Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; Xinyu Zhang, Purdue University

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First-Year Programs Division (FYP)

Paper ID #42503Institutionalization Challenges for an NSF S-STEM ProgramDr. Robin A.M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is a Teaching Professor in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University and an ASEE Fellow Member. As a mathematician and computer systems analyst, she collaborated in engineering teams to support energy research before entering higher education where she taught mathematics, statistics, computer science, and engineering courses, secured over $5.5M to support STEM education research, led program development efforts, and

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

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First-Year Programs Division (FYP)

Paper ID #41944Mentoring for Making: Peer Mentors Working with Learners in a Making-FocusedEngineering CourseDr. Louis S. Nadelson, University of Central Arkansas Louis S. Nadelson has a BS from Colorado State University, a BA from the Evergreen State College, a MEd from Western Washington University, and a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning.Dr. Pamela L. Dickrell, University of Florida Dr. Pamela Dickrell is the Associate Chair of Academics in the Department of Engineering Education, in the UF Herbert Wertheim College of Engineering. Her

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

Paper ID #42154Near-Peer Mentors’ Discussions with a Student Avatar Experiencing LogisticalIssues on a First-Year Design TeamDr. Pamela S. Lottero-Perdue, Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 science-integrated engineering learning experiences. She has authored numerous engineering-focused

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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First-Year Programs Division (FYP)

management. Her work is primarily in manufacturing and healthcare delivery operations. She worked in sheet metal manufacturing and pipe fabrication industry as a process engineer for several years. She obtained her Ph.D. in Industrial and Systems Engineering and M.S. in Industrial Engineering from Binghamton University (SUNY); and her Bachelor’s is in Computer Engineering from Bogazici University.Dr. Ronald S Harichandran P.E., University of New Haven Ron Harichandran is Dean of the Tagliatela College of Engineering and leads several curricular and student support efforts in the college including the mentorship programs described in this paper.Dr. Stephanie M Gillespie, University of New Haven Stephanie Gillespie is the

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)

Paper ID #42981But wait! There’s more! Developing Students Through a First-Year CourseDr. Camilla M. Saviz P.E., University of the Pacific Camilla Saviz is Professor and Chair of Civil Engineering at the University of the Pacific. She received B.S. and M.S. degrees in Mechanical Engineering from Clarkson University, an M.B.A. from the New York Institute of Technology, and a Ph.D. in Civil and Environmental Engineering from the University of California, Davis. She is a registered engineer in California.Dr. Luke S. Lee P.E., University of the Pacific Luke Lee is Professor of Civil Engineering at the University of the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danahe Marmolejo, Saint Louis University; Chris Carroll P.E., Saint Louis University; Michael A. Swartwout, Saint Louis University; Kyle Mitchell, Saint Louis University; Raymond LeBeau, Saint Louis University; Gary Bledsoe, Saint Louis University; Susheel Singh, Saint Louis University; Huliyar S. Mallikarjuna, Saint Louis University; Scott A. Sell, Saint Louis University

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First-Year Programs Division (FYP)

Louis UniversityDr. Huliyar S. Mallikarjuna, Saint Louis University H. S. Mallikarjuna is presently an the Chair of the Electrical and Computer Engineering Department at Parks College of Saint Louis University, Saint Louis, Mo. He obtained his undergraduate degree in electrical engineering with distinction in 1980 from BaDr. Scott A. Sell, Saint Louis University Scott A. Sell, Ph.D. is currently an Associate Professor and the Biomedical Engineering Program Coordinator in Parks College of Engineering, Aviation, and Technology at Saint Louis University. Prior to joining SLU in August of 2012, Dr. Sell received his ©American Society for Engineering Education, 2024 Work in Progress

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)

Paper ID #42072Building an Identity in the MakerspaceDanielle Francine Usinski, University at Buffalo, The State University of New York Danielle Usinski is an undergraduate research assistant in the Department of Engineering Education at the University at Buffalo. She is currently in her final year and is set to graduate with her Bachelor of Science in Biomedical Engineering in May 2024. Next year, she will be graduating with her Master of Science in Biomedical Engineering in May 2025.Dr. Jessica E. S. Swenson, University at Buffalo, The State University of New York Jessica Swenson is an Assistant Professor at the

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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First-Year Programs Division (FYP)

Tech University Virgil Orr Professor of Chemical Engineering Director of Biomedical and Chemical Engineering ©American Society for Engineering Education, 2024 Improving First-Year Engineering Student Success with Targeted Financial Assistance, Supplemental Instruction, and Cohort Team BuildingAbstractThis complete research paper assesses the first-year implementation of an NSF-funded S-STEMeffort, the SUCCESS Scholars Program (SSP), established in the Fall of 2022 at Louisiana TechUniversity.Louisiana Tech University is a Carnegie High Research Activity University that hasapproximately 20% of its 7500 undergraduates as engineering majors, is geographicallydistanced

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)

researchshould explore how to best support student peer mentors in their role in ways that help breakdown the cultural stereotypes that pervade the profession while supporting student agency andlearning in the space.Acknowledgement – This material is based upon work supported by the National ScienceFoundation S-STEM program under Grant No. 1834139. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References[1] K. Sheridan, E. Halverson, B. Litts, L. Brahms, L. Jacobs-Priebe and T. Owens, "Learning in the making: A comparative case study of three makerspaces.," Harvard Educational Review, vol. 84, no. 4505-531

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin M. Anderson, Southern Methodist University; Kristen McAlexander, Schreiner University

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First-Year Programs Division (FYP)

].Diversifying the engineering workforce is not only beneficial for improving the social andeconomic mobility of historically marginalized racial groups, but it is necessary for theinnovation and technological advancements that are hallmarks of the U.S.’s globalcompetitiveness [12]. Identifying practices that effectively support traditionally underrepresentedstudents in engineering education is critical for improving their sense of belonging (both to theprofession and the institution), which can result in improved academic persistence and degreecompletion [13]. Interventions that target students during their first-year of college represent aparticularly salient strategy for broadening participation in engineering, as it is during this timethat students

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)

Paper ID #44045Use of Game-Based Learning with ChatGPT to Improve Mathematical ModelingCompetences in First-Year Engineering StudentsDr. Gibr´an Sayeg-S´anchez, Tecnologico de Monterrey Dr. Gibr´an Sayeg-S´anchez is professor – consultant in the Science Department in Tecnologico de Monterrey, Puebla campus. He studied a PhD in Financial Science in EGADE Business School (2016), a MSc in Industrial Engineering in Tecnologico de Monterrey (2011), and a BEng in Industrial and Systems Engineering in Tecnologico de Monterrey (2006). Dr. Sayeg-S´anchez has more than 11 years of experience in teaching statistics, mathematics, and

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)

-first-year engineering programs," in ASEE Southeastern Section Conference, Fairfax, VA, Mar. 2023.[2] R. E. Barr, T. J. Krueger and T. Aanstoos, "Addressing program outcomes in a freshman introduction to engineering course," in ASEE Annual Conference & Exposition, Portland, OR, June 2005.[3] R. Rojas-Oviedo, "Improving retention of undergraduate students in engineering through freshman courses," in ASEE Annual Conference & Exposition, Montreal, Canada, June 2002.[4] S. Edington, C. G. Cameratti-Baeza, R. Knudsen and F. J. Marsik, "Choose your own adventure: Introducing student choice into a first year experience course," in ASEE Virtual Annual Conference Content Access, online, June 2020.[5] O. Pierrakos, M. Alley and

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

research exists on its influence on classroom practices in first-yearengineering courses. The central question driving this research is: How does instructors'pedagogical knowledge influence their pedagogical practices for first-year engineering courses?For this study, we chose the model of teacher professional knowledge and skill (TPK&S), whichincludes pedagogical content knowledge (PCK). A descriptive case study was utilized as amethodology for this work to delve into the phenomenon. The context of the study was a first-year introductory engineering course offered at a large public research institution. This is a pilotstudy for an NSF-funded project “Advancing Student-Centered Teaching for DisciplinaryKnowledge Building in Engineering

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joan Matutes, University of Indianapolis; Shelby Hacker, University of Indianapolis; Patricia Snell Herzog, Indiana University Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joan Martinez, University of Indianapolis; Brett Leonard, University of Indianapolis; Joseph B. Herzog, University of Indianapolis

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First-Year Programs Division (FYP)

and gaining leadership experience. Also, peer mentors thought it was a funthing to do. Some wanted to give back and signed up because they cared about the success oftheir peers and younger students, and it was a good way to meet other people. Once selected, the peer mentors created a one-paragraph bio that included interestsoutside of class. The bios of all the peer mentors were then shared with all of the incomingfirst-year students. Next, a preference survey was sent out to all the first-year students to indicatewhich peer mentor(s) they were interested in being paired with. In the survey, it was noted thatthese groups were not intended to be groups of majors (i.e., all mechanical engineers), but ratherstudents were encouraged to

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 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)

Office of Global Inclusion,Diversity, and Strategic Innovation who have contributed to and co-facilitated training contentand the Office of Inclusive Excellence for their support of our team.References[1] T. Filz and R. A. R. Gurung, "Student Perceptions of Undergraduate Teaching Assistants," vol. 40, no. 1, pp. 48-51, 2013. 7[2] A. Baumann, S. M. Gillespie, and N. Sanchez, "Adding the Extra 5 Percent: Undergraduate TA's Creating Value in the Classroom," in 2019 ASEE Annual Conference & Exposition, 2019.[3] L. Mohandas, N. Mentzer, A. Jaiswal, and S. Farrington, "Effectiveness of Undergraduate Teaching Assistants

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)

2225247.References 1) Y. Kim, G. M. Sinatra, and V. Seyranian, “Developing a STEM Identity Among Young Women: A Social Identity Perspective,” Review of Educational Research, vol. 88, no. 4, pp. 589–625, Aug. 2018, doi: 10.3102/0034654318779957. 2) R. Dou, Z. Hazari, K. Dabney, G. Sonnert, and P. Sadler, “Early informal STEM experiences and STEM identity: The importance of talking science,” Science Education, vol. 103, no. 3, pp. 623–637, 2019, doi: 10.1002/sce.21499. 3) S. Rodriguez, K. Cunningham, and A. Jordan, “STEM Identity Development for Latinas: The Role of Self- and Outside Recognition,” Journal of Hispanic Higher Education, vol. 18, no. 3, pp. 254–272, Jul. 2019, doi: 10.1177/1538192717739958

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Danilo Alberto Gomez Correa, Universidad Andres Bello, Concepcion, Chile

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Diversity

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First-Year Programs Division (FYP)

. Becerra-Cid, M. Quezada-Espinoza, M. E. Truyol. (2023). Belongingness of Chilean Engineering Students: A Gender Perspective Approach. 2023 ASEE Annual Conference & Exposition, 37306. https://orcid.org/0000-0002-0383- 0179[2] S. Cwik y C. Singh. “Students’ sense of belonging in introductory physics course for bioscience majors predicts their grade.” Phys. Rev. Phys. Educ. Res. vol. 18. n.o 1. p. 010139. May 2022. doi: 10.1103/PhysRevPhysEducRes.18.010139. Available in: https://link.aps.org/doi/10.1103/PhysRevPhysEducRes.18.010139.[3] L. Ainscough, E. Foulis, K. Colthorpe, K. Zimbardi, M. Robertson-Dean, P. Chunduri, and L. Lluka. “Changes in Biology Self-Efficacy during a First-Year University

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nusaybah Abu-Mulaweh, The Johns Hopkins University; Constanza Miranda, The Johns Hopkins University; Alissa Burkholder Murphy, The Johns Hopkins University; Jenna Frye, The Johns Hopkins University

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First-Year Programs Division (FYP)

of Engineering.Our study is guided by Allen et al.'s integrated framework for understanding sense of belonging,specifically focusing on opportunities to belong. Through in-depth qualitative interviews withfaculty and students, we aim to address two research questions: (RQ1) How are the differentfirst-year seminars at our institution understood and conducted? (RQ2) What aspects of theseseminars contribute to students' sense of belonging? As the university reshapes its engineeringcurriculum, this research provides insights into enhancing the transition experience and fosteringa supportive academic community for first-year undergraduate engineering students. The resultsmay also provide insights for other institutions in what works towards the

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

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First-Year Programs Division (FYP)

ASEE Annual Conference & Exposition Proceedings, Atlanta, Georgia: ASEE Conferences, Jun. 2013, p. 23.120.1-23.120.13. doi: 10.18260/1-2--19134.[2] K. J. Reid, D. Reeping, T. Hertenstein, G. Fennel, and E. Spingola, “Development of a Classification Scheme for ‘Introduction to Engineering’Courses,” in 2013 IEEE Frontiers in Education Conference (FIE), Oklahoma City, OK, USA: IEEE, Oct. 2013, pp. 1564– 1570. doi: 10.1109/FIE.2013.6685101.[3] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans,” J. Eng. Educ., vol. 99, no. 4, pp. 319–336, Oct. 2010, doi: 10.1002/j

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wee Sing Yeo, University of Cincinnati; Muhammad Asghar, Utah State University; Sheryl A. Sorby, University of Cincinnati

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Diversity

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First-Year Programs Division (FYP)

, 2010.[4] A. F. Cabrera, A. Nora, P. T. Terenzini, E. T. Pascarella, and L. S. Hagedorn, “Campus racial climate and the adjustment of students to college: A comparison between white students and African-American students,” Journal of Higher Education, vol. 70, no. 2, pp. 134-160, Mar. 1999.[5] J. S. Eccles, A. Wigfield, and U. Schiefele, “Motivation to succeed,” in Handbook of Child Psychology: Social, Emotional, and Personality Development, W. Damon and N. Eisenberg, Eds. New York: Wiley, 5th ed., vol. 3, 1998, pp. 1017-1095.[6] L. D. Reid and P. Radhakrishnan, “How race still matters: The relation between race and general campus climate,” Cultural Diversity and Ethnic Minority Psychology, vol. 9

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)

, futurework will require the recruitment of additional people to attain theoretical saturation. Additionalquestions about the concept of a "portal", from a mentor’s point of view, will be addressed in asecond research project once we launch the mentorship initiative in August 2024. Future workwants to provide insight into how academics, life designers, and academic advisors haveinteracted with students' ePortfolios.References[1] S. University, “Stanford folio thinking initiative.” https://stanford.digication.com/foliothinking/Welcome (accessed Jan. 18, 2023).[2] G. Lorenzo and J. Ittelson, “An Overview of E-Portfolios,” Educause, no. July, 2005, [Online]. Available: http://net.educause.edu/ir/library/pdf/ELI3001.pdf.[3] K

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)

is to assess the potential impact of interchangingCornerstone systems on student course perception(s) holistically. Preliminary results show that,for the fundamental topic of engineering design, there is a statistically significant differencebetween the rankings of the two cohorts.IntroductionSince the fall semester of 2016, all first-year students at the J. B. Speed School of Engineering atthe University of Louisville are required to take a two-course sequence focused on introduction,practice, and application of fundamental engineering skills. The first course in the sequence(ENGR 110) primarily focuses on introduction and practice. The second course in the sequence(ENGR 111) takes place in a 15,000 ft2 makerspace, is exclusively based in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Heather N. Yates, Oklahoma State University; Laura Kay Emerson, Oklahoma State University; Carisa H. Ramming, Oklahoma State University

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First-Year Programs Division (FYP)

] Sanchez-Martin, J., Cañada-Cañada, F., and Dávila-Acedo, M.A. “Emotional responses toinnovative science teaching methods: Acquiring emotional data in a general science teachereducation class.” J. Technol. Sci. Educ. (2018). 8. Pp. 346–359.[4] Khashe, S., Gerber, D.J., Smith, I.F.C. “Surveying the Evolution of Computing inArchitecture, Engineering, and Construction Education since 2012.” J. Comput. Civ. Eng.(2016). 30(6). Pp. 1-12. DOI: 10.1061/(ASCE)CP.1943-5487.0000580[5] Bouchrika, I. “How Google Conquered the Classroom: The Googlification of SchoolsWorldwide in 2024.” (2024). Research.com.[6] Tingerthal, J., Tymvios, N., Mosier, R., Talley, K. “Responding to the COVID Pandemic:Results and Reflections on Round-Table Discussions at ASEE 2020

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)

. Sci., vol. 11, no. 9, Art. no. 9, Sep. 2021, doi: 10.3390/educsci11090520.[4] A. J. Magana, T. Karabiyik, P. Thomas, A. Jaiswal, V. Perera, and J. Dworkin, “Teamwork facilitation and conflict resolution training in a HYFLEX course during the COVID ‐19 pandemic,” J. Eng. Educ., vol. 111, no. 2, pp. 446–473, Apr. 2022, doi: 10.1002/jee.20450.[5] P. Bahrami, Y. Kim, A. Jaiswal, D. Patel, S. Aggrawal, and A. J. Magana, “Information Technology Undergraduate Students’ Intercultural Value Orientations and Their Beliefs about the Influence of Such Orientations on Teamwork Interactions,” Trends High. Educ., vol. 2, no. 2, pp. 270–282, 2023.[6] A. Jaiswal, K. Patel, D. Patel, and A. Magana, “Perceived scrum Values, Conflict

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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essential courses.Ultimately, the course's emphasis on practical, experiential learning aligns with the educationalphilosophies of smaller institutions, providing a unique opportunity for students to explore andunderstand the various engineering disciplines through collaborative projects, thereby enhancingtheir readiness for future academic and professional pursuits.AcknowledgmentThis work is an initiative supported by the Department of Education Title V grant for “City TechSTEM Success Collaborative” (2021-2026). Project number P031S2210228. Director: ShelleySmith.Thanks to Amy A. Germuth, Founder and President of EvalWorks, for her help in developing andanalyzing the student survey.References[1] S. N. Neagu, “The Motivational Factors Involved in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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. 2, pp. 379–387, 1999.[3] H. Rodriguez-Simmonds, J. Ortega-Alvarez, S. Atiq, and S. Hoffmann, “Identifying sources of information that students use in deciding which engi-neering major to pursue Identifying sources of information that first year engineering students use in deciding which engineering major to pursue,” in 122nd ASEE Annual Conference and Exposition, 2015, pp. 26.877.1-26.877.16.[4] S. Zahorian and S. A. Zahorian, “Factors that Influence Engineering Freshman to Choose Their Engineering Major Factors that Influence Engineering Freshman in Choosing Their Major,” in 120th ASEE Annual Conference and Exposition, 2013, pp. 23.589.1-23.589.13.[5] B. M. Argrow and B. Louie, “Introduction to

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fayekah Assanah, University of Connecticut; Kristina Wagstrom, University of Connecticut; Daniel D. Burkey, University of Connecticut; Marina A. Creed APRN, FNP-BC, MSCN, University of Connecticut

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. 5Acknowledgments We thank the Petit Family Foundation's Haley's Hope and Michaela's Miracle MSMemorial Fund; Balvi Filantropic Fund; TexAire Heating and Air Conditioning; The HomeDepot; and the University of Connecticut School of Medicine, College of Engineering, andSchool of Nursing for financial support, discounted materials, and/or donations of materials.References[1] B. U. Lee, "Minimum sizes of respiratory particles carrying SARS-CoV-2 and the possibilityof aerosol generation", Int. J. Environ. Res. Public Health, vol 17 (19), pp 1–8, 2020.[2] S. Karimzadeh, R. Bhopal, H.N. Tien, "Review of infective dose, routes of transmission, andoutcome of COVID-19 caused by the SARS-COV-2: comparison with other respiratory viruses",Epidemiology and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura K. Alford, University of Michigan; James A. Juett, University of Michigan ; Heather Rypkema, University of Michigan

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First-Year Programs Division (FYP)

mitigated.Second, the question of “What language should we teach our course in?” is asked of CS1 andCS2 instructors all the time. Courses can and do change their language(s) of choice based on thechanging needs of students. While the findings here suggest that a change in language may notcreate many challenges to students in downstream classes, it is important to recall the limitationsof this study. Many students have self-selected into pathways that indicate they are stronglyprepared to pick up a new language without much trouble. Not all students will be able to do thiswith ease. Nor are computing languages structured in the same way. An AP student with abackground in Java may transition better to a course in C++ than a CS1 student with abackground in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Crismond, City University of New York, City College

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

. 101, no. 4, pp. 738–797, 2012.[2] Division of Homeland Security, Halloween Safety [Online]. Available.https://www.dhs.gov/employee-resources/news/2023/10/25/halloween-safety#:~:text=Stay%20on%20the%20porch%20or,other%20day%20of%20the%20year[3] Nightline’s “Deep Dive” video. [Online]. Available:https://www.youtube.com/watch?v=70NE2Wwmr-M[4] E. De Bono, Lateral thinking: Creativity step by step. New York: Harper & Row, 1970.[5] M. Wertheimer and M. Wertheimer, Productive thinking, pp. 8-9. New York: Harper, 1959.[6] D. G. Jansson and S. M. Smith, “Design fixation,” Design studies, vol. 12, no. 1, pp. 3-11,1991.[7] A. T. Purcell and J. S. Gero, “Design and other types of fixation,” Design studies, vol. 17, no.4, pp. 363-383, 1996.[8] D