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

Minji Yun, University of Florida; Kent J. Crippen, University of Florida

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Diversity

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First-Year Programs Division (FPD)

Paper ID #46034Exploring the Influence of Gender and Prior Experience on Career Perceptionsin Remotely Operated Vehicle Operations: A Social Cognitive Career TheoryPerspectiveDr. Kent J. Crippen, University of Florida Kent Crippen is a Professor of STEM education in the School of Teaching and Learning at the University of Florida.Minji Yun, University of Florida Minji Yun is a graduate student in science education in the School of Teaching and Learning at the University of Florida. Her research centers on STEM workforce development and pre-service science teacher education, particularly emphasizing integrating computational

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FPD)

the Monarch Accelerator Program to Engineering(MAP2E) program. The MAP2E Program was developed to assist students who desire to becomeengineers but may need additional assistance in math and science. and it allows students todevelop their math and science skills while creating a pathway to personal or professionalenriching skills. Furthermore, the MAP2E program allows students to develop their math andscience skills and create parallel pathways to personal or professionally enriching skills. Forinstance, a student may hope to one day start their own engineering firm. A businessadministration pathway would allow students to become engineers while learning accounting,economics, and financial planning skills, enhancing their career prospects.As

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs Division (FPD)

oftenexperience imposter syndrome, feelings of not belonging, and low self-efficacy. Thesechallenges are especially pronounced for first-generation students and members of historicallymarginalized groups [2].Undergraduate research experiences represent high-impact experiential learning opportunitiesthat offer numerous benefits, including increased self-efficacy and persistence in their field ofstudy [3], [4], [5]. Additionally, research experiences increase undergraduate students’ awarenessof and interest in science, technology, engineering, and math (STEM) careers and supportstudents who want to pursue graduate school or work in industry [3]. However, several barriersto entry into undergraduate research experiences exist. Some of these barriers include

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)

value these skills. In a 2023 survey [2], employers rated the importance of eachof eight career readiness competencies. The percentage of employers who rated a competency asbeing either “important” or “very important” was highest for communication (99.1%), followedby teamwork (96.5%), critical thinking (94.9%), and professionalism (91.0%). Interestingly, theyranked the importance of technology competency lower (74.9%). The employers also rated theproficiency level of recent graduates for each competency. While 81.7% of the employers ratedrecent graduates’ technology skills as “very proficient” or “extremely proficient” and 78.1% gavea similar high rating for teamwork, the percentage was much lower for communication skills(55.2%) and

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)

, constructivist, and embodied cognition lenses.Dr. Kerrie A Douglas, Purdue University at West Lafayette (PWL) (COE) Dr. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on improving methods of assessment in engineering learning environments and supporting engineering students. ©American Society for Engineering Education, 2025 Integrating Microelectronics Into a First-Year Engineering Course for All Majors at ScaleAbstractThis Complete Research paper explores how integrating microelectronics into a first-yearengineering course influences students’ engagement, perceptions, and career pathways.Semiconductors, foundational to

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)

students in Fall 2023, teaching approximately 1300 students each year. Matthew recently defended his dissertation in February 2025 and plans to pursue a career in academia teaching first-year engineering students starting Fall 2025.Jessica Bowers, Auburn University Jessica Bowers serves as the Manager for Career Development Content and Strategy in the Samuel Ginn College of Engineering (SGCOE) at Auburn University. She holds a Master’s degree in College Student Personnel from the University of Tennessee, Knoxville. With over a decade of experience providing student academic and career advising support, Jessica joined the SGCOE to support the launch of the college’s first Office of Career Development and Corporate

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)

activities ReflectionUniversity/College a. Attend a public speech or presentation Describe how this event hasStudy b. Attend a campus cultural event enriched your educational c. Volunteer at a service event experience?Academic a. Attend the Career Fair What have you learned aboutCommunity b. Meet with an existing engineering student on campus majors or minors, or the c. Use the link and explore some career opportunities in careers they prepare you to

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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Diversity

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First-Year Programs Division (FPD)

diverse experiences and backgrounds that may not have led to them being expected tocomplete higher-level math courses at their high schools, though they are perfectly capable ifgiven the opportunity. Additionally, students at our institution declare their major from the onsetwhen many (if not most) do not know what it means to be an engineer or why they want topursue a specific discipline. When coupled with engineering programming that requires ourstudents to be calculus-ready, these students do not experience engineering content until severalsemesters into their academic careers. The situation also creates barriers to building a sense ofbelonging in engineering and at the university, from which students would otherwise benefit(i.e., staying in

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)

the field of engineering. Manyengineering students enter their majors with minimal knowledge of the discipline. Additionally,many current high school students report being interested in STEM-related fields, but areunprepared for this endeavor [1]. To help address this issue, the authors launched “TheEngineering Student Experience Podcast" in 2019 to enhance awareness of engineering as amajor and a career option. In a study conducted by Nissenson et al. (2020), the first five episodeswere evaluated by engineering students enrolled in California State Polytechnic UniversityPomona’s College of Engineering’s First Year Experience course, “EGR 1000: Engineering,Society, and You” [2]. After listening to the episodes, students completed surveys that

Conference Session

First-Year Programs Division (FPD) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University

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Diversity

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First-Year Programs Division (FPD)

MotivationEngineering outreach programs in higher education are vital for promoting inclusivity andcreating opportunities for marginalized students to explore and access engineering careers [4].Increasing the representation of diverse and underserved demographics in engineering remainscritical to addressing the growing shortage of engineers in the United States. Collaborativeefforts between research universities and institutions serving large populations ofunderrepresented students play a key role in mitigating this shortage [5], supporting students toprogress from two-year community college associate’s degree programs, to four-year bachelor’sdegree programs. Expanding participation is essential not only to sustaining overall engagementin engineering as an

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)

college’s six departments, with instructors rotating between the various sections. Eachdepartment is allocated two weeks to introduce students to key concepts, career paths, andchallenges specific to their discipline. These presentations aim not only to inform students aboutthe various options available but also to inspire them through the faculty member’s passion fortheir field. This exposure helps students make more informed decisions about their academic andcareer paths, reducing the chances of major changes later that could delay graduation andincrease costs due to untransferable credits. Students are assessed via attendance and thefollowing six assignments: a virtual scavenger hunt, time management, resume building,professional licensing

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)

growth in differentdimensions [15], for the redesign of the first-year seminar, the six dimensions of growth(cultural, physical, intellectual, emotional, social, and moral) were condensed under fourdimensions: academic, personal, professional, and civic. In the context of this work, academicrefers to the pedagogical experience to build a strong foundation of knowledge and skillsessential for students’ future careers but also awareness and use of resources to support theeducational experience. Personal refers to the development of self-awareness, confidence,emotional intelligence, and resilience, which are crucial for navigating life’s challenges.Professional refers to the development of technical knowledge and experiences, professionalskills

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Thomas Garnett, Auburn University; Lucila Marcela Carias Duron, Auburn University; Maria Lujan Auad, Auburn University

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Diversity

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First-Year Programs Division (FPD)

) course to all first-year students in Fall 2023, teaching approximately 1300 students each year. Matthew recently defended his dissertation in February 2025 and plans to pursue a career in academia teaching first-year engineering students starting Fall 2025.Lucila Marcela Carias Duron, Auburn University Lucila M. Carias earned her B.S. in Chemical Engineering from Universidad Centroamericana ”Jose Simeon Ca˜nas” in El Salvador in 2018. She continued her academic journey with a Master’s in Process Engineering from the same university in 2021 and a Master’s in Integrated Management Systems from Nebrija University, Spain, in 2020. Lucila has four years of professional experience in the flexible packaging and recycling

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs Division (FPD)

in a common residence hall during the SBP tofoster unstructured community-building opportunities. For more details about Scholarrecruitment and the SBP, please see [10].Advising and Mentoring. Each Scholar was matched to a dedicated faculty advisor and meetregularly. They will continue meeting throughout their undergraduate careers. In addition,students will have the opportunity to connect with industry mentors starting their second year.Cohort-Based First-Year Seminar. All engineering students at Urban University are requiredto complete a FYE Seminar. The FYE Seminar is an 8-week course for students in a commonmajor, facilitated by two current students in at least their second year at Urban University. Thiscourse engages students in

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

Jill Davishahl, Western Washington University

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Diversity

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First-Year Programs Division (FPD)

seems like a blatant issue that shouldn't have existed in the first place."Personal Awareness Discussed new "Before this class, I definitely had 7 understanding of internalized a lot of common stereotypes bias or own biases about engineers... After taking this class, I feel like I have moved past many of those stereotypes and feel more confident that I could belong in an engineering career."Professional Expressed "My personal responsibility as a future 11Responsibility

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)

advanced materials meanwhile offering career opportunities and professional development support to undergraduate and graduate students. Dr. Lavoine was recently awarded the 2022 TAPPI NanoDivision Mid-Career award and the 2022 Quanser Sustainability award; both awards recognizing her research and education activities in renewable nanomaterials, sustainability and innovation.Dr. Julio Enrique Ter´an, North Carolina State University at Raleigh Dr. Julio Ter´an (he/him) is a Lecturer and Academic Advisor in the Engineering First Year Program, College of Engineering at NC State University (Raleigh, NC). He received his PhD degree in 2023 from NC State University in Polymer Science. He has a Master degree in Chemistry

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)

Change (ToC) framework in three-phase mixedmethods approach to explore the student’s attitudes, struggles, and learning experiencesregarding the support provided in pre-engineering. Additionally, the study explores perspectivesof their professors and academic advisors as they respond to insights gained from the students’data. The study findings highlight the value of orientation workshops, advising services, peermentoring, collaboration opportunities, and hands-on activities in improving the Pre-Engineeringprogram. The participation of stakeholders and the use of data-driven methods are essential toimplementing an inclusive and encouraging atmosphere for pre-engineering students.IntroductionStudents take many pathways to pursue STEM careers and

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs Division (FPD)

career and personal goals; • demonstrate leadership skills; • demonstrate abilities to maintain balance between academic and personal life; • develop skills for academic and personal health and learn how to prioritize self-care; • identify ways that social structures and public policies maintain an inequitable world for people with historically marginalized identities and learn how to combat those ideologies; • expand their knowledge of and be able to identify resources and programs to address those concerns; • learn how to effectively communicate, both written and oral; and • acquire skills to develop meaningful, healthy relationships to sustain them through difficult times.Program Session designThe

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen R. Beard, California Polytechnic State University, San Luis Obispo; Zoe Wood Wood, California Polytechnic State University, San Luis Obispo; Sarah Harding, California Polytechnic State University, San Luis Obispo

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Diversity

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First-Year Programs Division (FPD)

, their major,figuring out their path to graduation, and emphasizing the importance of ethics and justice,diversity, equity, and inclusion in engineering.Academic Advising General academic advising on courses with a primary focus on the importance of each student planning out their flowcharts for their individual path to graduation given the uniqueness of incoming transfer credit for each student; a discussion on concentrations in the major; senior projects; and how to get involved in researchPeer Review Flowcharts and Career Panel After students completed their flowcharts, they were prepared for more in depth discussion on flowcharts that FTFY students typically learn via word of mouth, including: which classes to avoid

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Grimes, Cornell College; Tyler B George

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Diversity

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First-Year Programs Division (FPD)

Institution, what fields were you interested in? Did you have any hobbiesrelated to these fields? What were they?Why did those interest you?​Were you able to take any math classes prior to college? IF YES: Which ones? Did you enjoy them? Why or why not? IF NO: Move to next question​Were you able to take any science classes prior to college? IF YES: Which ones? Did you enjoy them? Why or why not? IF NO: Move to next question​When you first came to Institution, what careers most interested you? Why were you interestedin those careers?Are you involved in any groups on campus? What drew you to those groups?Tell me about your friends on campus, what majors are they in, are they interested in the samesubjects as you?Tell me about your

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)

teach, to educate upcoming engineers in best practices and for them to look to alternative ways and new technology that will improve on current design methods. Dr. Walton-Macaulay believes that fostering diversity in teaching breeds innovation and is currently focused on engineering education research.Bailey A Weber, Pacific University Second year Pacific University student, majoring in engineering physics. Currently as a student I am preparing to step into an engineering career by participating in field related opportunities and gaining relevant course experience. Being career ready means having experience as a learner, leader, and teammate. The ability to step into a mentoring role opened many doors for myself and

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

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)

of the ASEE and NSF reports by outlining three persistentchallenges facing the engineering workforce [14]:• Systemic racism and structural inequities in education have historically excluded African Americans, women, and other minoritized groups from engineering, limiting the diversity of the workforce.• The demand for STEM jobs continues to outpace the supply of qualified workers.• STEM careers are evolving rapidly, necessitating adaptable skills and a commitment to lifelong learning.Rapid technological advancements have placed significant burdens on sectors like law, policy,manufacturing, and human resources [15]. While some sectors adapt quickly, engineeringeducation, constrained by traditional practices, has struggled to

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin L Schaefer P.E., Texas A&M University

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Diversity

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First-Year Programs Division (FPD)

mentors, and their motivations and/or persistence. The first part of her career was spent designing residential split system HVAC equipment and Indoor Air Quality (IAQ) units for Trane in Tyler, TX. Kristin has taught about design, engineering, manufacturing, and ethics to students of all ages in various places, including to preschoolers via STEM outreach, to eighth graders in KatyISD at Beckendorff Junior High, and to freshmen mixed major undergraduates at UH and TAMU, and to senior ME undergraduates at TAMU. Her favorite topic for professional-level education of career engineers is engineering ethics, fulfilling requirements for most state PE licensing boards. She is enabled to connect with and support students with

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)

they will need to succeed in their future engineering studies and careers. • Provide students with an understanding of what engineering “is” since most students do not have this understanding from their high school years. • Practice evidence-based pedagogies, such as active and collaborative learning, to foster student learning and improve retention in the major. 1While FYE 1.0 introductory courses are common at most institutions of higher education, thereis still little consensus about which foci are most crucial in developing effective first-yearcourses. The structure of most FYE 1.0 programs also does not accommodate students who mayhave different starting points or

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)

academic andprofessional development [1]. Recent industry data underscores this urgency - while 98% ofemployers rate teamwork as a critical career readiness competency, 73% report difficulty findinggraduates with essential soft skills like teamwork and conflict resolution [2], [3]. This gap isparticularly concerning as only 77% of recent STEM graduates rate themselves as proficient inteamwork, suggesting a disconnect between workplace demands and graduate preparedness [2].The problem is further exacerbated by the fact that 60% of STEM employees never receive basicconflict resolution training [4], highlighting the crucial need to address these skills duringacademic preparation.Engineers, scientists, and technologists often work in interdisciplinary

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)

bioengineering, and on the development of certain technical skills.MethodsCourse BackgroundsIntroduction to Bioengineering (BIOE 120, Table 1) meets once per week to offer lectures anddiscussions of recent trends in the field. Topics include cancer detection technologies, medicaldevices, biomaterials, biomechanics, neural engineering, and medical imaging techniques.Regardless of prior experience (there are no prerequisite classes), students gain an understandingof bioengineering’s research topics, career paths, and coursework opportunities.BIOE 120 is made up of approximately 50% first year students and 50% engineers, with the vastmajority pursuing a STEM-related degree, a BIOE minor, or transferring into the BIOEundergraduate program. The course

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

Benjamin Goldschneider, University of Virginia

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Diversity

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First-Year Programs Division (FPD)

SemesterThis GIFT describes a creative reflection assignment to be given at the end of engineeringstudents’ first semester and again at the end of the first year.Motivation:Reflection is a powerful tool for students to evaluate their own learning and growth. It allowsstudents to synthesize learning across lectures, assignments, and classes, as well as giving them ameans to connect their past, present, and future selves with their experiences in a project orcourse [1]. First Year Engineering (FYE) courses are a prime opportunity for students to engagein reflective assessments. Though they are still early in their academic careers, the first year is apivotal period for making decisions around major selection, on-campus engagement, personalvalues, and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leah Rineck, University of Wisconsin - Madison; Mira Rilee Potter, University of Wisconsin - Madison

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Diversity

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First-Year Programs Division (FPD)

rates of precalculus students.To accomplish these goals, we offered varying support mechanisms throughout the summer andfirst year of the student’s college career. The program design was student-centered and reflectedthe rigors of engineering. The program design comprised these major components: 1. The director communicated early with the students who did not place into Calculus 1, which included an invitation to participate in the BEST Program. 2. The director met with students at summer advising and registration to talk about the BEST Program and answered any questions they had about their placement. 3. Students were encouraged to participate in an online asynchronous mathematics review over the summer. 4. Students were

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)

interests and schedule; sign-ups were completed through the Learning Management System.Workshops were limited to 50 attendees each; total course enrollment was 252 students. Studentsthen attended their selected workshop and were required to submit a half to one page writtensummary, worth 5.2% of the final course grade, detailing what they did at the workshop, whatelements they liked and disliked, what they learned, and how the workshop related to their majoror career goals (if at all). To receive credit for their summary, students were also required to signa physical sign-in sheet to verify attendance. Half of the student summaries, representing allsubmissions from three out of the six course laboratory sections, were read by the courseinstructor

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessy W. Grizzle, University of Michigan

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Diversity

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First-Year Programs Division (FPD)

curiosity,skill acquisition, and deep understanding. Students are rarely shown how calculus can be acreative, powerful tool for solving real-world engineering problems. Instead, they areburdened by repetitive manual computations that fail to connect with the complex,technology-driven tasks they will face in their careers. Moreover, outdated assessmentmethods, such as high-stakes exams, reinforce this disconnect, often producing medianscores below 40% and fostering frustration rather than confidence.This experimental course aims to reframe calculus education to emphasize not justtheoretical principles but their practical applications. Traditional timed exams have beenmostly replaced with three major projects that focus on solving real-world