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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

using ChatGPT for high-level analysis. Datasets weremanually formatted to ensure consistent wrangling by the AI, using standardized key phrases andstructured formatting to enhance the AI's ability to parse and interpret the information accurately. Thisstudy implemented a simplistic segmentation, considering each sentence as a single statement, toimprove reliability and repeatability. This process was systematically repeated and refined by utilizingsubsets of the data with established qualities until preprocessing consistently achieved accurate parsingfollowing emerging best practices [23].Throughout the analysis, refinements were made to prompts and categorizations, ensuring alignmentwith the nuances of each reflection. Reanalysis occurred in

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

and biases that seepinto the design of products and their effect on different populations and society at large.Increasing the representation of historically marginalized populations in the engineering pipelineand into the workforce is crucial in creating a more equitable future for all people.VI: AcknowledgementsThis project is being supported through an internal grant from the university president’s office tofoster innovation. ChatGPT was used for editing earlier drafts of this paper. Also, we wish toacknowledge several colleagues Drs. Kirstie Plantenberg, Michael Santora and Kenneth Lamb ofUniversity of Detroit Mercy, who contributed in various ways to the project discussed here.References[1] “Transforming Undergraduate Engineering