC accreditationrequirements while also keeping our students on the usual 4-year trajectory for an engineeringdegree. The studio teaching approach in physics instruction, or “studio physics”, was pioneeredby the Rensselaer Physics Education Group in the 1990s as an innovative method to improvestudent engagement and conceptual understanding in physics [38]. This approach integratestraditional lectures with laboratory

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Reynolds, Washington State University; Gary W. Offerdahl, Washington State University

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Diversity

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First-Year Programs Division (FPD)

Paper ID #47677WIP: Pilot Implementation of Mandatory Club-Led Workshops in a First-YearEngineering CourseMrs. Olivia Reynolds, Washington State University Olivia Reynolds is an assistant professor at Washington State University. She earned her Ph.D. in chemical engineering from Washington State in 2022 with research focused on developing and evaluating low-cost, hands-on learning tools demonstrating heat transfer and fluid mechanics principles. Reynolds is now teaching the first-year introductory engineering course for Washington State and is involved with college-wide first-year programming and retention efforts.Gary W

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) 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

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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Diversity

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First-Year Programs Division (FPD)

questions accurately reflect students' experiences, challenges, andperspectives related to the Pre-Engineering (PENG) program. This study guaranteesmethodological rigor and enhances its credibility by incorporating the IPR framework.MethodologyThe study employs quantitative and qualitative methods to examine the challenges faced by Pre-Engineering (PENG) students at a public University, providing a comprehensive understandingof the program's effectiveness and areas for improvement. It includes three participant groups:current and former students, faculty members teaching PENG courses (e.g., MATH 090, MATH105, CHEM 134, ENGR 100), and advisers.Research ContextThe Pre-Engineering program (PENG) at the public University in this research study

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)

Paper ID #47219Bridging Theory and Practice: Student Perceptions of Mini Projects in anIntroductory Engineering CourseDr. Latisha Puckett, University of Arkansas Dr. Latisha Puckett is a Teaching Assistant Professor in the First-Year Engineering Program at the University of Arkansas. She received her Ph.D. in Inorganic Chemistry from the Department of Chemistry and Biochemistry at the University of Arkansas.Dr. Aysa Galbraith, University of Arkansas Dr. Aysa Galbraith is a Teaching Associate Professor in the First-Year Engineering Program at the University of Arkansas. She received her PhD in Chemical Engineering from the

Conference Session

First-Year Programs Division (FPD) Technical Session 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

David A. Copp, University of California, Irvine; Anna-Lena Dicke, University of California, Irvine; Dayana Rivas, University of California, Irvine; Analia E. Rao, University of California, Irvine

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Diversity

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First-Year Programs Division (FPD)

National Laboratories and an adjunct faculty member in Electrical and Computer Engineering at the University of New Mexico. His broad research interests include engineering education, as well as control and optimization of nonlinear and hybrid systems with applications to power and energy systems, multi-agent systems, robotics, and biomedicine. He is the recipient of several awards for his innovative teaching and excellence in research mentorship.Anna-Lena Dicke, University of California, Irvine Dr. Dicke is an Associate Project Scientist within the School of Education at the University of California, Irvine. In her research, she aims to understand how students’ motivation and interest in the STEM fields can be fostered