Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Rachel Anne Smith, Iowa State University of Science and Technology; Aileen Hentz PhD, University of Maryland, College Park; Thaddeus Hill, Iowa State University of Science and Technology

Tagged Topics

Diversity, FYEE 2025

Paper ID #49831Full Paper: Network-based Reflection to Support First-year Engineering StudentsRachel Anne Smith, Iowa State University of Science and Technology Rachel A. Smith is Associate Professor of student affairs and higher education in the School of Education at Iowa State University. She currently serves as the school’s Director of Graduate Education. She earned her PhD and MS in Higher Postsecondary Education from Syracuse University and holds a BA in history from the University of Wisconsin-Madison.Aileen Hentz PhD, University of Maryland, College Park Aileen N. Hentz has over twenty years of experience working as

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Roshina Babu, The University of Utah

Tagged Topics

FYEE 2025

Work in Progress: Enhancing Teaching and Learning in a First-Year Course Through the Dual Lens of Student Reflection and FeedbackBackground and MotivationFirst-year engineering students experience significant academic and non-academic challengeswhen transitioning from high school to university [1]. While various institutional support systems[2] have proven to improve academic performance and retention [3], course-specific interventionstrategies are needed to address the unique challenges of each student cohort [4]. Learners’perspectives on the course, obtained through end-of-semester course feedback can highlight areasfor improvement [5]. Interventions that proactively address course feedback have shown toenhance student

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

each. Notable observations were to discouragestudents from placing their name on the sticky and from using the weaknesses as an opportunity toconfess. Opportunities and threats were considered external to the students. They were instructedto reflect on the opportunities afforded them at the university to succeed and the threats surroundingthe university that would cause them to fail.Typically, the board looked like Figure 2a once all stickies were placed. A few minutes were spentcombining similar responses (as partially) shown in Figure 2b. The groupings showed the studentsthat they were not alone in their answer. So those who struggled at time management, for example,saw that at least half a dozen others felt the same way.Who AM I?Students

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Emily Wang, University of Virginia; William Harry Keenan, University of Virginia

Tagged Topics

FYEE 2025

students may be the primary audience for an introductory engineering coursesyllabus, syllabi are used by a wider audience, including university administrators, policymakers, and instructors of higher-level engineering courses. Although a syllabus does notperfectly reflect what happens in the classroom, we assumed that syllabi would provide accuratedetails about the intended goals for a course. All of the syllabi we collected for our study outlinestudent learning outcomes, or the topics and skills that students will learn in the course. In thispaper, we use the term “learning outcomes” to describe this idea for convenience to the reader,however a variety of terms that may have slightly different specific definitions were used acrossthe syllabi

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Ronnie L Brown, University of the District of Columbia Community College

Tagged Topics

FYEE 2025

research examines how these student-led activities and peerproduced materials influence students' engagement, confidence, and persistence, as well astheir sense of belonging and emerging engineering identity. A mixed-methods approach,including pre- and post-surveys utilizing adapted validated scales (Walton & Cohen, Good et al.,Godwin et al.) and qualitative reflections, is implemented. Preliminary findings are anticipated toshow positive shifts in student insight.IntroductionThe first year of an undergraduate engineering program presents a pivotal, often challenging timefor students. Beyond fully understanding foundational technical concepts, steering through thistransition involves great personal and social adjustments that can significantly

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

effectivelyin practice, such as guidance on system integration or iterative design.This study explores learning analytics within the context of Introduction to Engineering Design(ENES100), a required first-year engineering design course at the University of Maryland.Specifically, it investigates whether the timing and frequency of WiFi-based testing connectionsused to evaluate autonomous robot navigation, correlate with team-level project outcomes. Indoing so, it aims to demonstrate how behavioral engagement data can serve as both a predictor ofsuccess and a reflective instructional tool in engineering education.Experimental Methods/Materials/Project ApproachENES100 DescriptionENES100 is one of the first required courses taken by engineering majors at

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Topics

Diversity, FYEE 2025

of Fame…it’s just a hall of Figure 4: Image of the old White guys, and I think it needs to be updated to Innovation Hall of Fame show the contributions of people of color and women to engineering. But I really do like walking outside and seeing the banners of all the diverse successful people that have come out of Clark Engineering. That’s my sense of belonging.”While outdoor banners feature more diverse faces, the Hall of Fame sends a different messageabout who is celebrated in engineering. Her experience shows how symbolic spaces shapebelonging by reflecting who is seen as part of engineering’s legacy and who can be part of itsfuture.Conclusion:Since this study concluded in 2023, several changes

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

material with real-world contexts[7], [8], [9]. Some introductory scavenger hunts involve activities such as searching websites,unscrambling clues, answering questions, and reflecting on experiences. For facilitation, someuse apps and software [10], [5], while others rely on handwritten or printed materials [3], [8].When completed in groups, these activities additionally often foster teamwork.This scavenger hunt stands out from existing approaches due to its photo-based format. Duringthe activity, participants work in groups to complete specific tasks by taking creative photos oftheir team. Beyond simply photographing a location, students must capture images of their groupin creative ways, fostering greater engagement and making the exploration

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

formal programmingrequirements.To determine the effects of similar social and cultural perspectives of mentor and menteerelationships on the sense of belonging from their first year and beyond, about half the number ofmentees are matched with mentors with similar or different sociocultural identities. Mentees arerequired to journal their experiences and complete reflection prompts annually.Study RecruitmentAll research participant participation is First-yearvoluntary based on the University of South StudentsFlorida’s (USF) Institutional Review Board n = 24(IRB) regulations. Participants can opt out atwill without any penalty. All FTIC women in

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

FYEE 2025

either way. The upside is speed of measurement.Second, the existing survey is that it does not currently ask students to assess whether classtopics were worthwhile, just their relative impact. The assumption, which has qualitative supportfrom summative student reflections about the course, is that the most impactful topics for a givenstudent were worthwhile, and some topics that were least impactful for that student may not havebeen worth it for them. The author will consider adding a ranking item to the next survey alongthe lines of ‘Topics below this ranking I did not consider worth the time’. This may yieldadditional insights and others who are considering this method may wish to implement it.Results & DiscussionIn Fall 2023, 46 of 52

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Atheer Almasri, West Virginia University; Todd R Hamrick, West Virginia University; Robin A.M. Hensel, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Lizzie Santiago, West Virginia University; Carter Hulcher, West Virginia University

Tagged Topics

FYEE 2025

strategies.However, research in educational measurement cautions against assuming that the platform-generated time logs accurately reflect cognitive engagement [4], [5]. Factors such asmultitasking, inattention, and passive use (e.g., leaving files open) can inflate time metricswithout supporting learning gains [6]. Moreover, student learning outcomes are influenced byother metrics beyond engagement in task time, including prior knowledge, motivation, andcourse design [7].This WIP explores the limitations of using SIMnet time-tracking data as indicators of studentengagement and performance in a required Excel module within a large, first-year engineeringcourse. Specifically, the investigators analyzed time-use and academic performance data fromover 2000

Conference Session

WORKSHOP I: First-Year Engineering Forums: Planning & Organizing Idea-Sharing Sessions with Program Stakeholders to Increase Collaboration and Mutually Beneficial Relationships

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Daniel Newcomb, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

services, etc.) and visually map those stakeholders and their relationships to one another.40 – 50 BREAK --minutes50 – 65 What is the Purpose Participants will reflect on and share out why they want tominutes hold a “Forum” at their home institution. What problems could use resolution? What challenges need discussed? What changes need to be made? What collaborations need sparked? Participants will then begin to turn the Why into How by drafting discussion prompts / questions / statements to

Conference Session

WORKSHOP I: Integrating Service Learning into First-Year Engineering Courses: A Hands-On Workshop

Collection

FYEE 2025 Conference

Authors

Kathryn Schulte Grahame, Northeastern University; Brian Patrick O'Connell, Northeastern University; Anne Shea, Northeastern University; Kennedy Gallagher, Northeastern University

Tagged Topics

FYEE 2025

, students areencouraged to engage in critical inquiry: questioning existing systems, reflecting on their ownassumptions, and connecting academic concepts to complex social issues. This ultimatelyprepares them to become thoughtful citizens equipped to address community challenges with bothintellectual rigor and empathetic understanding. Research has consistently shown that servicelearning leads to measurable improvements in student learning outcomes, including higherretention rates, improved problem-solving capabilities, and stronger ethical reasoning skills [2], [3].How does this help engineering students?Engineers, in particular, stand to gain tremendous value from service-learning experiences thatbridge technical expertise with community needs

Conference Session

WORKSHOP II: Wired for Connection, Not Perfection: Embracing Imperfection in the Engineering Space

Collection

FYEE 2025 Conference

Authors

Audrey Gilfillan, Applied Wellness Initiatives; Alison West, Applied Wellness Initiatives

Tagged Topics

FYEE 2025

instructional modalitiesincluding didactic presentation, small group discussion, experiential learning, andwritten reflection to help attendees explore the relationship between imperfection andconnection. Throughout the workshop, attendees will be encouraged to consider andreflect on their own beliefs about what it means to be “good”, and explore how thesebeliefs relate to interpersonal connection. The purpose of the reflection will be to helpattendees internalize concepts and consider ways these concepts may impact theirstudents. Facilitators will provide a brief overview on relevant topics including: thebiological foundation of connection, identity development, and engineering culture. Thepsychological concepts of “rigidity” and “cognitive

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

James Nathaniel Newcomer, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Alice Hyunna Noble, Virginia Polytechnic Institute and State University; Devin Erb, Virginia Polytechnic Institute and State University; Annabel Bass, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

this work is to uncover patterns in how students understand the eventualcareer goals of the different engineering majors. By understanding similarities betweenthe majors, as viewed by the students, we aim to identify relationships between goalsthat instructors or administrators can view as indicators of how far along students are ontheir journey to major selection, and to better align resources with the intended careergoals based on early indicators, such as commonalities in constructs relating to career.Theoretical FoundationThis study is grounded in literature across engineering education, occupational identity,and social cognitive career theory (SCCT), with particular attention to how early identityformation and goal articulation reflect

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

component, or both. Offering choice encouragesstudents to engage with topics that are meaningful to them, draw on their unique strengths, andbring their own perspectives to the project. This approach not only supports a more equitablelearning environment but also creates a deeper sense of ownership and motivation [7].Day 2 to 12 of the project is outlined in the Innovation Component and Robotics Componentsections below. Both pathways allow students to show mastery of the same learning outcomes: 1. Collaborate effectively within a team and demonstrate shared responsibility. 2. Develop and apply written and verbal communication skills. 3. Engage in thoughtful analysis and self-reflection throughout the project. 4. Identify and address

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Rumeysa Tekin Baturalp, Texas Tech University; Nurcan Bac, Texas Tech University

Tagged Topics

FYEE 2025

end of the Spring 2025 semester toapproximately 250 students in two ENGR 1110 sections, yielding 211 responses. Items assessedstudents’ academic year, intended major, and confidence in their selection, as well as perceptionsof presentation helpfulness, factors influencing choice, and clarity about engineering’s real-worldimpact. Additional questions examined support for career pathways, openness to switchingmajors, environmental and social considerations, preferred delivery formats, and suggestions forimprovement.Survey items were developed collaboratively by the instructor and course coordinator to alignwith ENGR 1110 learning objectives and reflect constructs commonly examined in engineeringeducation literature, including perceived

Conference Session

WORKSHOP IV: Play as Prep Workshop: Time & Resource-Efficient Strategies for Developing Effective Undergraduate TAs of First Year Students

Collection

FYEE 2025 Conference

Authors

Christine Alexander, University of Maryland, College Park

Tagged Topics

FYEE 2025

resource-limited meetings in which multiple objectives exist. Integrative methods [14]allow for a more expansive use of time because they do not ask us to choose one objective. Infact integration requires layered or nested objectives. For example, if you have the dualobjectives to (1) debrief a prior discussion section and to (2) draw TA’s attention to the skill ofnoticing in the classroom, a check-in prompt that asks TAs to reflect on what they noticed aboutthemselves and about their students in the previous discussion section will achieve both of theseobjectives. Based on the TAs responses, you can then illuminate specific lessons aroundclassroom noticing, as well as making note of how students are performing in their discussionsections

Conference Session

WORKSHOP III: From Ideas to Action: Integrating Entrepreneurial Mindset in FYE Programs

Collection

FYEE 2025 Conference

Authors

Kaitlin Mallouk, Rowan University; J. Blake Hylton, Ohio Northern University; Jack Bringardner, Colorado School of Mines; Krista M Kecskemety, The Ohio State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Andrew Charles Bartolini, University of Notre Dame

Tagged Topics

FYEE 2025

the Habits of Mind rubric to further identify‬ ‭Activity Evaluation‬ ‭enhancements‬ ‭60–80‬ ‭Stakeholder Strategy &‬ ‭Anticipate stakeholder needs; work in small groups to‬ ‭Solution Storming‬ ‭generate solutions to common barriers‬ ‭80–90‬ ‭Group Reflection and‬ ‭Wrap up with shared insights and next steps for‬ ‭Action Planning‬ ‭implementation‬‭Participant Takeaways‬ ‭●‬ ‭A targeted idea for embedding EM in a first-year activity or module‬ ‭●‬ ‭Several tools

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Laura Ann Gelles, The University of Tennessee, Knoxville; Laura Knight, The University of Tennessee, Knoxville; Darren K Maczka, The University of Tennessee, Knoxville

Tagged Topics

FYEE 2025

specific tools they coulduse to mitigate such stress (e.g., connecting with others, self-care), which led directly topreviously created content on time management skills.ImplementationWe initially piloted this change as an asynchronous session where students were expected to readlearning pages and complete typical time management assignments such as a time tracker andreflection. The stress toolkit was mentioned throughout the semester and asked about in areflection at the end of semester. The next implementation explicitly incorporated the toolkit intoin-class lecture and several assignments throughout the semester including an assignment todevelop the toolkit, reflections on how they plan to mitigate stress during exams, and a workshopon coping

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Saloome Motavas, University of British Columbia, Vancouver; Fatimah Mahmood, University of British Columbia, Vancouver

Tagged Topics

Diversity, FYEE 2025

term.Thus, the results presented here reflect only the effectiveness of our linguistic intervention anddo not represent students’ knowledge or understanding of the topics by the end of the course.ConclusionWe developed several instructional modules on fundamental programming topics from alinguistic perspective to help our non-native English-speaking students with: 1) writingalgorithms, mathematical expressions, and programming text outputs in clear and coherentEnglish; 2) identifying conditional and iterative statements in problems and creating appropriateflowcharts; and 3) deconstructing and interpreting complex programming instructions involvingmultiple conditionals and iterations. Student feedback and assessment results indicate that ourapproach

Conference Session

WORKSHOP I: Designing Active Learning Activities with Ethics in Mind, and Body (no matter if this is a fundamental principles class or an ethics-as-a-stand alone class, or any class in-between)

Collection

FYEE 2025 Conference

Authors

Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park

Tagged Topics

FYEE 2025

science and technology. David also does public engagement with science andDr. Timothy Duane Reedy, University of Maryland, College Park Timothy Reedy is a lecturer in the University of Maryland’s Science, Technology, Ethics, and Policy (STEP) minor, where he helps students critically explore the social, political, and cultural dimensions of science and engineering. His teaching challenges students to consider the broader implications of technological innovation, encouraging them to reflect on responsibility, power, and impact in their design and decision-making processes. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27TitleWorkshop: Designing Active Learning Activities with

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Catherine Marie Hamel, University of Maryland, College Park

Tagged Topics

FYEE 2025

minutes, participants reflected onthe scenarios within their group, and discussed alternative approaches if they were to encounterthis scenario in the future. A final debriefing session allowed participants to share their insightsand strategies with the larger group.This activity provided faculty with an opportunity to experience student perspectives firsthandwhile building confidence and familiarity with addressing team conflicts. After completing theactivity, many participants reported a shift in how they initially viewed and approached thesesituations. Some faculty members reported that they had not considered the perspective of thestudent until playing them in the role-play scenario, and even acknowledged their own bias thatthey brought into

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Lesly Samantha Murillo, University of Maryland College Park; Tabatha Cuadra Rodriguez, University of Maryland College Park; Paige E Smith, University of Maryland, College Park

Tagged Topics

Diversity, FYEE 2025

professional environments, in the context of engineering. Dialogues encouragestudents to consider how differences in power structures, access, and enduring patterns ofexclusion can affect participation and voice in technical spaces. In their final semester, studentsexamine the relationship between engineering and societal advancement. A capstone projectenables students to critically assess and propose changes to an existing workplace policy,prompting them to reflect on how engineers can actively shape more thoughtful andcommunity-oriented practices in their future careers.First-year students are required to attend one-on-one check-ins with an instructor each semester,while second-year students must complete mid-semester assessments. These 30-minute

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

DeAnna Katey, Virginia Polytechnic Institute and State University; Terrance I Harris, Drexel University

Tagged Topics

Diversity, FYEE 2025

consistedof three researchers, including two lead investigators and one graduate research assistant, all of whomwere involved in data collection and analysis.Each participant completed one semi-structured interview. The interviews were designed to elicit detailednarratives about students’ academic and social transitions during their first year. Interview questionsfocused on topics such as initial expectations and motivations for joining the mentoring program,experience with academic support and campus integration, relationships with mentors and peers,challenges encountered and strategies for persistence, reflections on identity, belonging, and futureaspirations.Thematic analysis was conducted using an inductive approach. Interview transcripts were

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

collects data from students regarding their experienceswith the incidence, severity, and reporting of conflict within their team during the semester. ThePMO survey collects data from the PMs to capture their impressions of team conflicts within theteams that they mentored. Both surveys contain a mixture of multiple-choice, Likert scale, andopen-response questions. These surveys were distributed via Qualtrics at the end of the semesterafter all student teams had submitted their final project report. Each student was asked tocomplete the STR survey once to reflect on their team experience during the entire semester.STR survey completion was part of a routine weekly assignment; consenting to the study wasoptional. The PMs were asked to complete the

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

Tagged Topics

FYEE 2025

strongappreciation for CyberWVU activities, highlighting their focus on practical skills valued byemployers. Seminar presenters were seen as genuinely invested in students’ career developmentand eager to share opportunities. As one scholar remarked “the seminars were really interestingand kind of expanded my thinking about cybersecurity.”ACCESS co-curricular professional development and engagement activities significantlycontributed to high retention and academic success. As a result, 83% of scholars (52 of 63) hadtheir scholarships renewed. Of the 11 who did not, eight either remain enrolled or graduated. Todate, 26 scholars have graduated and secured full-time positions or entered graduate programs,reflecting the program’s positive impact on academic and

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Ashley Joyce Mont, Rutgers, The State University of New Jersey; Philip Reid Brown, Rutgers, The State University of New Jersey; Katie Barillas, Rutgers, The State University of New Jersey

Tagged Topics

FYEE 2025

' understanding of the engineeringdesign process in a hands-on, personally meaningful way. By applying the process to a self-identified problem, students moved beyond theory to practice, gaining experience in problemdefinition, constraint management, and iterative design. Despite initial discomfort with the open-ended nature of the task, students successfully navigated the challenge, demonstrating creativityand critical thinking. Their projects addressed a wide range of practical needs, including acellphone holder designed to fit dorm room bed frames, a frame to organize and store eyeglasses,and a hook multiplier to increase the number of usable hooks built into dorm room walls. Thesesolutions not only showcased their design skills but also reflected

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Kathleen A Harper, Case Western Reserve University; Kurt Rhoads, Case Western Reserve University

Tagged Topics

FYEE 2025

stating that they were supposed to be learning from the experience, thatthey should make note of difficulties, and that they would get full credit for an honest attempt.In the 2024-25 year, we revised the quiz format, hoping to encourage more engagement inmetacognitive reflection. Below, we describe the logistics of the activity, share the new format,and address the need for future improvements.LogisticsThe quizzes have been relatively easy to implement. Students pick up a quiz paper as they enterlecture. As class begins, they answer a few short questions based on the material from theprevious week’s lecture. The quiz is discussed, and students are encouraged to make notes tothemselves, before delving into the new topic of the week. Students turn

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lena Johnson, University of Maryland - Office of Undergraduate Research

Tagged Topics

FYEE 2025

transitions, tolerances, internal forces, component spacing andgeometry as important factors in the mechanism’s proper functioning. Then they created newmethods for integrating this design into their robotic platforms, by rotating the axis of oscillation,developing methods of flexible casting, and experimenting with new fin geometries. Lookingback at the end of the semester, students documented important lessons learned in the adaptationof the original mechanism and reflected on their improved understanding of mechanical systems.Introducing students to fundamental aspects of mechanical design and analysis as an earlysemester, structured lecture became an obvious means of improving project success later on. Theinnovative results of this semester’s