Collection

2025 ASEE PSW Conference

Authors

Nahun Alejandro Garcia Banegas, Cal Poly Pomona

Collection

2025 ASEE PSW Conference

Authors

Jessica Gonzalez, California State University, Long Beach

Collection

2025 ASEE PSW Conference

Authors

Mehran Andalibi, Embry Riddle Aeronautical University; Jonathan M Adams, United States Military Academy

entrepreneurial mindset with design-based learning approachesaligns with national initiatives emphasizing innovation and interdisciplinary skill-building inSTEM education. This project addresses gaps in existing educational methods by combiningtechnical design, entrepreneurship, and artificial intelligence (AI) integration to produce scalableand impactful learning tools. It contributes to ongoing efforts to prepare students for real-worldproblem-solving while enhancing their technical and entrepreneurial competencies. Theeffectiveness of the project was evaluated through various components: 1) Oral Presentations:students present their designs to faculty, emphasizing innovation, feasibility, and educationalimpact; 2) Final Written Technical Report: teams

Collection

2025 ASEE PSW Conference

Authors

Pitiporn Asvapathanagul, California State University, Long Beach

Collection

2025 ASEE PSW Conference

Authors

Darien M. Aranda, University of San Diego; Carlos Breach, University of San Diego; Jacob Fernandez, University of San Diego

Collection

2025 ASEE PSW Conference

Authors

Johann Fernandez, California State Polytechnic University, Pomona; Abhishek Brijraj Vishwakarma, California State Polytechnic University, Pomona ; Shreyas Chaudhary, California State Polytechnic University, Pomona; Yichi Cheng, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Anne Flesher, Truckee Meadows Community College; Indira Chatterjee, University of Nevada, Reno; Daniel Loranz, Truckee Meadows Community College; Milinda Wasala; Ann-Marie Vollstedt, University of Nevada, Reno

Collection

2025 ASEE PSW Conference

Authors

Ever Mauricio Diaz-Ramos, Harvey Mudd College; Drew Price, Harvey Mudd College; Leah Mendelson, Harvey Mudd College

Collection

2025 ASEE PSW Conference

Authors

Phuong Pham, California State Polytechnic University, Pomona ; Lily G. Gossage, California State Polytechnic University, Pomona; Brianna M. Argueta, California State Polytechnic University, Pomona; Marlennne Salcido, California State Polytechnic University, Pomona; Corey Lavoie, California State Polytechnic University, Pomona; Margaret Gietzen, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Maria Nino, California State Polytechnic University, Pomona; Lily G. Gossage, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Rebeka Sultana, California State University, Long Beach

Collection

2025 ASEE PSW Conference

Authors

Shadnaz Asgari, California State University, Long Beach; Ga Young Suh, California State University, Long Beach; Perla Ayala, California State University Long Beach

Tagged Topics

Diversity

industry needs. By sharing practical insights and best practices, thispaper aims to support educators and administrators in developing rigorous, industry-relevant, andinclusive programs that achieve ABET accreditation. 1. IntroductionBiomedical Engineering (BME) applies engineering and scientific principles to developinnovative healthcare solutions. It bridges technology and medicine to enhance patient outcomes,diagnostics, and treatments [1]. Its multidisciplinary nature enables it to tackle emerginghealthcare challenges and leverage technological advancements [2]. Innovations in artificialintelligence (AI), machine learning, and robotics have further expanded BME’s impact,revolutionizing medical imaging, personalized medicine, and wearable

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

concepts [1]. Throughout the sequence, students strengthen their ability to workcollaboratively, manage projects, and communicate technical ideas clearly and confidently.The sequence was designed through the process of backward design and using the lens of theMUSIC model of motivation [2], we started from overarching goals and working through majorassessments, and finally course materials. For example, one overarching goal was for students todevelop an understanding of the fundamentals of engineering problem solving. One way thisgoal was met was by students demonstrating an understanding of the fundamentals of dataliteracy. We also made choices to increase student empowerment over their own learning (open-ended projects), perception of usefulness

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

they defined.This project not only promoted active learning and creative thinking, but also intentionallyintroduced some ambiguity, challenging students to operate without step-by-step guidance, a keyaspect of real-world engineering practice [1, 2].Curricular ActivityStudents were tasked with applying the engineering design process to create an original 3Dmodel in Onshape®. Prior to the assignment, students were introduced to Onshape® through in-class tutorials on sketching, extruding and dimensioning. Our first tutorial was adapted frommaterials provided by the Mechanical and Aerospace Engineering Department at RutgersUniversity and it included designing an engineering dog bone which is typically used in tensiletesting [3]. Students followed

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

Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Cultivating Inclusive Excellence in Engineering EducationBlack students remain significantly underrepresented in engineering, comprising only 5.4% of full-timeundergraduate engineering enrollment in 2023 [1]. Despite a 9.2% increase in enrollment since 2019 [2],retention remains a critical challenge due to systemic barriers, including institutional racism and lack ofsupport structures [3]. While many institutions focus on increasing access, fewer address the retention andsuccess of Black students once enrolled.Peer mentoring has emerged as a promising strategy to support underrepresented students, offeringacademic, social, and emotional guidance. This study

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

Work-in-Progress Paper: FYEE 2025: ID 49770 Engineering Culture: Ideologies, Mindsets, and InfrastructureAbstract:This paper uses a critical Science and Technology Studies (STS) lens to explore how educationalinfrastructure shapes power dynamics in engineering education. By examining how builtenvironments influence identity and belonging, the authors highlight how infrastructure cansustain or challenge exclusionary norms.Introduction:Engineering culture and ideology powerfully shape education [1], [2], [3], [4], [5], [6], yet theinfluence of physical spaces in reinforcing or challenging these forces is often overlooked. Usinga critical STS lens, this study examines how infrastructure—lecture halls, labs, makerspaces—communicates

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Engineering from Wright State University. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27Full Paper: A Framework for Engineering Problem Scoping Leading toMindful Engineering Problem SolvingIntroduction & Project BackgroundThe title of engineer is becoming increasingly synonymous with “problem-solver,” which isaccurate given the responsibly of engineers to actively participate in innovating solutions toresearch, industry, and societal challenges both small and large. To this point, widely recognizedand well-regarded institutions of higher education frame the field of engineering research andpractice as the world’s “problem solvers” on their college’s websites or home pages (e.g., [1],[2]). In the last

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Qudsia Tahmina, The Ohio State University at Marion; John Francis Simonis, The Ohio State University at Marion

Tagged Topics

Diversity, FYEE 2025

fast-paced technological world, STEM education serves as the cornerstone for future innovation,economic development, and societal advancement. It prepares students for careers in engineering, providingthem with the essential skills to succeed in a tech-driven society. The Bureau of Labor Statistics projectsthat STEM-related employment in the United States will grow by 9.5% by 2029, significantly outpacingthe overall employment growth rate of 3.7% [1]. Research indicates that many high school students avoidSTEM fields due to a lack of knowledge in these areas or because they feel they lack the necessary skills topursue STEM education and careers. To remedy this, a myriad of opportunities emerged through highereducation institutions to support

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

students’ understanding of their place within theengineering discipline.Identity development is central to engineering education[1]. Identity, particularlyengineering identity, has been shown to impact motivation, persistence, and students’perception of themselves as engineers [2], [3]. First-year experiences often mark criticalmoments of identity formation. Lakin found that students’ definitions of engineering -whether focused on altruism or technical rigor - were linked to whether they sawthemselves as “already doing engineering,” a belief strongly tied to professional identitydevelopment [2].Allie describes engineering learning as acquiring a discursive identity throughcommunity participation. [4]. What students say about their goals can reveal

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

theability to navigate real-world, open-ended problems using both technical knowledge and creativethinking. National initiatives such as the National Academy of Engineering’s Grand Challenges[1] and the ABET student outcomes [2] highlight the need for innovation, teamwork, and theapplication of knowledge in unfamiliar contexts. Meeting these expectations requires intentionalintegration of problem-based learning [3, 4] and opportunities for creative exploration,particularly in the early stages of the engineering curriculum [5].The FIRST organization is a global robotics community that promotes STEM education byhelping students build technical skills, confidence, and resilience. In the FIRST LEGO Leagueprogram (FLL), students work in teams to build

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

challenges stemming from interpersonalconflict with teammates, most often related to disengagement of a team member [1]. Studies ondisengagement often use the term social loafing, defined in psychology as the tendency of anindividual to exert less effort when working in a group than they would working individually [1],[2]. Some have suggested that social loafing may be discouraged by using peer evaluations toindividuate student performance on a team [3], like the widely used Comprehensive Assessmentof Team Member Effectiveness (CATME) Peer Evaluation Survey [4], [5]. We use the termengagement-related team conflict to refer to problems reported as the disengagement of a teammember [6]. Monitoring, diagnosis, and interventions to mitigate such

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Lisa Lampe, University of Virginia; David R. Gutierrez, University of Virginia; Esther Tian, University of Virginia; Shaylin Williams, University of Virginia

Tagged Topics

Diversity, FYEE 2025

belonging is complex and no one factor can explain orpredict belonging. These initial findings will inform future studies and provide valuablepreliminary insights for first-year engineering programs interested in enhancing the experiencesand academic outcomes of their students from a belonging perspective.IntroductionMost undergraduate engineering students are in the late stages of adolescence and makingimportant discoveries and decisions about their interests, identities, and goals [1]. Socialization,both in college and pre-college, shapes students’ sense of belonging (SoB) [2]. Students searchfor spaces where they feel belonging, and this search drives choices that shape theirundergraduate careers. Belonging is a fundamental need, driving

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

overview of their program,including curriculum structure, research strengths, career pathways, and real-world applications.Although a common presentation template is shared to promote consistency, departments vary inhow they deliver their sessions, often emphasizing different aspects of their field.Despite the structured nature of the seminar, limited research has evaluated its effectiveness inhelping students make informed choices about their major. Published studies highlight the valueof early exposure to disciplinary information and structured advising in supporting decision-making and retention in STEM fields [1, 2]. Additional work emphasizes the need for programsto align with student values—particularly regarding real-world relevance, ethics

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Aleia Frye, University of Pittsburgh; Scott Streiner, University of Pittsburgh

Tagged Topics

Diversity, FYEE 2025

ethical skills to make decisions that affect the overall welfareof the public [1]. Historically, ethics education has not been implemented into engineeringcurriculum, but recently, there has been a greater emphasis on including ethics education intostandard engineering curriculum [2]. Many argue that engineers need to not only have the skillsto handle technological issues, but also humanistic and social issues as well. While some formsof engineering ethics education have already been implemented, there have been some systemicbarriers, such as disengagement in course material, that cause ethics education to be superficiallyeffective [2]. This brings into question whether ethics education truly improves a student’s moralintuitions, and how ethics

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

our approach contributed to improved student performance in the course andincreased confidence in programming. Nonetheless, further work is needed to refine linguisticsupport strategies and enhance comprehension of complex programming tasks.IntroductionLearning to code for the first time is accompanied by significant barriers. Novice programmersoften face challenges with forming mental models of key programming concepts and logicalreasoning processes [1]. On top of these challenges, non-native English speakers face uniquedifficulties when learning computer programming [2] and are more likely to fail or underperformin programming courses [3-4]. An analysis of more than 800 survey responses by programmersfrom 86 countries and 74 native

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

success during the project lifecycle.Research across disciplines supports the value of timely, formative feedback and real-timeengagement monitoring. Nicol and Macfarlane-Dick [1] emphasize that feedback is mosteffective when it is actionable and aligned with student learning goals, allowing learners to self-regulate and adjust their strategies early in the process. In the context of active learning, Freemanet al. [2] demonstrated that classroom environments that emphasize engagement and iterationresult in significantly improved performance and reduced failure rates in STEM disciplines.Similarly, Papamitsiou and Economides [3] reviewed dozens of empirical studies and found thatlearning analytics, the process of collecting, analyzing, and

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

ways. This can be done using network analysis, a paradigm that specifies andmeasures the structure and content of relationships. We report on the results of an ecologicalnetwork reflection activity that instructors and student service professionals can use to help first-year engineering students reflect on and develop a support network while simultaneouslyassessing students’ network structures in order to provide subsequent supportive interventions.Models focused on retention within engineering programs often stem from Tinto’s model ofstudent departure, which describes how students’ academic and social membership in theinstitution support students’ success [1]. For first-year engineering students, social adaptation tocollege life and academic

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Full Paper: Paying it Forward: How Current Students Advised Future Students in an Engineering Design CourseIntroductionThis Full Paper shares our method and results for exploring feedback from students about theirlearning experience in a foundational, project-based engineering design course Students wereprompted to provide advice to future students with strategies for academic success. Theirresponses provided the data for this study.Instructors in engineering and other STEM-based courses eagerly advise their students abouthow to successfully meet or exceed the expectations of a course [1], but students may notnecessarily heed their recommendations [2]. However, students may be more likely to listen tosimilar advice

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

Full Paper: The impact of the ACCESS program on recruiting cybersecurity students and fostering their academic success and career prospects1. IntroductionCybersecurity is crucial in protecting individuals, businesses, and critical infrastructure frommalicious cyberattacks that can lead to severe financial losses and operational disruptions.Securing key sectors such as healthcare, energy, and government systems is essential for nationalsecurity. However, a global shortage of qualified cybersecurity professionals persists, withnearly 500,000 job openings in the U.S. [1]. As reliance on technology grows and cyber threatsbecome more complex, the demand for skilled cybersecurity professionals is

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

Full Paper: What are we Teaching First-Year Engineering Students? A Qualitative Analysis of Introductory Engineering Course SyllabiKeywords: Learning Objectives; Learning Outcomes; Syllabus; First-Year EngineeringAbstractAn introductory engineering course can have positive and lasting impacts on students’ attitudesand skills [1]. However, introductory engineering courses vary widely. Reid et al. [2] developeda taxonomy for mapping the terrain of introductory engineering courses which specifies themany topics that could be included in such a course. Our exploratory study extends this workwith the goal of moving from what could be included towards what is included. Specifically