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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investments to strengthendomestic semiconductor production, including initiatives such as the CHIPS and Science Act of2022 [2]. However, the expansion of manufacturing capacity is expected to outpace thedevelopment of a workforce capable of supporting such rapid growth. The SemiconductorIndustry Association projects a shortfall of 67,000 skilled professionals by 2030, with 51% ofthese positions requiring at least a four-year degree [3]. This pressing need highlights theimportance of cultivating a workforce equipped to meet the growing demand formicroelectronics professionals.Educational interventions focused on college-level engagement with microelectronics will play apivotal role in addressing gaps in workforce development. In the 2000s, several

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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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

Angelina Jay, Northeastern University; Brooke Zhou, Northeastern University

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Paper ID #47178GIFTS: User Identity Cards to Facilitate Human-Centered Design ActivitiesDr. Angelina Jay, Northeastern University Assistant Teaching ProfessorBrooke Zhou, Northeastern University ©American Society for Engineering Education, 2025GIFTS: User Identity Cards to Facilitate Human-Centered Design ActivitiesIntroductionThis GIFTs paper presents a card deck of user identities, or simplified personas, that studentscan use for introductory engineering design projects or in-class activities. Each of the thirty-twocards represents a unique user, and the attributes of each user were deliberately chosen topresent an overall

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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, information literacy, community resilience, and student peer mentorship. The‬ ‭interdisciplinary focus blends engineering and community-based learning to foster a holistic‬ ‭understanding of sustainability and inclusion. Active learning emphasized communication,‬ ‭teamwork, active reading, and participation to enhance student engagement and critical thinking.‬ ‭Information literacy promoted effective research and information evaluation skills. Community‬ ‭resilience addressed local and global challenges through project-based learning and the student‬ ‭peer mentorship was provided by a student who successfully completed the first-year community‬ ‭course. The paper delves into the course development

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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actively engages in offering guidance in developing research studies, curriculum enhancements, and assessment methods pertaining to integration and cultivation of intercultural competence. Her expertise extends to facilitating workshops and training sessions, catering to the needs of both staff and students within Purdue University.Dr. Sakhi Aggrawal, Purdue University at West Lafayette (PPI) Dr. Sakhi Aggrawal is a lecturer and research scientist in Purdue University’s Department of Computer and Information Technology. Her work explores how project-management frameworks, teamwork dynamics, intercultural competencies and AI tools can enhance STEM and engineering education. She also serves as a technical program manager

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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. Keyactivities implemented to achieve these outcomes included – 1) guest speakers, 2)engineering passport, and 3) redesigned semester project. The grading structure wasrevised with activities spread throughout the semester. Table 1 below presents the gradingcomponents for Fall 2024. Table 1: Grading components for CEE 101 Graded Component Points Class Participation & Online Forums 200 Engineering Passport (50 each) 200 Speakers Reflection (100 each) 300 Final Assessment – Poster

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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curriculum was modified to address issues inengineering design, technical communication, problem-solving, engineering ethics, safety,teamwork, sociotechnical engineering problems, and innovation in addition to the topicspreviously covered. These topics were introduced using lectures, in-class activities, and asemester-long design project. Our goal was to provide students with a memorable and fun courseto boost enthusiasm around engineering at the beginning of their academic endeavors. Studentswere split into teams of six based on their declared engineering majors to build community andinclusion from the beginning of their undergraduate studies. For undeclared students, they werescattered throughout unfilled groups or placed in groups with other

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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to implement on a smaller scale in alecture classroom setting to first-year or transfer students without prior knowledge of the topic.One topic of interest is the transport of mass through a porous medium. We designed a low-costprotocol in which students in BIOE 120 tested the properties of soils that emulated otherpermeable materials relevant to bioengineering. Students in diverse teams quantified the flowdynamics of various soil types with different drainage properties, then planted seeds to compareplant growth and moisture levels. To conclude, students discussed the connection between theirmeasurement techniques and engineering design in the context of biological systems.Pre-, mid-, and post-project surveys assessed the activities

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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realized that elements of technical communication needed to be added tothe instructional methods of ENGR 1100. In the redesign of the ENGR 1100 curriculum, it becameapparent that each lecture topic had opportunities to incorporate some form of technicalcommunication into lesson. This material would be implemented using traditional content deliverymethods, such as lectures, in-class activities, homework assignments, teamwork assignments, anda semester-long design project. By implementing these changes, the students can further build theirengineering toolbox, prepare themselves for future engineering courses, build their confidence incommunicating with others, and prepare themselves for future workplace endeavors.Objectives The objectives of

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

Rebeka Lynn Yocum, Oregon Institute of Technology; Ashton Danielle Greer, Oregon Institute of Technology

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in the first year of an engineering curriculum reinforcestheir foundational nature. As first-year students enter university with a wide range ofbackgrounds, it can be difficult to create an immersive and engaging introductory experience thatreinforces these foundational skills without relying on a deeper understanding of technicalmaterial. In fact, for some students, introductory projects with roots in highly technical materialmay be alienating, damaging to student confidence, and ultimately detrimental to measures ofacademic success and degree persistence. It has been shown that student confidence in their ownacademic ability is affected by self and peer performance [1],[2] and the first year of a student’suniversity experience impacts

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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, which requires a more flexible approach to allow students to better engage with thefield of engineering and to allow curricula to adapt to the ever-changing landscape ofengineering practice and technology. The significant curricular change involves taking thecurrent 6 credit hours of first year engineering courses and breaking them into a set of 1 credit(or less) modules from which students can select. This paper discusses in detail the first year ofthe project which has involved implementing changes to the current courses to prepare for thechange to the modular format along with getting buy-in from the administration and facultywithin the college. The paper also discusses outcomes from the changes implemented during thefirst year of the

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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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

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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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) 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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assessment methods pertaining to integration and cultivation of intercultural competence. Her expertise extends to facilitating workshops and training sessions, catering to the needs of both staff and students within Purdue University.Dr. Sakhi Aggrawal, Purdue University at West Lafayette (PPI) Dr. Sakhi Aggrawal is a lecturer and research scientist in Purdue University’s Department of Computer and Information Technology. Her work explores how project-management frameworks, teamwork dynamics, intercultural competencies and AI tools can enhance STEM and engineering education. She also serves as a technical program manager at Google—industry experience that underpins her research on data-driven project management and agile

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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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 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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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

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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First-Year Programs Division (FPD)

improve thementee’s technical writing skills and gain general guidance about college life [5]. A near-peerframework in a mechatronics camp highlighted the importance of underrepresented minoritystudents being able to identify with a mentor [4]. A study of the impact of near-peer mentoring inan introductory engineering course found that “some students gained a better sense of placewithin engineering over the course of the semester” [6].Project ApproachThe authors did not plan this project as a research study. It was a response to a perceived need tohelp students acquire skills that employers expect them to have but report that recent graduatesoften lack. These non-technical, yet vitally important, skills are not formally taught in theircourses. In

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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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) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University

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essential industry, but also to driving innovation across the United States[6], [7], [8], [9], and for meeting the growing demand for engineering skills [10].Engineering outreach programs are a key feature of the pipeline that supports marginalizedstudents to connect with pathways that lead towards four-year bachelor’s degree programs, andsubsequent careers in engineering. They provide access to the knowledge required to find andconnect to engineering degree programs, and help students develop the technical skills andassociated artefacts of them that demonstrate their academic and practical abilities. For example,outreach programs may help students develop an online portfolio of engineering projects theyhave completed, to evidence their potential

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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project at the University of Detroit Mercy that proposes aunique model for the freshman year of our engineering programs that is grounded in therecommendations of the ASEE and NSF reports. The model advances equity and inclusivity bychallenging exclusionary practices built into existing programs and radically reshaping ordiscarding those that have been shown to “intentionally or unintentionally harm historicallyexcluded groups in engineering education” [5]. In the next two sections, we expand on thefactors driving the need for systemic change in engineering education. In Section IV, we detailour freshman pilot program and its alignment with ASEE and NSF report recommendations.II: Sociotechnical Imperatives for Curricular ChangeThe current

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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Paper ID #47434GIFTS: An Interdisciplinary Collaboration to Foster Students’ Sense of Belongingin EngineeringDr. Nichole Ramirez, University of Texas at El Paso Dr. Nichole Ramirez is an Assistant Professor in the Department of Engineering Education and Leadership at the University of Texas at El Paso. Previously, she served as the assistant director of Vertically Integrated Projects at Purdue University. Her research focuses on engineering education and the stigma surrounding mental illness. Dr. Ramirez also worked as a research data analyst in Purdue’s Department of Institutional Data Analytics & Assessment. She earned

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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Day •Team Project •Supplemental Instruction for • University Orientations •Career Readiness, Academic Math • Application Goal Setting, Engineering •Centralized Study Center • Selection Student Panel •Industry Tours •Engineering Industry Tour •Project PresentationsFigure 1. MAP2E Program Design outlining all support initiatives for student success.The MAP2E program is supported by a financial gift from a local engineering company, whichsupports stipends, tutors, mentors, travel to industry visits, room and

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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combined intervention model on first semester GPAs, retention rates andengagement with research experiences. Initial results indicate that enhancing a summer bridgeprogram with an introductory research course can significantly increase student interest inresearch, which has the potential to also increase the likelihood they will engage in anundergraduate research experience and gain the associated benefits.Project Approach and Assessment MethodsOur project approach included adding an introduction to research course to an existing summerbridge program curriculum through scheduled bi-weekly classes that all students were requiredto attend. We then evaluated the effectiveness of this combined intervention model on studentattitudes towards research

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine M Ehlert, Miami University; George D. Ricco, Miami University

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student progression, and teaching first-year engineering, engineering design principles, and project management. ©American Society for Engineering Education, 2025 Longitudinal Study of a First Year Curriculum Change on Student Identity and BelongingAbstractThe purpose of this evidence-based practice paper is to explore and document trends in students’engineering/computing science identity and sense of belonging in their discipline based on theirexperiences in a recently reimagined first year curriculum over the first full year ofimplementation.Developing an identity and sense of belonging in engineering and computing science early in thecollegiate years has had positive impacts on student

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

Amr Hassan, University of Pittsburgh; Mohamed A. S. Zaghloul; Irene B. Mena, University of Pittsburgh

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First-Year Programs Division (FPD)

the resources and opportunitiesneeded to thrive. A recent NSF report [1] highlights significant strides in diversity within STEM fields.For instance, from 2011 to 2020, bachelor’s degrees in engineering earned by underrepresented minoritygroups rose by 28.5%, while the proportion of women earning engineering degrees grew by 26.2% [1].Similarly, the percentage of Hispanic or Latino students obtaining engineering degrees rose by morethan 50% over the same period. These promising trends emphasize the need to create more supportiveand inclusive learning environments that cater to the diverse needs of all students.In engineering programs, students frequently collaborate in teams throughout their undergraduatestudies, addressing various projects

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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. Offerdahl, Washington State University Gary is a Student Services Coordinator for the Voiland College of Engineering and Architecture at Washington State University. His current focus is on establishing a support program for student organization success, with a particular emphasis on organizational development, leadership training, and promoting diversity. He is actively involved in equitable and inclusive advocacy across multiple initiatives. His current WIP project aims to investigate the impact of involvement in student organizations on first-year students and their sense of belonging. ©American Society for Engineering Education, 2025 WIP: Pilot Implementation of Mandatory Club-Led Workshops

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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-curricular, and professional development components demonstrated increased persistence.Scholarship Program StructureScholars in the Scholarship Program at Urban University are offered a multifaceted supportsystem to support persistence, increase graduation rates, and prepare the Scholars for post-graduation success through financial, academic, and professional support. This scholarshipprogram was designed to meet the unmet financial needs of academically talented students whoapplied to the College of Engineering (COE) at Urban University through support from an NSFS-STEM grant. Urban University’s COE has received five S-STEM awards in the past 20 years.In the most recent two S-STEM projects, Scholar cohort-building has been a key interventionmethod

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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Paper ID #47522WIP: How does it add up? Factors contributing to the academic success ofmid-range engineering studentsMrs. Renisha Howard Jones, North Carolina A&T State University Renisha H. Jones is a higher education professional. She is passionate about higher education, women’s issues, Students of Color’s experiences in higher education, STEM education, and helping students to unlock their potential.Ms. Melissa Siegel Barrios, MSB Consulting LLC As founder and owner of MSB Consulting, LLC, Melissa Siegel Barrios is a trained evaluator with a track record of successful evaluation contracts including: a project

Conference Session

First-Year Programs Division (FPD) Technical Session 4: Fostering Belonging - Identity, Self-Efficacy, and Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Camila Zapata-Casabon, Universidad Andres Bello

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management, energy, and the fundamentals of industrial processes at the School of Engineering, UNAB. She currently coordinates the Educational and Academic Innovation Unit at the School of Engineering (UNAB). She is engaged in continuing teacher training in active learning methodologies at the three campuses of the School of Engineering (Concepci´on, Vi˜na del Mar, and Santiago, Chile). She authored several manuscripts in the science education area, joined several research projects, participated in international conferences with oral presentations and keynote lectures, and served as a referee for journals, funding institutions, and associations.Prof. Camila Zapata-Casabon, Universidad Andres Bello Master in Marketing and

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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received his BS degree in Computer Engineering from Cal Poly!Dr. Zoe Wood Wood, California Polytechnic State University, San Luis Obispo Whether it is creating computer graphics models of underwater shipwrecks or using art and creativity to help students learn computational thinking, Professor Zoe Wood’s projects unite visual arts, mathematics and computer science.Sarah Harding, California Polytechnic State University, San Luis Obispo Sarah Harding is a member of the Mechanical Engineering faculty at California Polytechnic State University, San Luis Obispo, teaching various design-related courses. Before joining Cal Poly, Sarah worked in the automotive industry as a chassis engineer and quality manager