Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Arturo A. Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

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First-Year Programs Division (FYP)

limitations. The scope of ourstudy is confined to a single academic institution (UTRGV) and a specific cohort of studentsenrolled in introductory engineering courses. Additionally, the implementation of design thinkingprinciples in the curriculum may require additional resources and faculty training. Despite theselimitations, we believe that our project has the potential to yield valuable insights and serve as amodel for other institutions seeking to support the success of freshman engineering students.Project ApproachThe project approach employed in this study aimed to integrate engineering design principlesinto freshman engineering education to facilitate self-transformation and enhance academic andcareer readiness. The study involved freshman

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Ethan E. Danahy, Tufts University

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Diversity

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First-Year Programs Division (FYP)

as an increasedawareness of the complexity of racialized sociotechnical problems, stronger emotional responses,more refined ideas about potential solutions, and realizing the systemic nature of racism.Findings suggest that the students met learning goals regarding an awareness of sociotechnicalproblems and catalyzed (early) critical thinking on how to address them through engineering.Implications from this work demonstrate that first-year students are capable of wrestling withdifficult topics such as racism in technology, while still meeting ABET requirements within thecourse for data science and coding.IntroductionAt a small private engineering institution in the northeast region of the United States, year one ofa research-based reimagining

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University; Jenni Buckley, University of Delaware

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Diversity

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First-Year Programs Division (FYP)

Paper ID #37636Experienced Teaching Assistants’ Perceptions of a Simulated Environmentfor Facilitating Discussions with Individual Student Avatars from aDesign Team in ConflictDr. Haritha Malladi, University of Delaware Haritha Malladi is an Assistant Professor of Civil and Environmental Engineering and the Director of First-Year Engineering at the University of Delaware. She received her Bachelor of Technology in Civil Engineering from National Institute of Technology, Warangal, India, and her MS and PhD in Civil Engi- neering from North Carolina State University. She is a teacher-scholar working at the intersection of un

Conference Session

First-Year Programs Division Technical Session 2: AI, Computation, and Electronics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue University ; Kerrie A. Douglas, Purdue University ; Tamara J. Moore, Purdue University

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Diversity

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First-Year Programs Division (FYP)

students' motivation topursue a career in microelectronics differ after this limited curriculum intervention?Literature ReviewThe Role of Interest in Career DevelopmentSocial Cognitive Career Theory (SCCT) [9] is an overarching conceptual framework that guidesall of the decisions of the Scalable Asymmetric Lifecycle Engagement (SCALE) project. SCCTemphasizes the role of relevant interests in career development. Within SCCT's Choice Modeland Interest Model, interest directly links self-efficacy, outcome expectations, and career-relatedchoices [9]. Because of this, many studies seeking to affect student's interest in engineeringcareers focus on increasing student self-efficacy and outcome expectations. In SCCT, interestsdirectly relate to choice

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benito Mendoza, New York City College of Technology; Angran Xiao, New York City College of Technology; Muhammad Ummy, New York City College of Technology

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Diversity

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First-Year Programs Division (FYP)

identity as an HSI (Hispanic Serving Institution) and the vital role HSIs play in improving access to education and advancing equity for historically underserved students. He is the PI of the project ”Information Systems meet Cultural Competencies (IS-CUCO),” an NSF-funded project aiming to integrate cultural, linguistic, data, and infrastructure factors into Information Systems that provide access to food-security services such as food pantries. He is also a Co-PI of a DoE Title V grant titled ”City Tech STEM Success Collaborative,” which seeks to improve retention, graduation, and workforce readiness of Hispanic and low-income STEM-interested students by strengthening and coordinating academic and support programs for

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily M Wortman-Wunder; Miriam Howland Cummings Ph.D., University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver

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First-Year Programs Division (FYP)

Transactions on Professional Communication, vol. 51, (3), pp. 280-301, 2008. https://doi.org/10.1109/TPC.2008.2001253[3] F. S. Carracedo et al, “Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum,” Journal of Science Education and Technology, vol. 27, (5), pp. 448-468, 2018. https://doi.org/10.1007/s10956-018-9735-3[4] D. L. Linvill, M. Tallapragada and N. B. Kaye, “Training Future Engineers to Become Better Communicators: The Effects of Engineering-specific Communication Courses on Student Attitudes and Identity,” in 2019 ASEE Annual Conference & Exposition, 2019.[5] S. C. Petersen et al, “Mini-Review - Teaching Writing in the Undergraduate

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; Carl Boyet, Louisiana Tech University; James D. Palmer, Louisiana Tech University

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Diversity

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First-Year Programs Division (FYP)

from large metropolitan areas but draws its student population both statewide andregionally and operates on the quarter calendar. Louisiana Tech University merged the math,chemistry, and physics programs with the engineering, technology, and computer scienceprograms into a single college in 1995 and created an integrated freshman engineeringcurriculum in 1998. Louisiana Tech University has a long history of educational innovations inengineering education, with a hands-on project-based approach implemented in 2004 and fourother NSF-funded programs to increase student success in engineering since 2007.The SSP builds on these prior efforts by providing financial, academic, personal, andprofessional support to engineering students starting in

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz P.E., University of the Pacific; Luke S. Lee P.E., University of the Pacific; Jeffrey Shafer, University of the Pacific; Navdeep Singh, University of the Pacific

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First-Year Programs Division (FYP)

design thinking, problem-solving, collaboration, and communication skills (visual,written, and oral) that are necessary for success in engineering and computer science disciplines.The Common Threads: Course ThemesThe design of an introductory engineering course – broadly defined as a course thatencompasses multiple majors, acclimates new students to a university learning environment, andintroduces them to the broader field of engineering –has been explored at many institutions. Suchcourses have been designed with specific outcomes in mind, such as improving student skills inengineering problem solving and teamwork [1], integrating real-world engineering challengesinto the curriculum [2], and community building [3][4]. In many cases, multiple

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna Newsome Holcomb, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Lakshmi Raju

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Diversity

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First-Year Programs Division (FYP)

Belonging and Peer LeadershipAbstractThis Complete Research paper describes efforts to support students entering an undergraduateelectrical and computer engineering (ECE) program from diversified matriculation pathwaysthrough a peer mentoring program embedded in the first-year curriculum. The myriad entrypoints to this specific engineering program (changes in major, transfers, career changes, stop-outs, etc.) punctuate that first-year-in-engineering may not be synonymous with first-time-in-college. As enrollment patterns continue to change across higher education, it is imperative thatengineering programs are prepared to support students and the variety experiences and needsthey bring to the classroom. In this work, we

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, The Ohio State University, Marion

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First-Year Programs Division (FYP)

, assessment; Curriculum Design, reform, evaluation, and classification of first-year engineering curriculum; Experiential Integrated experiential learning curricula & global/societal problems including service, research, and entrepreneurship for the first year; Projects Project-based, activity-based, and hands-on learning in the first year; Design Teaching and practicing the engineering design process in the first year; Problem- Creative, open-ended problem-solving courses and/or related teaching activities in first-year Based engineering programs; Teamwork Insights into teaming, group work, and team/individual assessment among first-year students; Diversity Inclusivity and

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville

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Diversity

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First-Year Programs Division (FYP)

to emphasize topics appropriate for their majors. In addition, eachdepartment also developed a collaborative, hands-on design project to include in the course thatwould be appropriate and engaging for their students [16]. The topics of the design projectsimplemented were a robotics design task for EECS students, a reverse engineering and 3Dprinting task for MIEN students, and a water filtration project for CHNG students. Encouragedby the promising results observed from the 2020 and 2021 offering of the course for students inthe EECS, MIEN, and CHNG departments, an additional version of the course was developedand integrated into the curriculum for students in the Civil and Architectural EngineeringDepartment (CAEN) in 2022. Additionally

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gregory J. Mazzaro, The Citadel; Timothy Aaron Wood P.E., The Citadel; Kevin Skenes, The Citadel

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First-Year Programs Division (FYP)

traditional written exams should be avoided. Team-based projects [7] are highly encouraged, especially those which are multi-disciplinary [8].  Many entering freshmen are unprepared for rigorous academic study; thus, the Intro course should address how to be successful in college [9]. Beyond academic preparedness, retention is improved by generating enthusiasm for engineering [10] and by fostering a sense of community amongst students [11].A popular idea at many universities is the integrated curriculum -- common objectives andassignments overlapped with non-engineering courses that students take at the same time as theirengineering courses. One school paired three engineering faculty with three English-composition

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeffrey W. Fergus P.E., Auburn University; Jessica Bowers, Auburn University - Samuel Ginn College of Engineering

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Diversity

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First-Year Programs Division (FYP)

focused on issues that mightdifferentially impact marginalized communities.These studies demonstrate that there is a need to help engineering students better understand andappreciate the impact that their work has on society and develop skills needed to provideeffective and equitable solutions. This need is evident in developments in the criteria foraccrediting engineering programs. In October 2022, the ABET Engineering Area Delegationapproved an optional two-year pilot criteria that incorporates principles of diversity, equity andinclusion (DEI). One of the elements of these changes is that the curriculum must include“content that ensures awareness of diversity, equity, and inclusion for professional practiceconsistent with the institution’s

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicholas Hawkins, University of Louisville; Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Angela Thompson P.E., University of Louisville

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First-Year Programs Division (FYP)

this section) notdirectly integrated within the Cornerstone system. This design was introduced during the COVIDpandemic and, due to success in employment under the remote course setting, it was decided tokeep this as a second design upon return to in-person instruction. Figure 2 in the appendix showsexamples of these two different Cornerstone systems.For the water filtration project, the two design challenges are: 1) housing for a turbidity (watercleanliness) sensor that is in-line with piping, and 2) a housing for an ultrasonic (distance) sensormounted above a tank of water to act as a “tank-level indicator”, providing real-time water levelmeasurements (Figure 3 in the appendix).Technical WritingTeams of students are required to document

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jordyn M. Wolfand, University of Portland; Kathleen Bieryla, University of Portland; Christina Ivler

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First-Year Programs Division (FYP)

: race and first-generation status. Genderdifferences (lower scores for females versus males) have been observed in many other studies.We hypothesized that the service-learning project may positively impact females more thanmales, but this was not the case; all scores increased proportionally equally. Differences in scoresby major are difficult to conclude due to small sample sizes, but the results could impact thecurricula of those specific majors, which diverge after the first year, and thus will be explored infuture work. Future teaching modules will continue to integrate sociotechnical problem-solving,including service-learning projects, into the first-year curriculum. Other potential interventions tostrengthen engineering identity and

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Paredes, New York University Tandon School of Engineering; Kaz Burns; Jack Bringardner, New York University Tandon School of Engineering; Rui Li, New York University Tandon School of Engineering; Ameya Palav; Elena Rose Hume; Victoria Bill, New York University Tandon School of Engineering; Chris Woods, NYU

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Diversity

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First-Year Programs Division (FYP)

York University Tandon School of Engineering Jack Bringardner is the Assistant Dean for Academic and Curricular Affairs at NYU Tandon School of Engineering. He is an Industry Associate Professor and Director of the General Engineering Program. He teaches the first-year engineering course Introduction to Engineering and Design. He is also the Di- rector of the Vertically Integrated Projects Program at NYU. His Vertically Integrated Projects course is on the future of engineering education. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based curriculum, first-year engineering, and student success. He is active in the American Society for

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Gretchen Scroggin, University of Arkansas; Latisha Puckett, University of Arkansas

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First-Year Programs Division (FYP)

rigorous for a one-credit hourhonors course, and we wanted the integration of the any new assignments not to be toocumbersome for the instructors.These objectives led us to requiring honors students to complete a LinkedIn Learning Pathway asa part of their additional honors coursework. LinkedIn Learning was selected due to itswidespread popularity as an online educational platform [3-5], offering a diverse array of coursesspanning business, technology, creative skills, and more [6]. Moreover, our university providesaccess to LinkedIn Learning at no cost to students. Students also earn certificates for completingthe LinkedIn Learning pathways and display these certificates in their LinkedIn profiles.The purpose of this paper is to share the

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Zanin Flanagan, Clemson University; Karen A. High, Clemson University

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First-Year Programs Division (FYP)

the work of Flanagan et al.'s [5] work-in-progresspaper that examined how adding empathy into first-year engineering curriculum changedstudents’ perspectives on the role of an engineer. Engineering design revolves fundamentallyaround meeting user needs and to offer solutions that meet diverse needs, engineers need tocultivate an understanding of various perspectives. Empathy plays a crucial role in enablingengineers to consider the implications of their design decisions on people thoroughly, andemploying empathy can effectively address sociocultural and political aspects of designs. Thisnecessitates its inclusion in engineering classrooms. Flanagan et al. found that through theincorporation of empathy into the curriculum, students begin to

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelly Salyards, Bucknell University; Katsuyuki Wakabayashi, Bucknell University; Richard J. Kozick, Bucknell University; Benjamin Wheatley, Bucknell University

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First-Year Programs Division (FYP)

University is a predominantly undergraduate institution with a College of Engineeringsituated within the liberal arts context. The College of Engineering typically enrolls around 200students each year, currently divided among eight degree programs (Biomedical, Chemical,Civil, Computer, Computer Science, Electrical, Environmental, and Mechanical Engineering).ENGR 100 is the cornerstone course taken by all incoming first-year engineering students, aswell as an introductory elective for students in Arts and Sciences or Management. This course isone of four courses in the common, first semester curriculum for all engineering students.For roughly the first decade from 1989-2001, the course was delivered primarily in a lecture hallwith more than 200

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Grand Valley State University; Nicholas A. Baine, Grand Valley State University

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First-Year Programs Division (FYP)

Paper ID #42819Data Analysis for First-Year Experience RedesignDr. Ryan W. Krauss, Grand Valley State University Dr. Krauss received his Ph.D. in mechanical engineering from Georgia Tech in 2006. His research interests include mechatronics, feedback control, pedagogy, retention, and first-year engineering experiences.Dr. Nicholas A. Baine, Grand Valley State University Nicholas Baine, Ph.D., is an Associate Professor in the School of Engineering. His expertise is in the design of electrical control systems and sensor data fusion. As an instructor, he specializes in teaching freshman courses as well as control systems

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

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First-Year Programs Division (FYP)

campus resources, active listening skills, role boundaries andexpectations, and college and university policies and procedures. EPALs continue their trainingwith 6 hours of online synchronous training in August that focuses on team building, advisingtools, communication skills, university policies, and curriculum details [6].During the fall, EPALs take a 1-credit course called ENGR 291, designed to supplement EPALgrowth and development while creating a space to ask questions while serving as an EPAL.Returning EPALs offer advice and assist newer EPALs in how to answer questions, which helpsbuild a cohesive team. Self-discovery and growth in leadership skills are the cornerstones of theclass. Peer advisers benefit from the program as much as the

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Gibin Raju, University of Cincinnati; So Yoon Yoon, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

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Diversity

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First-Year Programs Division (FYP)

Gifted Education, and an M.S.Ed. in Research Methods and Measurement with a specialization in Ed- ucational Psychology, both from Purdue University, IN, in the United States. She also holds an M.S. in Astronomy and Astrophysics and a B.S. in Astronomy and Meteorology from Kyungpook National Uni- versity, South Korea. Her work centers on engineering education research as a psychometrician, program evaluator, and data analyst, with research interests in spatial ability, creativity, engineering-integrated STEM education, and meta-analysis. As a psychometrician, she has revised, developed, and validated more than 10 instruments beneficial for STEM education practice and research. She has authored/co- authored more than 70

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Joylyn Paredes, New York University ; Rui Li, New York University; Sooah Kwak, New York University ; Chris Woods, New York University; Dominic Roy Krusniak, New York University

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Diversity

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First-Year Programs Division (FYP)

. Undergraduate teaching assistants are integral tostudent success in the course. As the first points of contact for students, they assist with contentdelivery, guide students through hands-on labs and projects, and deliver feedback onassignments. Effective undergraduate teaching assistants are peer leaders and mentors to first-year students; through these workshops, we seek to ground their leadership and mentorshipapproaches in principles of global inclusion, diversity, belonging, equity, and access (GIDBEA).In this work, we outline the workshop curriculum. Scaffolded into three parts, the workshop isdesigned to provide the teaching assistants with the ability to recognize and confront bias amongindividuals and within teams, help them develop an

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Nathan Delson, eGrove Education; Saharnaz Baghdadchi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Minju Kim, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; Huihui Qi, University of California, San Diego

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First-Year Programs Division (FYP)

teaching innovations, curriculum design, and support of undergraduate student research.Dr. Alex M. Phan, University of California, San Diego Dr. Phan received his Ph.D. in Mechanical Engineering from the University of California San Diego with a specialization in medical devices. He is currently an instructor for the Department of Electrical and Computer Engineering focusing on hands-on education.Dr. Maziar Ghazinejad, University of California, San Diego Maziar Ghazinejad is an Associate teaching professor in Mechanical and Aerospace Engineering Depart- ment at UC San Diego. He received his Ph.D. in mechanical engineering from UC Riverside in 2012 and holds M.S. degrees in mechanical and electrical engineerDr. Nathan

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University; Mareham Essam Yacoub, Johns Hopkins University; Rachel Saperstein McClam, Johns Hopkins University

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First-Year Programs Division (FYP)

digital presence. They hold the potential to aid evidencegathering for accreditation, internal promotion, and provide a mechanism to connect withindustrial and other external partners. As an undergraduate academic tool, ePortfolios can beused for integrating and reflecting on the student’s learning career, in line with Yancey’smultiple curricula of higher education which involves learning beyond the classroom. Thisframework integrates the experienced curriculum, a delivered curriculum, and the livedcurriculum [3]. Despite the range of current uses, there is an opportunity to better harness theirpotential for supporting and mentor undergraduate students in their professional growth [4].Much of the literature embraces the use of ePortfolios as a

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Doris J. Espiritu, Wilbur Wright College, City Colleges of Chicago

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First-Year Programs Division (FYP)

skills and showcase an understanding ofthe various engineering fields. Currently, majority of Engineering Speakers are recruited fromformer ESS students who successfully transferred, completed their bachelor's degree, and arenow in the field. Speakers are chosen according to their field of work, stories, and careers. Forexample, two mechanical engineers can speak in the same field if one is pursuing a doctorate andone is working in the industry.II.3. Industry PartnershipsAn internship is an experiential learning opportunity that integrates knowledge in the classroomwith practical applications [24]. For engineering students, an internship is a transformativeperiod and a gateway to personal and professional growth [25]. Internships are a high

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University; Aya Mouallem, Stanford University; Sheri D. Sheppard, Stanford University

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Diversity

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First-Year Programs Division (FYP)

, highlighted in bold throughout each section of the paper, and summarizedinto an infographic in Appendix 1, and checklist in Appendix 2. Strategies for addressing thehidden curriculum when connecting and participating in outreach programs will be explored,with an emphasis on understanding it and the implications for program design.Existing equitable design practices in higher education engineering outreach programsNational organizations promote increasing participation of marginalized groups in engineeringthrough numerous outreach initiatives, resulting in a rich landscape of academic reporting. TheNational Academy of Engineering's 2002 survey found over $400 million is spent annually onsuch activities [6]. This study focuses on post-K-12 education

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University at West Lafayette (COE); Jacqueline Callihan Linnes, Purdue University at West Lafayette (COE)

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Diversity

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First-Year Programs Division (FYP)

reported adding realistic projects or case studies that are morehands-on or industry related into the course design [34]–[39]. Other studies talked about addingrealistic components to a curriculum as a whole rather than just in project work in a particularclass [24], [27]. Other studies took this step further into actually interfacing with industrythrough the use of industry mentors [23] or work-integrated learning where students worked inthe field [30]. However it was done, there was a clear emphasis on real-world experiences thatseemed prevalent to high-achieving and honors populations.Bridging topics and disciplines: One interesting finding was the emphasis on learning that wasinterdisciplinary or that bridged multiple topics together. For

Conference Session

First-Year Programs Division (FYP) - Technical Session 11: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis, Carnegie Mellon University; Kelly Salyards P.E., Bucknell University; David A. Saftner, University of Minnesota Duluth; Tanya Kunberger, Florida Gulf Coast University

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Diversity

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First-Year Programs Division (FYP)

ProjectsAbstractThis evidence-based practice paper provides engineering educators teaching first-yearintroductory courses, who are new or looking to update their courses, inspiration with diverseproject ideas. The active learning via project-based, activity-based, and service-based courseswithin the first-year engineering curriculum has proven effective for students not only to becomemore engaged and motivated but also to experience increased learning and retention. Generally,first-year engineering courses are meant to create student experiences that are meaningful, open-ended, and hands-on in addition to being an introduction to working and communicatingeffectively within teams. Whether one is an experienced educator or not, looking for projectideas to adapt

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Devlin Montfort, Oregon State University; Jason H. Ideker; Jennifer Parham-Mocello, Oregon State University; Rowan Ezra Skilowitz; Natasha Mallette P.E., Oregon State University

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First-Year Programs Division (FYP)

Paper ID #38477A reimagined first-year engineering experience implementation:Structure, collaboration, and lessons learned.Dr. Devlin Montfort, University of Portland Dr. Montfort is an Assistant Professor in the School of Chemical, Biological and Environmental Engi- neering at Oregon State UniversityJason H. IdekerDr. Jennifer Parham-Mocello, University of Portland I am interested in computer science education research related to K-12 curriculum, diversity in computer science, undergraduate computer science learning, and adult and teacher training.Rowan Ezra SkilowitzDr. Natasha Mallette P.E., Oregon State University Dr