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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Diversity

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First-Year Programs Division (FPD)

1100 compared to students who did not. Specifically, how did exposure tothis activity affect how students approached their design activity in ENGR 1110 compared to thosewho did not engage in this activity? Similarly, we propose a four-year study that assesses howteams approach their senior design capstone projects. Specifically, we want to compare the designsof students who participated in the Human-Centered Design Challenge in ENGR 1100 and thosewho did not.References[1] Faste, R., The Human Challenge in Engineering Design, J. Engng Ed. Vo. 17, Nos. 4 and 5,pp. 327-331, 2001.[2] "What is Career Readiness?", https://www.naceweb.org/career-readiness/competencies/career-readiness-defined/, accessed 10 December 2024.[3] "Criteria for Accrediting

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

Tagged Divisions

First-Year Programs Division (FPD)

experiences and their intercultural goals. For this particular study students completed afinal reflection at the end of the semester where they reflected on their teamwork experience ofworking on the capstone project and also set their intercultural goals for the upcoming year. Thereflection data provided insights into how they viewed their teamwork experiences and howthose experiences intersected with their development of personal intercultural competence goals.The reflections were analyzed using two distinct rubrics. For assessing teamwork perceptions ofteam effectiveness (TE) we applied a rubric with categories for adaptability, communication,team cohesion. For evaluating team regulation (TR), we used rubric categories for cognitiveregulation

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Megann P Hedgecock, Pennsylvania State University; Sally Sue Richmond, Penn State Great Valley

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Diversity

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First-Year Programs Division (FPD)

includes a design project that is a significant part of the curriculum.The first-year students work in teams to complete the project and present their work in a postersession at the end of the semester, attended by industry partners, engineering alumni, graduateengineering students, faculty, and students’ friends and family.The fourth-year MDE students are taking a year-long capstone course where they complete amore complex design project. As part of this capstone course, the instructor assigns MDEstudents to mentor one or two EDSGN 100 teams. The fourth-year students have not receivedany formal mentor training. In both courses, students follow a general engineering designprocess where they identify the problem and customer needs, specify system

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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Diversity

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First-Year Programs Division (FPD)

Management Training and Conflict Resolution Practice via Large Language Models,” Future Internet, vol. 16, no. 5, Art. no. 5, May 2024, doi: 10.3390/fi16050177.[11] K. K. Fierke, G. A. Lepp, and K. M. Jones, “Teaching conflict management: An approach to increasing students’ value, confidence, and ability,” Curr. Pharm. Teach. Learn., vol. 15, no. 3, pp. 252–257, Mar. 2023, doi: 10.1016/j.cptl.2023.03.005.[12] M. Sollitto and M. Mehrubeoglu, “Incorporating conflict negotiation training in a senior engineering project management (capstone projects i) course,” in 2020 ASEE Virtual Annual Conference Content Access, 2020.[13] Z. Botha, “Collaboration and Diversity in STEM,” J. South. Afr. Inst. Min. Metall., vol. 122, no. 9

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)

complete evidence-based practice study was for the instructors, and authors, tobetter understand students’ confidence levels and sense of belonging across demographicsincluding gender, first generation status, ethnicity and class standing in an introductorymechanical design course. Undergraduates (N = 93) enrolled in the course in spring 2024 wereassigned weekly reflection assignments, graded for on-time completion. A subset of items,repeated each week, asked students to rate their ability to apply a set engineering skills beingtaught in the course that included computer-aided design, use of hands-on making tools, abilityto apply engineering theory to a design project, ability to explain design ideas to other students,and ability to apply

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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Diversity

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First-Year Programs Division (FPD)

leadership roles. She is also on the leadership team for the College of Engineering as Associate Dean for Teaching, Learning and Experiential Education. ©American Society for Engineering Education, 2025Fruitful Endeavors: Continuous Peer Feedback to Develop Positive Team DynamicsIntroductionIn a first-year engineering Cornerstone course, teams are formed at the beginning of the term tocollaborate equitably and engage in course projects involving a prototype's design, construction, andprogramming addressing a complex problem. The final project driving this course is open-ended,allowing student teams to determine what hands-on requirements they will choose. The breadth ofoptions available requires decision-making

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)

with students on what future careers in their majors of interest could be. It was also suggested that FYS instructors collaborate with graduating students involved in their capstone design projects, creating an opportunity to introduce first-year students to the scope and impact of culminating team design work. 3. Feedback for Continuous Improvement: Instructors were interested in collecting feedback directly from students around their experiencing using the modules. A pre/post module assessment could be considered to track the impact of content delivery and retention. It was recommended to share this feedback within the FYS Community of Practice and broadly across the COE to benefit a wider community

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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Diversity

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First-Year Programs Division (FPD)

INTERNSHIPSREADING FOR COMPREHENSION| ADVISINGALUMNI PANEL – CAREER READINESSGOAL SETTING AND WRAP UP/END OF THE SEMESTER CELEBRATIONCHART 2 - FALL SEMESTER/YEAR 1 – PROGRAM SESSIONSWELCOME BACK |REFLECTIONS |REVISIT GOAL-SETTING| RESUMES & LINKEDINWHAT IS COMMUNITY-CENTERED SERVICE? | CAPSTONE IMPACT PROJECT PREPADVISING| GETTING PREPARED FOR INTERNSHIPS | MOCK INTERVIEWSCAPSTONE IMPACT PROJECT PRESENTATIONS | GUEST SPEAKERALUMNI PANEL TOPIC: CAREER READINESSGOAL SETTING | WRAP-UP/YEAR-END CELEBRATIONMethodologyUpon receiving approval from the Internal Review Board (IRB), participants were invited tocomplete a consent form to join the preliminary study of the intervention program. Due to thetiming of the study the researchers were not able to collect

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

Tagged Divisions

First-Year Programs Division (FPD)

opportunitiesto deepen and apply knowledge both in and out the classroom [18]. HIEs empower students tolearn and grow through structured critical reflection, collaboration with partners and peers, andconnections that help them define goals across their academic experience [14]. Examples ofHIEs include internships, study abroad programs, capstone design projects and undergraduateresearch [15], [19]. These HIEs can concentrate on a particular area of focus, such as communityleadership, environmental issues, or general well-being [20]. The educational benefits of HIEsare however hindered by a lack of flexibility and accessibility, as they are often one-time eventsor have limited availability within the academic cycles [14], [26]. To this end, we