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Creation of a Workshop Series on Inclusive Teaching and Design Practices for Engineering Undergraduate Teaching Assistants

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.041090544

WIP: Research Identity among First-Year Engineering Latina Students at a Research- Intensive Hispanic Serving Institution

Conference Session: First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Lizandra C. Godwin, University of New Mexico
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

, no. 3, p. 04019006, Jul. 2019, doi: 10.1061/(ASCE)EI.1943- 5541.0000413.[18] M. R. Kendall, M. Denton, N. H. Choe, L. M. Procter, and M. Borrego, “Factors Influencing Engineering Identity Development of Latinx Students,” IEEE Transactions on Education, vol. 62, no. 3, pp. 173–180, Aug. 2019, doi: 10.1109/TE.2019.2909857.[19] M. Yatchmeneff and M. E. Calhoun, “Revisiting Engineering Identity in a Common Introduction to Engineering Course to Improve Retention,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Apr. 15, 2023. [Online]. Available: https://peer.asee.org/revisiting-engineering-identity-in-a-common-introduction-to- engineering-course-to-improve-retention[20] N. López, C. Erwin

Relevance Score: 0.039205063

Developing Inclusive Leadership Training for Undergraduate Engineering Teaching Assistants

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

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 in a First-Year Design Course," in 2020 ASEE Virtual Annual Conference Content Access, 2020. 12[4] A. Phillips, K. M. Kecskemety, and D. A. Delaine, "First-year Engineering Teaching Assistant Training: Examining Different Training Models and Teaching Assistant Empowerment," in 2018 ASEE Annual Conference & Exposition, 2018.[5] L. B. Wheeler, C. P. Clark, and C. M. Grisham, "Transforming a

Relevance Score: 0.038333435

Work in Progress: Developing a Foundational Engineering Course to Improve Students’ Sense of Belonging and Increase Diversity

Conference Session: First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Timothy Frank, U.S. Air Force Academy; Daphne DePorres, U.S. Air Force Academy; Joel Sloan, United States Air Force Academy
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

in engineering?,” ASEE Annual Conference & Exposition, pp. 1-14, 2017.[30] M. Swartz, J. Leydens, J. Walter and K. Johnson, “Is sociotechnical thinking important in engineering education?: Survey perceptions of male and female undergraduates,” ASEE Annual Conference & Exposition, pp. 1-29, 2019.[31] D. Chachra and D. Kilgore, “Exploring gender and self confidence in engineering students: A multi method approach,” ASEE Annual Conference & Exposition, pp. 14.614.1-14.614.15, 2009.Appendix A: First-Year Engineering Course Syllabus Lesson Lesson Activities Lesson Lesson Activities 1 Mini-design challenge 21 Electronic

Relevance Score: 0.03565412

Work in Progress: Development of an Integrated Place-Based Learning Community for First-Year Precalculus-Level Engineering Students

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

higher education," Engineering Education, vol. 6, no. 2, pp. 39-46, 2011.[46] J. P. Gee, "Chapter 3: Identity as an Anaytic Lens for Research in Education," Review of Research in Education, vol. 25, no. 1, pp. 99-125, 2000.[47] J. Husman and W. Lens, "The Role of the Future in Student Motivation," Educational Psychology, vol. 34, no. 2, pp. 113-125, 1999.[48] A. Clark and R. L. Kajfez, "Engineering Identity in Pre-College Students: A Literature Review," in 126th ASEE Annual Conference and Exposition, Tampa, FL, 2019.[49] T. Beam, O. Pierrakos, J. Constantz, J. Aditya and R. Anderson, "Preliminary Findings On Freshmen Engineering Students’ Professional Identity: Implications For Recruitment And Retention," in 2009 ASEE

Relevance Score: 0.031088278

Helping Undergraduates Find a Research Match Yields Stellar Retention Results

Conference Session: First-Year Programs Division Technical Session 7: Retention & Success
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Susan Elaine Benzel, Colorado State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

“significanteducational benefits” of HIPS have been shown to extend to “those from demographic groupshistorically underserved by higher education” [18], and these are the groups institutions will behoping to recruit and retain as we hit the enrollment cliff.Information and research, like that shown in the previous paragraphs, are a small sampling of thedata that inspired CSU to start the SURE program in the spring of 2019. Since that time, theSURE program has yielded stellar results, demonstrating increased retentions rates of over 7% inthe WSCOE and increased retention rates of almost 5% at CSU when compared to a WSCOEreference group. In addition, students participating in the SURE program are better able to seethemselves as an engineer, more likely to reach

Relevance Score: 0.03067834

Evaluating the Impact of a First-Year Engineering Course Re-design in Students’ Sense of Belonging

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

-college-students/[9] D. Montfort, J. H. Ideker, J. Parham-Mocello, R. E. Skilowitz, and N. Mallette, “A reimagined first-year engineering experience implementation: Structure, collaboration, and lessons learned.,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Feb. 08, 2024. [Online]. Available: https://peer.asee.org/a-reimagined-first-year- engineering-experience-implementation-structure-collaboration-and-lessons-learned[10] K. E. Rambo-Hernandez, M. L. Morris, A. M. A. Casper, R. A. M. Hensel, J. C. Schwartz, and R. A. Atadero, “Examining the Effects of Equity, Inclusion, and Diversity Activities in First-Year Engineering Classes,” presented at the 2019 ASEE Annual Conference &

Relevance Score: 0.029314816

Augmenting Introductory Engineering Courses to Include a Collaborative Learning by Design Project: Assessment of Outcomes

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

Relevance Score: 0.028980691

A systematic review of pedagogical tools, learning goals, and participation strategies for high-achieving engineering and STEM students

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)
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

Education, vol. 34, no. 4, 2012.[40] J. E. Dowd et al., “Student learning dispositions: Multidimensional profiles highlight important differences among undergraduate stem honors thesis writers,” CBE Life Sci Educ, vol. 18, no. 2, Jun. 2019, doi: 10.1187/cbe.18-07-0141.[41] M. Sumpter, D. Follman, and M. Hutchison, “2006-1812: WHAT AFFECTS STUDENT SELF-EFFICACY IN AN HONORS FIRST-YEAR ENGINEERING COURSE? What Affects Student Self-Efficacy in an Honors First-Year Engineering Course?,” in ASEE Annual Conference and Exposition, 2006.[42] S. Conrad, S. S. Canetto, D. Macphee, and S. Farro, “What attracts high-achieving, socioeconomically-disadvantaged students to the physical sciences and engineering?,” Coll Stud

Relevance Score: 0.028633108

Investigating the Impact of First-Year Course Activities on Students’ Identity and Sense of Belonging in Engineering and Computing

Conference Session: First-Year Programs Division Technical Session 5: Identity & Belonging
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jessica Sparks, Miami University; Katherine M. Ehlert, Miami University; Karen C. Davis, Miami University; Justin Michael Saul, Miami University; Brian P. Kirkmeyer, Miami University; David Joseph Fox, Miami University; Thao Nguyen, Miami University; Michael Hughes, Miami University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

education,” Cham, Switzerland: Springer, 2019.[11] B. Hughes, et al. “Do I think I’m an engineer? Understanding the impact of engineeringidentity on retention,” 2019 ASEE Annual Conference & Exposition, Tampa, Florida, 2016.10.18260/1-2--32674.[12] A. Godwin, “Development of a measure of engineering identity,” 2016 ASEE AnnualConference & Exposition, New Orleans, Louisiana, 2016. 10.18260/p.26122.[13] J.C. Major, A. Kirn, “Engineering identity and project-based learning: How does activelearning develop student identity?” 2017 ASEE Annual Conference & Exposition, Columbus,Ohio, 2017. 10.18260/1-2--28255.[14] O. Pierrakos, T. K. Beam, J. Constantz, A. Johri and R. Anderson, "On the development of aprofessional identity: engineering

Relevance Score: 0.027520332

Improving First-Year Engineering Student Success with Targeted Financial Assistance, Supplemental Instruction, and Cohort Team Building

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

%, respectively, for the Fall 2019 to Fall 2021 cohorts.A comparison of the demographics for the Fall 2022 cohort is provided in Table 3 along withcomparisons of the success in ENGR 122 and MATH 242 by the subsequent Fall quarter of thesophomore year. Although ACT scores have risen slightly since the 2014-2018 cohort, thefemale population was stable in 2019-2022 and rose slightly for 2022. The URM droppedslightly during the recovery from COVID but was slightly higher than previous years for Fall2022.Table 3. Demographics of comparison students. ENGR 122 and MATH 242 percentagesare students that passed by summer plus one academic quarter. Number ENGR 122 MATH 242 Female URM ACT Fall 2022 - Selected

Relevance Score: 0.026305035

Boosting Study Program Awareness via a Structured Introductory Experience to Engineering

Conference Session: First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico Mayagüez Campus
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27552[5] Robinson, B. S., & Hawkins, N., & Lewis, J. E., & Foreman, J. C. (2019, June), Creation, Development, and Delivery of a New Interactive First-Year Introduction to Engineering Course Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2-- 32564[6] M. Jimenez, L. Guillemard, S. Bartolomei, O.M. Suarez, A. Santiago, N. Santiago, C. Lopez, P. Quintero, and N. Cardona, WIP: Impacting Students from Economically Disadvantaged Groups in an Engineering Career Pathway, In Proc. of 2020 ASEE Virtual Conference and Exposition – ASEEVC 2020, Hosted by Univ. of Maryland, June 22-26, 2020[7] UPRM Office of

Relevance Score: 0.025697341

Introducing the Engineering Design Process to First-Year Students with a Project Focused on Offshore Wind Energy

Conference Session: First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Gordon Stewart, Roger Williams University; Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Charles R. Thomas, Roger Williams University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

Design Process to First-Year Students with a Project Focused on Offshore Wind EnergyAbstractThis is a complete evidence-based practice paper. In 2019, a new semester-long course projectwas developed for our university’s first-year engineering program that aimed to introducestudents to the engineering design process (EDP) in an engaging and relevant way. Students inour small undergraduate-only engineering program earn Bachelors of Science degrees inEngineering, with a specialization in civil, computer, electrical, environmental, mechanical, or acustom area. Offshore wind energy was chosen as the project topic both for its relevance to theuniversity’s coastal location and because it touches upon many of the subareas of

Relevance Score: 0.025586503

Work in Progress: Knowing Our First-year Students, Meeting Them Where They Are, and Supporting Them for Success

Conference Session: First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kathleen A Harper, Case Western Reserve University; Kurt R. Rhoads, Case Western Reserve University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

differences instudent background would help determine whether elements of the course should be adjusted toachieve a suitable balance of challenge and support for the students.This paper shares some of the motivation in developing the course structure, outlines the exercisedeveloped to gather information from the students, details an initial analysis of the data thatresulted, and describes next steps.Context: History and Structure of the ProgramCourse History and Student PopulationThe first-year engineering experience at CWRU began as a pilot course in 2019. The motivationbehind developing the program was to improve student satisfaction and retention, as has beenexperienced at other universities implementing similar programs [1, 2]. There were

Relevance Score: 0.024723567

Centering Social Justice in Engineering: A New Course Model for First-year Engineering Education

Conference Session: First-Year Programs Division (FYP) - Best Of FPD
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jill Davishahl, Western Washington University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

Ethics and Societal Impacts," in ASEE Annual Conference & Exhibition, Salt Lake City, UT, 2018.[24] J. Lucena and J. Leydens, "From Sacred Cow to Dairy Cow: Challenges and Opportunities in Integrating Social Justice in Engineering Science Courses," in ASEE Annual Conference and Exposition, Seattle, WA, 2015.[25] J. Davishahl, "Engineering faculty experiences teaching social justice to first year students," in IEEE Frontiers in Education Conference, Lincoln, NE, 2021.[26] B. Dewsberry and C. Brame, "Inclusive Teaching," CBE- LIfe Sciences Education, vol. 18, no. 2, 2019.[27] C. Brown, "The Importance, and the Challenges, to Ensuring an Inclusive School Climate," Educational Psychologist, vol. 54, no. 4, pp. 322-330

Relevance Score: 0.024458228

Online Engineering Bridge Summer Program Created and Focused on Preparing Students for Calculus

Conference Session: First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Louisiana State University and A&M College
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

arepersisting in theCoE at a much higher rate; i.e., 10 percent Table 4. Retention of BEE compared to CoEhigher for year 2 retention based on 2020 and historical data 2008-2019. Year 2 cohorts2021 cohorts, and 34 percent year 3 retention 2020 and 2021. Year 3 data only 2020 cohort.based on 2020 cohort. The three changed BEE All Historicalmajors and went into business majors (2) and Retention Year Cohorts CoE Meanart (1). Three participants additional students Year 2 77% 67%from cohort 2020 and 2021 are no longer LSU In CoEstudents for several reasons

Relevance Score: 0.024333168

The Experiences of Students as Peer Mentors in Engineering: Agency, Learning, Persistence, Uncertainty, and Culture.

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

-367, 2000.[6] L. Hausmann, J. Schofield and R. Woods, "Sense of Belonging as a Predictor of Intentions to Persist among African American and White First-Year College Students," Research in Higher Education, pp. 803-839, 2007.[7] E. Seymour and N. M. Hewitt, Talking about Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview Press, 1997.[8] E. Tate and M. Linn, "How Does Identity Shape the Experiences of Women of Color Engineering Students," Journal of Science Education and Technology, vol. 14, no. 5/6, pp. 483-493, 2005.[9] L. Nadelson, I. Villanueva, J. Bouwma-Gearhart, K. Youmans, S. Lanci and C. Lenhart, "Knowledge in the making: what engineering students are learning in the makerspaces.," in ASEE

Relevance Score: 0.024037275

Evolving Engineering Education: A Strategy to Improve Student Performance

Conference Session: First-Year Programs Division Technical Session 1: Evolving First Year Programs
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Craig M. Harvey P.E., Georgia Southern University; Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University; Roberto Champney
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

, and L. Lee Ramsey,"Engineering supplemental instruction: Impact on sophomore level engineering courses,"Proceedings of the ASEE Annual Conference & Exposition, pp. 1-13, 2015. [Online]. Available.https://peer.asee.org/engineering-supplemental-instruction-impact-on-sophomore-level-engineering-courses. [Accessed: Nov 5, 2019].

Relevance Score: 0.023994612

Neurodivergent and Neurotypical Students in a First-Year Engineering Design Course: Identity, Self-Efficacy, and Experiences

Conference Session: First-Year Programs Division: Best of FPD
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Angela R. Bielefeldt, University of Colorado Boulder
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

attention deficit hyperactivity disorder: a qualitative investigation of successful adults with ADHD,” ADHD Attention Deficit and Hyperactivity Disorders, vol. 11, pp. 241-253, 2019, https://doi.org/10.1007/s12402-018-0277-6[15] L.M. Schippers. ADHD traits in the general population and their association with positive aspects of ADHD. MSc Thesis. Radboud University. 2022.[16] S. Jones and M. Hesse, “Adolescents with ADHD: Experiences and having an ADHD diagnosis and negotiations of self-image and identity,” Journal of Attention Disorders, vol. 22, no. 1, pp. 92-102, 2018, https://doi.org/10.1177/10870547145225[17] J.S. Skowronek, M.D. Leichtman, and D.B. Pillemer, “Long-term episodic memory in children with attention

Relevance Score: 0.023250585

Successes and Challenges of College-Wide Mentorship Programs

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

Conf., Milwaukee, WI, Oct. 2007.[17] B. Przestrzelski and C. Roberts, “The industry scholars mentorship program: a professional industry connection experience for engineering undergraduates,” in Proceedings of the ASEE Annual Conference and Exposition, Tampa, FL, June 2019. https://strategy.asee.org/33401[18] M. Cavalli and A. Grice, “Impact of mentoring on student success,” in Proceedings of the 2023 ASEE North Central Section Conference, Morgantown, WV, March 2023. https://peer.asee.org/44930[19] J.F. Fisher and R. Price, “Alumni networks reimagined: Innovations expanding alumni connections to improve postsecondary pathways,” Clayton Christensen Institute for Disruptive Innovation, Redwood City, CA. Accessed: Jan. 20

Relevance Score: 0.023045175

Inspiration Station for First-Year Engineering Projects

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

first-year course.Projects in first year engineering coursesThe authors performed a brief review of the literature to explore projects utilized in first-yearcourses and the results where sufficient project details were provided was limited. The mostprevalent location for publications highlighting the first-year project details is the proceedings ofthe annual American Society of Engineering Education (ASEE) conference and KEEN cards(engineeringunleashed.com/card).Projects ranged from solar-powered food dehydrators [4], re-engineering a mini-drone [5],reverse engineering of a simple household appliance or medical device [6], energy efficiencyassessment of windows [7], or more general problem prompts such as food insecurity or theopioid epidemic

Relevance Score: 0.023016905

Building an Identity in the Makerspace

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

University at Buffalo. She was awarded her doctorate and masters from Tufts University in mechanical engineering and STEM education respectively, and completed postdoctoral work at the University of Michigan. Her research work aims to improve the learning experience for undergraduate students by examining conceptual knowledge gains, affect, identity development, engineering judgment, and problem solving.Dr. Emma Treadway, Trinity University Emma Treadway received the B.S. degree in Engineering Science from Trinity University in 2011, and her M.S.E. and Ph.D. degrees in Mechanical Engineering from the University of Michigan, Ann Arbor in 2017 and 2019, respectively. She is an Assistant Professor in the Department of

Relevance Score: 0.02258577

Examining first-year engineering programs' impacts on sense of belonging across gender

Conference Session: First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Joseph Arthur Brobst, Old Dominion University; Jill Davishahl, Western Washington University; Elizabeth Litzler, University of Washington; Andrew G Klein, Western Washington University; Sura Alqudah, Western Washington University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

academic engagement among undergraduate STEM students: A multi-institutional study,” Research in Higher Education, vol. 56, no. 1, pp. 750-776, 2005. Available: https://doi.org/10.1007/s11162-015-9367-x[14] S. Alqudah, E. Litzler, J. Brobst, J. Davishahl, and A. Klein. “S-STEM Becoming Engaged Engineering Scholars (BEES): Insights from Year 1,” ASEE Virtual Annual Conference Content Access, Virtual Online, 2020. Available: https://peer.asee.org/35171[15] K. Goodman and E. T. Pascarella, “First-year seminars increase persistence and retention: A summary of the evidence from how college affects students,” Peer Review, vol. 8, no. 3, p. 26, 2006. Available: https://uca.edu/core/files/2019/07/First-Year-Seminars

Relevance Score: 0.022371374

Exploring Engineering Technology: A Multi-Disciplinary, Project-Based Introduction to Engineering Technology

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

model of student pathways into engineering,” J. Eng. Educ., vol. 111, no. 1, pp. 40–64, 2022, doi: 10.1002/jee.20429.[6] H. Petroski, “Choosing a Major,” ASEE Prism, vol. 30, no. 5, p. 80, Feb. 10, 2021.[7] H. Thiry and T. Weston, “Choosing STEM Majors,” Talk. Leaving Revisit., 2019, doi: 10.1007/978-3-030-25304-2_4.[8] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi-Year Single Institution Study,” J. Eng. Educ., vol. 101, no. 1, pp. 6–27, 2012, doi: 10.1002/j.2168- 9830.2012.tb00039.x.[9] J. K. Painter, K. E. Snyder, and P. A. Ralston, “Why Engineering? Students’ Reasons for Choosing an Engineering Major,” presented at the 2017 ASEE Annual Conference & Exposition, Jun. 2017. Accessed: Jan

Relevance Score: 0.021780899

Analyzing Patterns of Pre-Semester Concerns in First-Year Engineering Students

Conference Session: First-Year Programs Division Technical Session 3: Teamwork
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jeong Hin Chin, University of Michigan; Robin Fowler, University of Michigan; Christopher Brooks, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

and support tools, such as CATME and Tandem, is essential in monitoring andimproving student teamwork experience through insight obtained from various analyses [5], [6]. This study leverages data from an institutional database and Tandem. Tandem is a tooldesigned for assessing team dynamics and providing formative feedback. Since Tandem’s firstimplementation in 2019, it has collected responses from more than 13,000 students. For thisstudy, only data from the “beginning-of-term” survey (BoT) in Tandem and the responses to onequestion in the Midterm survey were studied. In this study, we explored patterns and types ofpre-semester concerns reported by first-year engineering students, investigating the followingfour research questions (RQs

Relevance Score: 0.021343593

Experienced Teaching Assistants’ Perceptions of a Simulated Environment for Facilitating Discussions with Individual Student Avatars from a Design Team in Conflict

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
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

.2010.5673343.[14] J. Buckley, A. Trauth, S. B. Grajeda, and D. Roberts, “Gender and Racial Disparities in Students’ Self-confidence on Team-based Engineering Design Projects,” presented at the 2019 ASEE Annual Conference & Exposition, Tampa, FL, Jun. 2019. [Online]. Available: https://peer.asee.org/gender-and-racial-disparities-in-students-self-confidence-on-team- based-engineering-design-projects[15] M. Ohland et al., “Developing A Peer Evaluation Instrument That Is Simple, Reliable, and Valid,” presented at the 2005 Annual Conference, Jun. 2005, p. 10.430.1-10.430.5

Relevance Score: 0.020992193

WIP: Using Human-Centered Design and Data analytics to improve student access and success in an undergraduate pre-engineering program

Conference Session: First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Aishwary Pawar, University of Michigan - Dearborn; DeLean Tolbert Smith, University of Michigan - Flint
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

barriers to the involvement of traditionally underrepresented communities in STEM fields (e.g., minorities, women, individuals with disabilities, military veterans, and individuals from lower socio-economic backgrounds). This will ensure that all citizens can fully engage in a globally competitive, knowledge- and technology-intensive economy [14]. The COVID-19 epidemic made a significant impact on fall 2020 enrollments. As per data from the U.S. Department of Education's National Center for Education Statistics, college and university enrollment decreased by 651,774 students (i.e., more than 3%) from fall 2019 to fall 2020 [15]. Total undergraduate enrollment at degree-granting postsecondary institutions in the United States declined by 9

Relevance Score: 0.020857

Using an Entrepreneurial Mindset and Biomimicry-Based Design to Better Engage First-Year Engineering Students

Conference Session: First-Year Programs Division (FYP) - Technical Session 11: Projects
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Randy Hugh Brooks, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FYP)

.2021.100042.[18] L. Bosman and K. Shirey, Using Bio-Inspired Design and STEAM to Teach theEntrepreneurial Mindset to Engineers, 2022. In 2022 ASEE Annual Conference & Exposition.[19] L. Bosman and S. Eom, “Using scaffold innovation-thinking frameworks to integrate foodscience and technology into the transdisciplinary engineering design classroom.” Int J EducTechnol High Educ 16, 35, 2019. Available: https://doi.org/10.1186/s41239-019-0165-y[20] L. Bosman, "From Doing to Thinking: Developing the Entrepreneurial Mindset throughScaffold Assignments and Self-Regulated Learning Reflection" Open Education Studies, vol. 1,no. 1, 2019, pp. 106-121. Available: https://doi.org/10.1515/edu-2019-0007[21] V. Braun, V. and Clarke, “Using thematic analysis in