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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Diversity

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First-Year Programs Division (FYP)

, influencing the wayinstructors approach their teaching, the strategies they use, and the decisions they make about thecontent they cover and how to cover it. For researchers, this finding underscores the importanceof studying the impact of instructors' beliefs and prior knowledge on their classroom practices.Understanding how these factors can inform the development of effective instructor trainingprograms and the design of research studies that explore the best practices for improvingteaching and learning outcomes. These programs can emphasize the integration of topic-specificprofessional knowledge (TSPK) and provide instructors with practical strategies applicable toengineering courses. Additionally, given the challenge of changing deeply held

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)

Dr. Li earned his master’s degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering.Sooah Kwak, New York UniversityChris Woods, New York UniversityDominic Roy Krusniak, New York University ©American Society for Engineering Education, 2024Creation of a Workshop Series on Inclusive Teaching and Design Practices for Engineering Undergraduate Teaching AssistantsAbstractThis complete evidence-based practice paper describes a workshop series on inclusive teachingand design practices for undergraduate engineering teaching assistants of a cornerstone designcourse taught at a large private university

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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Diversity

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First-Year Programs Division (FYP)

conflict.” Delp [29] discusses how teamwork is often a focus in first-year hands-on design courses and the likely impacts on students with ASD.Previous research has explored the impacts of first-year engineering design (FYED) courses onthe persistence, self-efficacy, and identity of engineering students; e.g., [30-31]. The activelearning style typically used to teach first-year engineering design courses may be particularlywell suited for students with ADHD. A study in physics found that “active learningenvironments… cater to ADHD students’ strengths due to their flexibility and adaptability tounique ways of thinking and processing” [32].Within engineering, previous studies have found that engineering identity contributes topersistence intentions

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)

a BEng in Computer and Communications Engineering from the American University of Beirut. Aya is a graduate research assistant with the Designing Education Lab at Stanford, led by Professor Sheri Sheppard, and her research explores the accessibility of introductory electrical engineering education. She is supported by the Knight-Hennessy Scholarship and the RAISE Doctoral Fellowship.Dr. Sheri D. Sheppard, Stanford University Sheri D. Sheppard teaches both undergraduate and graduate design-related classes, conducts research on fracture mechanics and finite element analysis, and on how people become engineers. From 1999 to 2008, she was a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching

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)

Texas at El Paso Diane works diligently to support minorities, especially women in STEM and preparing future educators to be STEM strong in knowledge and skills. She is an assistant professor at the University of Texas at El Paso (UTEP) and serves as the director for the University of Texas El Paso’s YES! She Can and STEMShine programs.Victor Manuel Garcia Jr., Victor Garcia is a doctoral student at The University of Texas at El Paso and a research assistant of the Yes She Can program from the College of Education. His research topics are in the areas of characterization and design of pavement materials, civil ©American Society for Engineering Education, 2023 “Work-in-Progress

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)

Delaware. She specializes in the development of mixed methods research designs for educational research.Dr. 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, and 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 teacher practitioner articles, chapters, and research articles, and presents her research regularly through the ASEE Pre

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University at West Lafayette (COE); Nathan Mentzer, Purdue University at West Lafayette (COE); Adrie Koehler; Shawn Farrington, Purdue University at West Lafayette (COE); Elnara Mammadova

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First-Year Programs Division (FYP)

as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacheMs. Adrie Koehler Doctoral Student, Learning Design & TechnologyMr. Shawn Farrington, Purdue University at West Lafayette (COE) Shawn Farrington is a Senior Lecturer in the Polytechnic Institute at Purdue University. He co-coordinates a first-year Design Thinking program and teaches several of his own sections. Shawn is also an Educa- tional Psychology Ph.D. candidate at Purdue. HisElnara Mammadova Elnara is a Graduate Research Assistant in the Technology, Leadership and Innovation program at Purdue University. She is dedicated to her research on fostering inclusivity in the curriculum and ensuring digital

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew B. James, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Jennifer Lyn Benning, Virginia Polytechnic Institute and State University; Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Jenny L Lo, Virginia Polytechnic Institute and State University

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First-Year Programs Division (FYP)

Professor of Process Engineering at Universidad EAFIT (Medellin, Colom- bia). Juan holds a Ph.D. in Engineering Education from Purdue University and an M.S. in Process En- gineering and Energy Technology from Hochschule Bremerhaven. In addition to teaching undergraduate and graduate courses for more than 10 years, Juan has over 6 years of experience as a practicing engineer, working mostly on the design and improvement of chemical processing plants.Dr. Jennifer Lyn Benning, Virginia Polytechnic Institute and State University Dr. Jennifer Benning is an Instructor in the Engineering Education Department at Virginia Tech.Dr. Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University Natalie Van Tyne is an

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

David H. Smith IV, University of Illinois at Urbana-Champaign; Ujjal K. Bhowmik, University of Illinois at Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

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First-Year Programs Division (FYP)

- tion in computing. ©American Society for Engineering Education, 2023 Understanding the impacts of extra credit modules on student learning experience in a 100-level Electrical and Computer Engineering CourseAbstractThis Complete Evidence-based practice paper investigates students’ perceptions regarding thepresence of two extra credit (EC) modules on parallel computing topics in an introductoryelectrical and computer engineering course. Prior work investigating these EC modules showed ahigh participation rate (48-60%) across and high performance (80-88%) on the end-of-module ECquiz across three semesters [1]. The presence of extra credit has long been a topic of

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)

experiencing logistical challenges. In what follows, we shareideas from the literature and from our own observations about engagement-related conflict ondesign teams, and then address the use of MR simulations in educational environments.Engagement-Related Conflict on Engineering Design TeamsTeam-based work is a fundamental tenant of design thinking and the work of an engineer; it iscritical that undergraduate engineering programs include team-based design projects throughoutthe curriculum [1]. The literature has reported on the benefits of and best practices for studentsengaged in team-based design projects [2-4]. Also addressed in the literature are challengesrelated to teamwork, especially with respect to conflicts related to interpersonal dynamics

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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Diversity

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First-Year Programs Division (FYP)

the program. At the beginning of theacademic year, students signed an electronic agreement to remain active in the programthroughout their first year on campus. There were no costs for students to participate in theprogram, and they were further incentivized to attend program-wide events where they receivedfree food and affinity merchandise.Throughout the initial development and ongoing implementation of the program, the PMPleadership team drew heavily upon research related to best practices in supporting traditionallyunderrepresented students in engineering, first-year students and the transition to college, andunderrepresented racial minorities at PWIs. Intentional interventions that promoted socialconnections among students, such as game

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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Diversity

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First-Year Programs Division (FYP)

designed for this major will be reduced.ConclusionThis work investigated how students select their engineering or computer science major byexamining factors affecting their decision. Based on the survey results, the top three factorsimpacting major selection were job opportunities after graduation, personal interest, and salarylevels. Examining demographics, gender did not have a significant effect on impacting factors,but first-generation college student status did, with first-generation students ranking personalinterest and role models significantly lower than non-first-generation students. There weredifferences in impacting factors between majors, with computer science students rating jobopportunities and salary higher than all other majors

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University

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Diversity

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First-Year Programs Division (FYP)

accreditationto include a deeper focus on social impact, cultural responsibility, and ethical considerations[19]. In addition, many professional societies and organizations have updated their missionstatements and core value statements to focus on promotion of socially just education and action,often with emphasis on improving diversity, creating a more inclusive culture, and increasingequity. For example, the Society of Manufacturing Engineers (SME) diversity statementprofesses that SME is “commit[ed] to promoting diversity and inclusion of all within ourcommunity” and “believe[s] that diverse perspectives and talents are essential withinmanufacturing research” [20]. Similarly, the Society of Women Engineers lists “inclusiveenvironment” as one of their

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Tameka Sharona Clarke Douglas, Virginia Polytechnic Institute and State University

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Diversity

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First-Year Programs Division (FYP)

astudents’ sense of belonging, and how that sense of belonging subsequently influencespersistence and achievement [26], [27], [28], [29], [30],[31] . Large and ongoing efforts havebeen initiated to address specific shortcomings of academic cultures to address problems in asense of belonging for many of these identities and intersectionalities [32], [33], [34]. In additionto institutional support programs and structures, individuals who identify with visible minoritygroups will often seek to foster social networks to bolster their sense of belonging [35].There has been a recent decline in ACT and SAT scores nationwide, pointing to a pervasivedecline in math readiness in the United States [36]. Research indicates that this factorsignificantly impacts

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Thomas Tretter, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville

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First-Year Programs Division (FYP)

effective at positively influencing longer-term engineering studentretention. While makerspaces have excited considerable interest, much of the research onmakerspace impacts and practices have focused on K-12 and informal educational settings. Littleis known about how a well-designed makerspace-based engineering course can contribute tofirst-year students’ persistence in engineering.The platform for this study is an introductory engineering makerspace course at a Southeastern,public university. The course’s objective is to facilitate the application and integration offundamental engineering skills. Six course features were identified by course instructors aspotential pedagogical features that can activate students’ situational interest: technical

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan Elaine Benzel, Colorado State University

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Diversity

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First-Year Programs Division (FYP)

graduate in less time than non-research active students.” Graduating in less time equates to a lower cost of obtaining a degree,and when combined with added benefit of higher retention rates, undergraduate researchprograms offer research universities the double impact of helping recruit and retain students.Of the almost 4,000 degree granting institutions, only 146 are classified as R1 universities [13]according to the Carnegie Classification of Institutions of Higher Education [14], and only 131are designated as R2 universities [15]. For research universities, leveraging the researchknowledge, practices, and culture already prominent on their campus will help them retainstudents, reduce the amount of time it takes students to graduate, and also

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shazib Z. Vijlee, University of Portland; Molly Hiro, University of Portland

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First-Year Programs Division (FYP)

Labs and Air Force Research Labs). Dr. Vijlee has been at the University of Portland since 2014.Molly Hiro, University of Portland ©American Society for Engineering Education, 2023 WIP: Improving Writing Instruction, Practice, and Feedback in an Introduction to Engineering CourseIntroductionThis Work in Progress (WIP) project’s motivation was to create stronger engineering writers inthe Donald P. Shiley School of Engineering at the University of Portland (UP) and to infuse thecurriculum with a healthy understanding of and respect for good writing as an aspect of asuccessful engineering graduate. UP is fundamentally a liberal arts university with a robust Corecurriculum. Still

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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First-Year Programs Division (FYP)

Callihan Linnes is the Marta E. Gross Associate Professor of Biomedical Engineering and Director of the College of Engineering Honors Program at Purdue University. Her work advances pa- per microfluidics, molecular biosensors, and human-centered instrumentation design for translation into point-of-care diagnostics for global health and health disparities research. She teaches undergraduate design courses for first year engineering honors and capstone design, graduate level instrumentation mea- surement and point-of-care diagnostics, and human-centered design workshops to practitioners around the world. ©American Society for Engineering Education, 2023 A systematic review of pedagogical

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dori Harcharik, Western Washington University; Jill Davishahl, Western Washington University

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Diversity

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First-Year Programs Division (FYP)

significantly lower level of belonging than major level students, men, andwhite students respectively. By creating a more connected and authentic student communityearlier in their academic career, we aim to increase levels of belonginess among these studentgroups and encourage continued connection and empathetic engagement throughout the students’college and professional experience.Assignment Description & Implementation DetailsThe story sharing assignment is assigned during the second week of a ten-week quarter in anovel introductory engineering course focused on developing a socio-technical mindset [5]. This2-credit course, ENGR 101: Engineering, Design, & Society, is a graduation requirement for allengineering and design students at Western

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

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Diversity

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First-Year Programs Division (FYP)

1020,1022,1023) in year 1. Students taking Calculus Iin year 1 graduated at a rate 12.4% higher than those who did not. African American studentshad the lowest graduation rate of all ethnic groups. Thus, math preparedness has a criticalcorrelation of success in graduating with an engineering degree, particularly for diverse andunderserved populations.Newman [4] discussed moving from remediation classes, especially in mathematics, to a co-requisite model of education and highlighted that the assumption that all high school students areprepared for college-level work is incorrect. This especially impacted students interested inSTEM fields. Students being ill prepared students is a national problem [5] which is furtherevidenced by reduced numbers of

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

ALEJANDRA ESTEFANIA CERVANTES; Miguel Andres Andres Guerra, Universidad San Francisco de Quito USFQ

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First-Year Programs Division (FYP)

- neering Education and Future Professoriate. MiguelAndr´es’s research includes sustainable infrastructure design and planning, smart and resilient cities, and the development of engineers who not only have strong technical and practical knowledge but the social awareness and agency to address global humanitarian, environmental, and social justice challenges. For him, social justice is a concept that should always be involved in discussions on infrastructure. Related to STEM education, Miguel Andr´es is in developing and applying contemporary pedagogies for STEM courses, teaching empathy studies in engineering as a tool for innovation, and assessing engineering students’ agency to address climate change. Currently

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter DeCrescenzo, University of Maryland Baltimore County; Sunji Jangha

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First-Year Programs Division (FYP)

overarching themes to deepen the participants’ understanding oftheir experience: 1) perception of experience and 2) application of new knowledge. From thosethemes, the six reflection prompts were designed to facilitate higher-order cognitive processes[1]. Each prompt captured an aspect of the associated theme [see Appendix A.]. Fellows wereallowed to select the one that best fits their experience for that week. Prompts can be selected nomore than twice. This flexibility allowed for contextualized growth and personalized meaning-making. Questions varied from self-analysis of daily tasks and recognizing the benefits ofstruggling with a task to highlighting the differences between knowledge garnered in theclassroom versus in the research environment

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

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Diversity

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First-Year Programs Division (FYP)

’ impacts on sense of belonging across genderIntroductionThis complete evidence-based practice paper examines the extent to which targeted curricularand co-curricular activities impact first-year students’ sense of belonging in engineering, andwhether these impacts differ by gender identity. The study used a quasi-experimental, mixedmethods design wherein quantitative and qualitative data were collected from first-year studentparticipants in a grant-funded scholarship program (Scholars – the “treatment” group), withquantitative data also collected from a matched group of first-year students who were notprogram participants (Comparison group). This study was a subset of a larger research projectattached to the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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First-Year Programs Division (FYP)

, and as such we are heartened by these findings. Implementing this new first yearprogram was an enormous, complex task. The general results showed that students gainedvaluable skills and a strong sense of belonging in our College. Students’ praise for each other,their instructors, the undergraduate learning assistants, and the graduate teaching assistants wasparticularly satisfying, because it matched our student-centered priorities, and our framingassumptions that the best learning and engineering happens in healthy communities. Weacknowledge that there is still much work to continuously improve and adapt our program tomeet the diverse needs of our students, and we are committed to this effort.References:[1] D. Morrell. “Design Of An

Conference Session

First-Year Programs Division (FYP) - Technical Session 7: Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jason Morlock; Louis Josef Handwerker; Ludvik Alkhoury, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology

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First-Year Programs Division (FYP)

mechatronicintegration is necessary to ensure engineering students can compete in the workplace of thefourth industrial age after graduation. Project-based learning engages students with a learningexperience that is hands-on and genuinely interesting.In addition to the abovementioned skills, it has become crucial for contemporary engineers toacquire a solid background and proficient ability to program computers as these skills are neededin industry and engineering designs [7]. However, it has been reported that learning to programis hard and programmers suffer from a wide range of difficulties and deficits [3], [8], [9]. Thisartifact is manifested by high dropout and failure rates in programming courses [9].In this evidence-based practice paper, we propose a

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)

versions of the course were retention ofstudent success elements from UNIV 1201 and the inclusion of a collaborative designexperience.The primary goals of developing the GEEN 1201 course was to support freshmen andsophomore students in their transition to upper-level studies through development of knowledgeand skills. The desired impacts for the course were to: (1) provide a general introduction to keyskills so students have a platform on which to build as they enter discipline specific courses, (2)provide a guided experience related to design projects that are often part of upper level courses,(3) initiate patterns relevant to teamwork as engineering practice commonly involvescollaborative processes, and (4) reinforce commitment among engineering

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)

Engineering Education at Virginia Tech and a Visiting Professor of Engineering at Universidad EAFIT (Medellin, Colombia). Juan holds a Ph.D. in Engineering Education from Purdue University and an M.S. in Process Engineering and Energy Technology from Hochschule Bremerhaven. In addition to teaching undergraduate and graduate courses for more than 10 years, Juan has over 6 years of experience as a practicing engineer, working mostly on the design and improvement of chemical processing plants.Cassondra Wallwey, Virginia Polytechnic Institute and State University Cassie Wallwey, PhD is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests include studying effective

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia; Keith Andrew Williams, University of Virginia; Esther Tian, University of Virginia; Julia Lapan, University of Virginia; Shaylin Williams, University of Virginia; Deepyaman Maiti, University of Virginia; Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Nicole Dufalla, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; William H. Guilford, University of Virginia

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First-Year Programs Division (FYP)

-year experiences [4], [5], usually in the form ofcourses which bring students together with faculty or staff on a regular and recurring basis, arehigh impact practices – that is, practices that “educational research suggests increased rates ofstudent retention and student engagement” [3]. The best of these first-year experiences focus ondeveloping habits of critical inquiry, writing, information literacy, and team-based learning [5].Surveying faculty, alumni, and employersThe Task Force surveyed and received responses from 133 faculty, 516 recent alumni, and 46employers to determine what technical proficiencies and professional proficiencies they believedwere most important for contemporary engineering graduates. While a detailed accounting of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, The Ohio State University at Marion

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Diversity

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First-Year Programs Division (FYP)

a semester-long team design project which is divided into three phases – problem definition, conceptual design, and final design. Research projects are led by curiosity to solve real-world problems by understanding user needs, and limitations of the system, prototyping solutions, testing, and assessing the impact of the solution on society. The project is driven by the Engineering Mindset Learning model where students chase their curiosity and pursue their entrepreneurial goals. Weekly laboratory instructions, manuals, and video presentations are made available to the students. Teams are formed depending on the class sizes. Assessments: Weekly graphics assignments, quizzes, and four midterm exams exist. For the project, students are

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Chris Cagle

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Diversity

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First-Year Programs Division (FYP)

Program for transfer students aims to mitigate someof the challenges encountered by these students during their transition to the University ofArkansas. This paper explores the benefits gained as a result of participating in the piloted peermentoring program for transfer students and the impact this extension could have on participants’academic careers.MethodologyThe FEP Peer Mentoring Program, established in 2007, has played a key role in enhancing first-year engineering students' retention, preparing them for their sophomore year, and contributingto improved graduation rates. Each first-year student in the cohort is assigned a dedicated peermentor, that is an upper-class student. The program mandates weekly meetings with thesementors and is an