Collection

2025 ASEE -GSW Annual Conference

Authors

Surupa Shaw, Texas A&M University; Randy Brooks, Texas A&M University

examines industry alignment, emphasizing how curricula canbe designed to reflect the evolving needs of employers, ensuring graduates are adaptable andcapable of interdisciplinary collaboration. By addressing these focus areas—curriculum design,problem-based learning, assessment methods, and industry alignment—this paper aims to present Proceedings of the 2025 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington, Arlington, TX Copyright 2025, American Society for Engineering Educationa comprehensive framework for curriculum enhancement. This approach ensures that engineeringstudents not only master technical concepts but also develop the professional

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patrick Tunno; Robert J. Rabb P.E., The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

as “global awareness, global understanding, and theability to effectively apply intercultural knowledge [4].”In the context of engineering education, it is crucial to recognize the role of academic programsin cultivating leadership skills that go beyond technical expertise. The importance of globalleadership competencies in engineering education has been increasingly recognized in literature,reflecting the growing need for engineers to operate effectively in multicultural and internationalenvironments. Studies emphasized the necessity of integrating global competencies intoengineering curricula to better prepare students for the complex challenges of a globalizedworkforce. Taylor and Green highlighted the significant role that student

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemimmah Namodi, Iowa State University of Science and Technology; Ann M Gansemer-Topf, Iowa State University ; Gül E. Kremer, University of Dayton; Qing Li; Shan Jiang, Iowa State University of Science and Technology

Tagged Divisions

Graduate Studies Division (GSD)

overlooked. This imbalancein STEM education can impact graduate students’ preparedness for various career paths in bothacademia and industry. GAPS course design combines active learning and inductive teachingmethods, enabling students to apply professional skills directly to their thesis research throughcommunity-based experiential learning. In-class discussions, online forums, and peer feedbackalso facilitate collaborative problem-solving and reflective engagement.In this study, GAPS was used to evaluate the effectiveness of these pedagogical approaches. Thestudy aimed to understand how these strategies lead to the development of essential professionalskills among STEM graduate students by examining the incorporation of active learning andinductive

Conference Session

AI, Technology, and Data-Driven Learning in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Christian, Georgia Institute of Technology; Ophelia Anais Winslett, Georgia Institute of Technology; Alpa Gautam, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology

Tagged Divisions

Biomedical Engineering Division (BED)

as reflecting the challenges forbiomedical engineers, or any engineers, that begin before and end well after the use of any particular AI or MLalgorithm or approach. The critical role of data in such work is well established and represents a necessaryperspective in preparing BMEs to lead technically competent and morally defensible AI/ML work [6], [7].Our data skills curriculum is actively evolving. We aim to increase student engagement in data skills-relatedlearning longitudinally. Many programs have created specific course(s), majors, or minors in data science[2],[8]. While adding a major or minor is effective for students who choose this type of coursework, we see abroader need to create a variety of opportunities that are tailored to the

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaofeng Wu, Georgia Institute of Technology; David Frost

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

group was given 15 minutes to create their own mind map with the centraltheme described as “STEAM careers related.” Importantly, the instruction did not specify theexact phrase “STEAM careers” but rather allowed participants to interpret the topic more freely.Interestingly, the groups independently selected slightly different central topic names: “Career inSTEAM,” “Pursuing a STEAM Career,” and “STEAM Career.” While the variation in namingwas minimal, the emphasis reflected in their mind maps differed significantly, as will bediscussed later in the results section. The mind-mapping exercise was conducted with minimalsupervision and teaching intervention. Guidance was provided only in response to logisticalquestions, such as “Can I draw a

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bernadette Sibuma, Massachusetts Bay Community College; Jayne Ryczkowski, Massachusetts Bay Community College; Meredith Watts

Tagged Topics

NSF Grantees Poster Session

academic year that followed. Each week of the institute included 9 hours of livemeetings over videoconferencing, during which nationally recognized speakers facilitatedsessions on culturally responsive teaching, intersectionality, and students of color experiences inSTEM. As well, participants completed reflections, discussions and readings outside of the livevideo meetings on their own utilizing the institution’s learning management system.Our research questions were: Does participation impact faculty beliefs and self-efficacy in usingsuch practices? Do students who take classes with faculty trained in culturally responsive andinclusive practices show higher levels of academic achievement in STEM?MethodsParticipantsParticipants were recruited via

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Angela Minichiello PE, Utah State University; Eric Jankowski, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby; Jelena Pokimica, Boise State University

Tagged Topics

Diversity, NSF Grantees Poster Session

narrative psychology.Major Project Goals: This project aims to enhance the professional identity, sense of belonging,and retention of STEM graduate students through an innovative storytelling pedagogy. Byfostering reflective and personal storytelling practices, the initiative addresses three corehypotheses. First, it posits that storytelling will improve students' self-perception, including theirprofessional identity and sense of belonging, while reducing feelings of impostorism. Second,the project hypothesizes that participating in storytelling workshops and performances willreinforce graduate student retention and facilitate their transition into STEM careers. Finally, itaims to challenge stereotypes about individuals pursuing STEM careers

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo; Nina J. Truch

Tagged Topics

Diversity, NSF Grantees Poster Session

reflective process. Significant work this past year includes department-driven callsaround supporting (new) faculty in their success, engagement, sense of belonging, and any otherway (new) faculty might define their experiences in the CPE department. Faculty identified threekey areas to be attentive to: onboarding (from informational to creating the conditions fortransformation), mentoring, and community through facilitated dialogue sessions. We initiatedresearch strands on the student experience and equitable teaching practices in our department.This paper and accompanying poster highlights key aspects of our work during the past year.IntroductionPart of our work to transform our department into one that is equitable and just involveddeveloping a

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine McGough Spence, Minnesota State University, Mankato; Neeko Bochkarev, Minnesota State University, Mankato; Justine Chasmar, Minnesota State University, Mankato; Michelle Soledad, Virginia Polytechnic Institute and State University; Luke John Nyberg

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, U.S. Air Force Academy; Ryan Carr, U.S. Air Force Academy; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics Division (MECHS)

disciplines, including engineering, where traditional assessment methods often focusheavily on quantitative metrics such as exams and problem sets.In engineering education, portfolios have been employed to assess a variety of skills andoutcomes that are not easily captured through conventional means. For example, portfolios areused to evaluate students' design capabilities, teamwork experiences, and communication skills,core competencies emphasized in ABET accreditation criteria [3]. Portfolios provide a structuredplatform for students to document their iterative design processes, reflect on their decision-making, and align their learning artifacts with specific course or program outcomes [4].Furthermore, the reflective component of portfolios has

Conference Session

First-Year Programs Division (FPD) Technical Session 11: Shaping Engineers - Competency, Creativity, and Iteration in the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mehek Kunal Vora, Tufts University; Ethan E Danahy, Tufts University

Tagged Divisions

First-Year Programs Division (FPD)

background and experience prior to the course, spanning from lowexperience, reflecting minimal exposure to programming and robotics, to high experience,indicating strong foundational knowledge and confidence in these areas from beforehand.From these axes, four distinct categories of learners emerged: Self Reliant, Pioneering,Overwhelmed and Engaged learner. The first category, Self-Reliant Learners, includes studentswith high prior technical experience but low willingness to engage with AI. These students aredescribed as autonomous and confident in their coding and robotic abilities, preferring to rely ontheir own skills rather than embracing generative AI as a resource. This category refers tostudents who prefer to use the chatbots sparingly

Conference Session

Equity, Identity, and Pedagogy in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

PCK to investigate connectionsbetween teacher backgrounds, personal PCK (pPCK), the personalized professional knowledgeheld by teachers, and enacted PCK (ePCK), the knowledge teachers draw on to engage inpedagogical reasoning while planning, teaching, and reflecting on their practice. Observation,interview, and survey data were triangulated to develop narrative case summaries describingeach teacher’s PCK, which were then subjected to cross-case analysis to identify patterns andthemes across teachers.Findings describe how teachers’ backgrounds translated into diverse forms of pPCK thatinformed the pedagogical moves and decisions teachers made as they implemented thecurriculum (ePCK). Regardless of the previous subject taught (math, science, or

Conference Session

First-Year Programs Division (FPD) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford P.E., Lafayette College; Angela R Bielefeldt, University of Colorado Boulder; Rhonda K Young P.E., Gonzaga University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

end of the term. These concept maps wereanalyzed using standard metrics of depth and connectivity, and they were compared using anevaluation rubric to identify the types of concepts that were expected to be included, based ondefinitions of equitable infrastructure that are commonly endorsed by professionals.The paper offers insights into the efficacy of different approaches to integrating equitableinfrastructure concepts into first-year courses, reflections on student outcomes, and suggestionsfor faculty to effectively and efficiently introduce students to these topics. Our goal in sharingthis work is to inspire discussion within the engineering community about how faculty anddepartments across the U.S. can address equity and infrastructure

Conference Session

Design in Engineering Education Division (DEED) - Emerging and Sustainable Design Practices

Collection

2025 ASEE Annual Conference & Exposition

Authors

Russell K. Marzette Jr., The Ohio State University; Bhavana Kotla, The Ohio State University; Cal King, The Ohio State University

Tagged Divisions

Design in Engineering Education Division (DEED)

EnvironmentAbstractHackathons have emerged as a beneficial platform for fostering innovation and practicalproblem-solving skills among students. These events encourage participants to prototypesolutions to complex problems rapidly and promote personal and professional growth. As onepart of a grant effort, it was proposed to study how students reflect upon, articulate, and exhibitthe entrepreneurial mindset (EM) in their hackathon-based problem-solving approaches. Asdefined here, the entrepreneurial mindset is based on the KEEN framework. The KEENframework consists of the 3Cs: Curiosity, Connections, and Creating Value. The Curiosityconstruct encourages learners to explore different perspectives and question the norm. TheConnections construct emphasizes integrating

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chelsea Joy Andrews, Tufts University; Jessica Watkins, Vanderbilt University; Kristen B Wendell, Tufts University; Rae Woodcock; Shannon Jean Keaveney Rausch, Tufts University; Vera Gor, Tufts University; Naina Sood Fox, Tufts University; Rachel Bandi; Molly Malinowski

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

reported on the influence of Design Talks on participating teachers.This paper reports on a qualitative study focused on teacher reflections and perceptions of theirexperiences facilitating Design Talks in their classrooms. Specifically, we ask: How doelementary teachers perceive the benefits of intentionally facilitated whole-class conversationsduring engineering design units? Study participants were the six classroom teachers in ourDesign Talks community of practice.Background and Conceptual FrameworkWhole-class talk in science and math. By using “Design Talks” as a catchphrase, we havehoped (1) to emphasize the importance of discussion in the learning of engineering, and (2) toexplicitly align with seminal work on “science talks” (Gallas, 1995

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Atota Halkiyo, Florida International University; Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

insights from a semester-long collaborativeclassroom ethnography that embedded in three engineering faculty classrooms and allowed forexploration of what worked to help them learn. The study draws on a broader project with multiple data sources including an embeddedclassroom ethnography, student survey responses, faculty weekly reflective meetings, andfaculty pre-post interviews; we used the project as an intervention to guide engineering faculty intransforming their pedagogy and creating racially-equitable learning environments.Theoretically, we draw on a few conceptual frameworks, including good pedagogy (e.g.,Ladson-Billing's 1995 "good teaching"), learner-oriented pedagogies, equity pedagogy, andpragmatism. Our three faculty

Conference Session

First-Year Programs Division (FPD) Technical Session 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lance Leon Allen White, Texas A&M University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

First-Year Programs Division (FPD)

. Preliminary results reveal aspectrum of understanding, ranging from predominately narrow task-oriented views to lesscommon broader evaluative and reflective approaches. The findings underscore the necessity ofintegrating explicit critical thinking instruction into engineering curricula to addressmisconceptions and strengthen this vital competency. This study aims to inform engineeringeducators and administrators of where first-year students are starting with this understandingwith the intention to illicit strategies for improvement and contributions to the development ofpedagogy to educate engineers who can navigate complex societal and technical challenges.IntroductionThis complete research paper discusses critical thinking in the context of first

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

baked into AI systems, disproportionatelyharming marginalized communities [8]. For instance, facial recognition algorithms have beenshown to perform poorly on individuals with darker skin tones, a failure directly tied to the lackof diversity in the datasets used to train these systems. Buolamwini highlights how theseshortcomings are not merely technical errors but reflections of broader societal inequities.AI, when developed without intentional consideration of equity, codifies historical patterns ofdiscrimination into digital systems. These harms are further exacerbated by the privilegedpositionality of AI designers, who frequently prioritize technical capabilities over societalconsequences. As a result, AI systems often serve the needs of

Conference Session

Advancing Educational Technologies: VR, AR & Simulation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gimantha N Perera, University of Arizona; Karen B Chen, North Carolina State University at Raleigh; Laura Bottomley, North Carolina State University at Raleigh; Robert Kulasingam; Emily H Fang, North Carolina State University at Raleigh; Julie Ivy, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IED)

occursthrough direct experience, which Kolb (2001) describes as a four-stage, cyclical process (Kolb et al.,2001). These stages consist of (1) concrete experience, (2) reflective observation, (3) abstractconceptualization, and (4) active experimentation (Kolb et al., 2001). Many existing educational ARapplications incorporate elements of experiential learning theory because the technology can facilitatemeaningful interaction with rich, personalized environments (Goff et al., 2018; Mystakidis et al., 2022).Furthermore, AR is becoming an increasingly promising tool as educators turn to technology andmultimedia as a means of promoting conceptual change (Magana et al., 2022; Ozkan & Selcuk, 2015).Informed by the assertions of experiential learning

Conference Session

Sustainability & Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Doyle, Santa Clara University

Tagged Divisions

Civil Engineering Division (CIVIL)

begin to apply the coding skills to an area of interest that some students understandthe relevance. To meet the needs of the civil engineering workforce, improving computerprogramming skills is essential. To accomplish this, as well as meet the needs of an increasinglydiverse student population, an innovative approach is needed in teaching computer programmingskills to civil engineering students. Service-learning and situated learning provide the frameworkfor a new project in a Computer Methods for Civil Engineering course.Service learning is a type of experiential learning that combines community service withclassroom learning, including preparation and reflection [3]. Service learning in engineeringenhances disciplinary knowledge [4], [5], [6

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua L. Hertz, Northeastern University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

department’s recentlyapproved mission statement obligates themselves to “educate human-centered engineers anddiscover new knowledge in service of the common good” [2]. In addition, the program’seducational objectives include supporting their graduates’ ability to be “discerning about the roleof engineering in society and critically reflect on their contributions to society professionally andpersonally” [2]. There are several aspects of Boston College's Human Centered Engineering program that arefoundationally new or at least notably uncommon: • centering an entire undergraduate program on the concept of human centered engineering; • embracing practices of reflection; • purposefully integrating much of the curriculum across

Conference Session

Track 5: Technical Session 3: Enhancing Diversity and Inclusion for First-Generation Students: A First Year Seminar Course Approach

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

: CRITICAL THINKING, TIME MANAGEMENT, EFFECTIVE COMMUNICATION.Skill-Building Workshops: A CloserLook• Icebreaker: Introductions and goal sharing to build community.• Critical Thinking: Activities on questioning assumptions and evaluating evidence.• Time Management: Strategies for prioritization, goal setting, and scheduling.• Effective Communication: Role-playing exercises for clear messaging and active listening.• Reflection: Sharing takeaways and planning for skill application.Fostering a Sense of Belonging• Sharing experiences and challenges in a supportive environment.• "Cultural Exchange" activity

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Rohde, Georgia Institute of Technology; Emily Grace Weigel, Georgia Institute of Technology

Tagged Divisions

Graduate Studies Division (GSD)

2024 (five total terms, including summers).In this time frame, this course attracted an average of 12 students per term from the Colleges ofEngineering (n=37), Computing (n=1), Design (n=4), Liberal arts (n=9) and Sciences (n=17)from across the institute who wish to develop their teaching skills. The total number of studentsfrom colleges outside of engineering was 31 (hereafter, collectively the “non-engineering”group). This course can audited or taken for a grade (letter grade or pass/fail), at the students’discretion, and is evaluated based on completion of required observations, submission of lessonplans, and required written reflection assignments.This course serves as a structured opportunity to gain hands-on teaching experience

Collection

2025 PNW Section Annual Meeting

Authors

Yuliana Flores; Jennifer A. Turns

engagement can maintain authenticity while navigating researcher positionality.Through autoethnographic methods, this study documents the conception and development of a10-week usability testing curriculum. Data sources include emails, memory traces, andconversation notes with the high school teacher. The analysis focuses on four themes: theproject's origins from personal experience, negotiations with the teacher, building a teachingteam, and the evolution from pure outreach to incorporating research reflection. Findings revealkey insights about authentic community engagement: (1) beginning with genuine curiosity ratherthan research objectives allowed for greater responsiveness to stakeholder needs; (2) pre-existingcommunity connections facilitated

Conference Session

Materials Division (MATS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Erika La Plante, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Materials Division (MATS)

SetupThis work investigated four commercially-sourced petrographic thin sections. The students’assignment focused on ironstone[7], but the authors also evaluated three other petrographicslides: volcanic scoria, aeolian sandstone, and oolitic limestone. For reference, the fourpetrographic thin sections were purchased from Northern Geological Supplies Limited in August2024 for a total of £103, including international shipping to the United States. The samples wereimaged using Nikon Optiphot planar optical microscopes in the department’s undergraduateteaching laboratory. The microscopes are equipped for reflected and transmitted lightmicroscopy, with polarizers and Nomarski prisms available in reflection geometry. A low-cost,hand-held USB microscope

Collection

2025 Northeast Section Conference

Authors

Bala Maheswaran; Meghna Sridhar; Yiannis Levendis; Hameed Metghalchi

Northeastern UniversityAbstract environmental impact and potential for long-term sustainability [10].The "heliostat mindset" emphasizes the harnessing of solar energythrough heliostats—devices designed to track the sun and reflect itslight to specific targets, commonly utilized in concentrated solar Through the heliostat project, students are encouraged topower systems. This mindset is vital for engineering students as it think critically about the intersection of technology and thefosters sustainability awareness

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Adeel Khalid, Kennesaw State University; Sanjeev Adhikari, Kennesaw State University

Tagged Topics

Professional Papers

andunderstanding of their own teaching processes [3]. AI, especially in knowledge representation andelicitation, can significantly aid teachers’ metacognitive skills and professional development byenabling detailed, context-specific reflection and adaptive decision-making [3]. Researchers [4]investigate how generative AI, as an advanced innovative tool, can transform engineeringeducation by creating content, enhancing personalized learning, and updating curricula efficiently.Yelamathi et al. (2024) [4] collected data through literature reviews and analysis of AI tools fromengineering fields. They found that generative AI can improve personalized learning andstreamline curriculum updates, enhancing education quality. However, their study [4

Conference Session

Engineering Leadership Development Division (LEAD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Calvin Hawks, University of Colorado Boulder

Tagged Divisions

Engineering Leadership Development Division (LEAD)

the University of From Engineering Colorado Boulder, explored "street-smarts--skills beyond the technical or theoretical knowledge- -by engaging directly with alumni working in engineering industries. They then reflected on the conversation in an assignment, which were used as the data for this

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nichole Ramirez, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Lucas Galey, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

introduce students to foundational engineeringmindsets. It emphasizes belonging through culture, the course, the engineering discipline, and theuniversity itself. This paper discusses the pedagogical approach, activities, assessment methods,and future evaluation plans, along with reflections from the instructor team andrecommendations for similar curriculum initiatives. Our institution is an open-access, research-intensive HSI on the US-Mexico border withapproximately 84% Hispanic students. Anyone with a high school diploma or GED who appliesto the university at the undergraduate level is accepted, creating opportunities for all while alsoposing unique challenges in the classroom. For instance, many of our students enter engineeringwith

Conference Session

First-Year Programs Division (FPD) Technical Session 11: Shaping Engineers - Competency, Creativity, and Iteration in the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cooper Vermeulen, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines & Technology

Tagged Divisions

First-Year Programs Division (FPD)

solutions through iterativetesting, and reflect on their experiences to deepen their understanding of the design process.The broader aim of this initiative is to prepare students for professional engineeringenvironments by instilling a mindset of systems thinking, adaptability and resilience. Bynavigating challenges such as structural instability, shifting weights, and wave dynamics,students develop problem-solving skills that extend beyond the classroom. This approach alignswith the growing emphasis on experiential learning in engineering education, which seeks tocombine theoretical knowledge with practical, hands-on experimentation.By integrating iterative design [2] and reflective learning [3], the “Will It Float?” designchallenge serves as a