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)

can help.’”The article referenced is a collection of excerpts from the book “Peer-to-Peer Leadership:Transforming Student Culture” by Aaron Thompson, Greg Metz, and Joseph B. Cuseo. Contentsections summarized include Why Peer Leadership Matters in the 21st Century, The Importanceof Social Capital, The Power of Peer Leadership, and Positive Outcomes Associated with PeerLeadership. In the content referenced as the most impactful reading of the practicum, leadershipis undeniably linked to peer mentorship, yet the connection was missed in PL reflection. As thePeer Leader Practicum further develops, activities and discussions should reinforce theimportance of leadership development within the practice of peer mentorship.Peer Leaders Self-Identify

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph McCusker, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

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Diversity

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First-Year Programs Division (FYP)

first-year engineering experienceto incoming students in general, and particularly those that have additional challenges for asuccessful transition to college, many of whom have underrepresented or marginalized identities.During the first two years of these improvements, which started in Fall 2022, the maininstructional additions have consisted of (1) inclusion of opportunities for students’ self-reflection, (2) inclusion of training in metacognition, and (3) specific modifications to courseassessments.Literature review on first-year innovationsIn what follows, we present a review of some successful research-based initiatives that havesucceeded in supporting students’ achievement and retention through the first years inengineering.A pilot

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Ethan E. Danahy, Tufts University; William Church

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First-Year Programs Division (FYP)

generative AI, he created venues in theclass to maintain open communication about the exploration.The students were provided with web-based tools “PrimeBot” and “WebDeveloperBot”, bothdeveloped by the instructor and his team incorporating the API of ChatGPT (refer to figure 1 forscreenshots). With prompts input by users, “PrimeBot” generates Python code for programmingLEGO Education SPIKE Prime Robotics sets, and “WebDeveloperBot” generates HTML codeto help create online portfolios. The students were encouraged to use these tools for their projectsand reflect on their use. They were also provided with “GeneralBot” which has the same featuresas ChatGPT. The students were informed that all data including students’ input and the bots’output would be

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin

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Diversity

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First-Year Programs Division (FYP)

lasted between twenty minutes and an hour long and wereconducted in-person. The questions explored how the students found out about the SEL position,why they decided to apply, and questions about their experiences, including what they thoughtwas going well and what they would like to change. Interviews were designed and conducted inaccordance with internal review board policies and researchers ensured the confidentiality of theparticipants. The interviews were recorded and transcribed.The journal entries were designed to gather insight on the mentor experience over the course ofthe academic year. Mentors were asked to summarize the work they completed and reflect ontheir experience of being a mentor. Questions were open-ended and prompted the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Francine Usinski, University at Buffalo, The State University of New York; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Emma Treadway, Trinity University; Alyndra Mary Plagge, Trinity University; Shea E. Lape

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Diversity

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First-Year Programs Division (FYP)

and asked to reflect on theirexperiences in classes and involvement in engineering related activities. These interviews tend tobe about an hour to two hours long, depending on how much the student enjoys reflecting. Someof the interview questions were geared towards engineering identity. Some were geared towardsaffect, global affect, and affective pathways [13], [14], [15], [16], [17]. Most of the otherquestions surrounded the information the student provided in the survey, confirming that all ofthe boxes they checked match how they truly feel about their attitudes, demographics, andoutside identities. We examined evidence from the participants’ first and second post-semesterinterviews with facts from the preliminary survey as contextual

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)

addressintrinsic bias, including methods during application decisions such as using partiallyde-identified application materials used in admissions decisions.PositionalityThis work is presented from the positionality of the researchers at Stanford University,examining outreach programs situated in the United States and in Lebanon, from the authorperspectives of the program designers and staff. The authors have a focus on supporting accessand equity in engineering, and approach this from a practical perspective of finding practices thatcan be integrated into current educational outreach efforts. As a result, we briefly reflect on ourpersonal experiences in relation to the topics we address in this work in this brief positionalitystatement [16]. Aya

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)

. Then the complete rough draft undergoes peer review, followed by student reflectionon that process before the final paper is submitted. Finally, students end each semester by writinga reflective paper in which they examine their own work.Argument and AnalysisThe CU Denver Composition program describes this outcome thus: “Students write persuasivelyand analytically. Student writing contains convincing arguments and is supported with evidence”[14]. The traditional culmination of a composition class is the researched argument—a 10-pagepaper arguing for a particular point, usually on a topic of current political import. While this doesdevelop key communication skills, such as persuasiveness and the ability to support claims withevidence, it often

Conference Session

First-Year Programs Division (FYP) - Technical Session 8: Skill Building

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Huizar, Center for Research in Engineering and Technology Education (CREATE); Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.

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Diversity

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First-Year Programs Division (FYP)

comment shows an example of an aspect of financial literacy that our undergraduate students may need help to improve their personal finance and money management skills. • When students were asked about cash flow and net worth from a business perspective for Learning Module 2, students were able to identify strategies that could result in greater income in a particular scenario. For example, a student proposed a low interest loan to improve the security system of the business after merchandise was stolen. Another student reflected that it was better to look for lower cost options or to rent another studio for the business instead of lowering the quality of the product being sold. Another

Conference Session

First-Year Programs Division (FYP) - Technical Session 8: Skill Building

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew J. Haslam, Embry-Riddle Aeronautical University - Prescott; Jonathan M. Adams, Embry-Riddle Aeronautical University - Prescott; Robert Gerrick, Embry-Riddle Aeronautical University - Prescott

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First-Year Programs Division (FYP)

professor of engineering and a professor ofcommunication, working in tandem to provide comprehensive, industry-reflective designexperience to students over the course of a year. In the course students work in teams to deliverprogress reports and presentations on a design they formulate and build at facilities available oncampus. Their progress presentations and reports are modeled after those seen in industry.In Fall of 2021 two of this paper’s authors sought to mirror this paired instruction in the students’first year. They created a “cornerstone” course by combining an early curriculum CAD designcourse, EGR 201, with a technical writing course, COM 221 [1]. The two courses werescheduled back to back on MWF, which created a 2 hour and 40-minute

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

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First-Year Programs Division (FYP)

areas since this promotes theirscientific and technological advancement. It is well established that several factors areassociated with attracting and retaining students in the STEM fields, including an affinitywith the discipline, a sense of belonging, interest in the field, self-efficacy, and prioreducational experiences, among others [1, 2]. One indicator of academic progressioncommonly used in educational management is the student retention rate. Academicprogression reflects the ability of the educational institution to achieve the retention of itsstudents. High retention rates imply good institutional management, low dropout rates, and,consequently, positive economic benefits for the families of students and the State itself [3,4].Beyond

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, The Ohio State University; Laine Rumreich, The Ohio State University; Ethan Cartwright, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University; H. Schwab, The Ohio State University

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Diversity

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First-Year Programs Division (FYP)

ability to assessconceptual understanding and connections within complex topics such as EM [4, 5]. It alsoprovides students with an opportunity to reflect and synthesize the connections between bigideas, so it can be useful as a metacognition activity. Concept maps have been used successfullyto help students recognize connections between topics in complex courses [5]. Fostering theability to make these types of connections is a key component in the Entrepreneurial Mindset.The motivation for this work is to study how student perceptions of EM change over the courseof a design project using concept maps as an assessment tool.BackgroundEntrepreneurial MindsetThe Kern Entrepreneurial Engineering Network (KEEN) is a leader in defining and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Wolff; Pat Burnett, Whatcom Community College; Anna Fay Booker; Tran M. Phung; Mei P. Luu; Seth Greendale

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Diversity

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First-Year Programs Division (FYP)

. Learning is a process of encountering new ideas, productive practice, giving and receiving feedback, reflection and continuous monitoring and adjustment.Research and Assessment and PlanWe plan to pilot the EMSLC for four years starting in Fall 2023 with a cohort of up to 24students per year. Table 5 lists the research questions we will investigate to assess progresstoward the goals described previously.Research MethodologyWe will use a mixed methods approach to investigate RQ1. WCC has been administering theSUCCESS survey since 2018-19 to learn about the non-cognitive and affective (NCA) profilesof the College’s engineering student population [52] [53]. The project team will compare surveyresults for EMSLC students with results from a comparable

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Brainerd Prince, Plaksha University; Vinayak Krishan Joshi, Plaksha University

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First-Year Programs Division (FYP)

that engineers need to develop verbal andwritten communication skills to share their ideas with others. Engaging engineering students inwriting activities is an effective mechanism to help them reflect and develop critical thinking skills.Scholars have argued that engineering students are reluctant and demotivated to engage in coursesfocused on academic or technical writing. Studies have confirmed that training engineeringstudents in writing will help them to share disciplinary knowledge with the community. Sincewriting is an essential communication skill that needs to be mastered early on in the program,therefore, engineering institutions need to create courses that focus on writing. In this paper, weintend to focus on a first-year

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey N. Phillips, Hanover College; Kathryn A. Lowe Schneider, Hanover College

Tagged Divisions

First-Year Programs Division (FYP)

college’s academic success/tutoringcenter, a re-design of the first-year college success course that put increased emphasis onbuilding a sense of community and belonging and narrowed the objectives to aiding students inbecoming strategic learners, exploring and reflecting on their skills, interests and abilities anddeveloping tools and strategies for navigating social and professional situations.The data show that the combined efforts of the engineering program and the college academicsuccess team have resulted in the 1st year to 2nd year retention of engineering students exceeding80% for the cohorts entering the program from the fall of 2019 through fall of 2022. This levelexceeded that of non-engineering students in each of those years except

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria Mosley, The Pennsylvania State University, Academic Adviser, Engineering Advising Center; Kellie Scofield; Jennifer Saltsgiver, The Pennsylvania State University Engineering Advising Center within the College of Engineering; Christine B. Masters, The Pennsylvania State University

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First-Year Programs Division (FYP)

participates in a one-credit class, ENGR 291. Learningobjectives for the course include: • Articulate different definitions and related sub-themes that could comprise peer advising, peer mentoring, interpersonal communication, and leadership soft skills. • Evaluate current level of development in soft skills and develop a plan for future reflection, evaluation, and adjustment to said skills. • Demonstrate effectiveness as an Engineering Peer Advising Leader and build confidence in providing advising assistance to engineering students. • Articulate familiarity with different resources and involvement opportunities in the College of Engineering and campus-wide opportunities and

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)

shortest. Similarly, 28% of students who chose Professional Soft Skills did so because it had the most points. The most popular course was Getting Started with Microsoft Office 365; 21% of the students who chose this one said they did so because they used a different suite (often Google) in high school, but the University of Arkansas supports Microsoft products.Question 5: Reflecting back to the courses on your pathway, what was the most useful course onyour pathway? In response to which course in their pathway was most useful, students had varied opinions. The table below summarizes some of the top responses for each pathway. Learning Excel Desktop had the highest percentage within its pathway at 44%. This is likely because we also

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven; Ronald S Harichandran P.E., University of New Haven; Stephanie M Gillespie, University of New Haven

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Diversity

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First-Year Programs Division (FYP)

theindustry professionals are too removed from the first-year student experience to be helpful [19].The mentorship program at West Virginia University transitioned away from industry mentorsfor first-year students as they reflected that first-year students were not yet ready to interact withexperienced industry professionals [11]. Success in the early mentorship programs is often evaluated with surveys for self-efficacy,identity, social community, and/or sense of belonging [2,3,5,7,8,20], or with analysis ofacademic grades or retention in the program [5,8,16]. While mentorship programs are often totedas successful anecdotally, the data is not always as clear to indicate the benefits when comparedto those students not participating. Sense of

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, University of Central Arkansas; Pamela L. Dickrell, University of Florida; Katherine DeJesus

Tagged Divisions

First-Year Programs Division (FYP)

deeperunderstanding based on their reflections of their interactions with the peer mentors.SurveyGiven our research's unique focus, we determined it was necessary to develop a survey alignedexplicitly with our research questions. We included both selected and open-ended responseprompts to gather a combination of both qualitative and quantitative data. Our survey includedfree-response prompts such as, “Please share how the peer mentors made you feel themakerspace classroom is for you” “Please share how the peer mentors helped or could havehelped your team work together” and “Please share how the peer mentors helped you developconfidence when working in the makerspace classroom.” We also included companion selected-response prompts such as, “Please share your

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Grace Hincher, North Carolina State University; Ton Nguyen; Nicholas Goodwin

Tagged Divisions

First-Year Programs Division (FYP)

REU programs are necessary to counteract the barriers that many ofour women and underrepresented student population experience in the STEM field. Effective andintentional REU programs assist in fostering positive social and working conditions in a safeenvironment that fosters a community of practice.Future WorkIn preparation for the upcoming summer GCSP-REU program, the reflection upon the pastsummer REU program is critical for the improvement of the curriculum design. The curriculumis continuously evolving and revised to provide the scholars the most beneficial experiencepossible over the course of the 10 weeks. Firstly, the weekly meetings will continue to resume inperson with a Zoom option for researchers that are unable to participate in

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Niamh Williams, The Engineering Lab; Leah Bug, North Carolina State University at Raleigh; Arin Morgan Crow; Erica Mahoney

Tagged Divisions

First-Year Programs Division (FYP)

addition to performance evaluations,the lab staff's professional growth can also be assessed through self-reflection, goal setting, andopportunities to expand their skills by taking on new projects. The staff is also encouraged toparticipate in workshops and attend conferences. The combination of performance evaluationsand other assessment methods provides a comprehensive view of the lab staff's professionaldevelopment and helps ensure that they are able to sufficiently provide services to the first-yearstudents using the makerspace.Next StepsThe Engineering Lab experienced setbacks as a result of the COVID-19 pandemic. However, thededication of the staff members and faculty manager has helped to revitalize the space and makeit available to

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)

participant facilitated three one-on-one discussions with thestudent avatars Ciara, Jordan, and Stephanie to understand the nature of the conflict from theirperspective. To mitigate order effects, we varied the order in which each of the twelve studyparticipants facilitated discussions with the three student avatars. The study participants took 15or fewer minutes for each one-on-one discussion. The host avatar, Nina, introduced the session,asked reflective questions after each discussion, and concluded the session. These activities weresupported by a host script. The one-on-one student discussions were not scripted, but rather, eachstudent avatar responded to TA questions using improvisation within the constraints of thescenario. The same sim played

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)

-based project work has also been found to be ahave a significant positive influence on retention [5]. An integrative team-based learning projectutilized in another entry level undergraduate computer science course was observed to helpstudents forge connections between the topics covered in the separate modules of the course anddemonstrate how that content could be integrated and synthesized to solve a problem [6].Improvements were noted in both student attendance and engagement. Including reflectionfocused team meetings as part of a team-based project was observed to improve the developmentof reflective skills important for addressing difficult engineering problems [15].Project-based LearningProject-based learning is a popular and engaging

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Lampe, University of Virginia; Lloyd R. Harriott, University of Virginia; Sarah Schultz Robinson, University of Virginia

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Diversity

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First-Year Programs Division (FYP)

can have a profound effect on motivation to learn andpersist to degree completion. Undeniably, student interest can change over time and majoring insomething other than a student’s initial interest at the time of university or college matriculationshould be encouraged based on exploration and self-reflection. However, there are policies basedon capacity limits in majors and constraints such as classroom capacity and course offerings thatschools grapple with which exclude students from their interest. From literature, we know thatabout half of females interested in engineering actually enter the major they were initiallyinterested in during their first year [1]. While there is some engineering education research whichexamines entry into

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University; Lauren H. Logan, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FYP)

, including students, staff, faculty, and alumni • Develop a career plan, including a plan of study that will support that career plan • Develop an awareness of curricular and co-curricular opportunities • Build foundational skills for college success, including self-reflection, study skills, time management, and goal settingHistoric EffortsEngineering Orientation is a long-standing course at ONU, and has long sought to encouragestudents to engage with the college through co- and extra-curricular activities. Historically,students enrolled in engineering orientation were required to attend two professional societymeetings during the semester and report their attendance at these meetings to their faculty viaemail. However, anecdotal

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Angelina Jay, Northeastern University; Andrew L. Gillen, Northeastern University; Susan F. Freeman, Northeastern University

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First-Year Programs Division (FYP)

Moments: First-year Student Perceptions of Mindfulness and Meditation in the classroomAbstractIn this evidence-based practice paper, we seek to investigate our students’ perceptions of theinclusion of mindfulness practices in the engineering classroom. Mindfulness and meditationinvolve the art and science of building an awareness of self and developing reflective techniquesto promote calmness and stability. There is evidence from literature that demonstrates positiveeffects of mindfulness and meditation for well-being.In engineering education in particular, the cognitive stress of engaging with the curriculum canbe high. Past research has found that engineering students do perceive benefits from engaging inmindfulness activities

Conference Session

First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pamela Bilo Thomas, University of Louisville; Campbell R. Bego, University of Louisville; Arinan De Piemonte Dourado, University of Louisville

Tagged Divisions

First-Year Programs Division (FYP)

reflected on the limitations of neural networks, and realized that many generalissues apply here.For example, a known difficulty in machine learning is predicting the minority class. Due to theintrinsic ratio nature of probability, it is naturally easier to predict the majority class with higheraccuracy than the minority class. Predicting the minority class is therefore a known difficulty inmachine learning. As we are attempting to predict attrition, and attrition is the minority class, theneural network was having difficulty. In addition, there is no strong signal in the available data.As shown in Figure 2, all groups for most independent variables are retained. A neural networkrequired to make a binary prediction based on any individual variable

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Bieryla, University of Portland; Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland

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First-Year Programs Division (FYP)

significantly increased duringthe semester for the group of students exposed to the design sprint early on. Students whocompleted the design sprint later in the semester reported an increase in engineering identitymetrics, but it was not statistically significant. Interestingly, survey results indicate both thedesign sprint and an environmental engineering water filter challenge provided students anopportunity to reflect on the EM. Findings support other work that shows an increase inengineering identity in first-year engineering experiences. Future work will examine howengineering identity and EM differ across demographics and students’ selected majors.ResourcesA “Card” – i.e., an information repository – has been created for this paper on the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey ; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey

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First-Year Programs Division (FYP)

contexts is in generating the correct prompt, to assure that the technology willrespond as expected by the teacher. Prompt engineering can be described as a combination of AI,linguistics, and UX [18]. One of the possible frameworks to craft efficient prompts is CLEAR, a5 components model depicted in Table 1, that stands for Concise, Logical, Explicit, Adaptive,and Reflective [19].Table 1. CLEAR framework for prompt engineering Model Component Description C Concise Prompts must be short and have clarity on what they state L Logical Prompts must be structured and coherent E Explicit Prompts must clearly specify inputs and outputs A Adaptive

Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Anjali Mulchandani, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Ruben D. Lopez-Parra, Purdue University ; Sydney Donohue Jobe, University of New Mexico; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico

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First-Year Programs Division (FYP)

when faced withcomplex problems they have to agentively solve, this shows that these students can successfullydo design work to frame and conceptualize large and difficult problems.There are several limitations to this work. The primary limitation lies in the differing number ofcredit hours between the two courses. This is reflected in students in the CCEE course havingmore accurate calculations when analyzing their data collected in the lab, and having moreprofessional presentation slides. However, these results show that even a 1-credit class allows fornuanced design work from first-year engineers. The sample size for this study is also relativelysmall, limiting universalizing due to small-scale statistics.AcknowledgmentsThis material is