Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Joseph A Lyon, University of Notre Dame; Andrew Charles Bartolini, University of Notre Dame

Tagged Topics

FYEE 2025

previousexperiences).Next, we had to decide how to structure the accelerated version of the course, and what we weregoing to do with all of the extra class sessions? The literature has indicated that one of the bestways to learn computer programming in engineering education is to learn it within disciplinarycontexts [4], [5]. Thus, the extra class periods were used to connect the dots between thecomputer programming they were learning and how it was used over the next three years acrossdifferent engineering disciplines. This led to us calling the more rapid version of the courseApplications of Engineering Computing. Figure 1 below provides a high-level overview of thestructure of the two courses, highlighting their differences and similarities. Figure 1

Conference Session

WORKSHOP III: Activity Centric Learning and Teaching with MATLAB - Module 1

Collection

FYEE 2025 Conference

Authors

Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

-time program for third, fourth and fifth graders to introduce them to renewable energy. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Workshop: Activity Centric Learning and Teaching with MATLAB Module 1This Workshop Proposal shares the author’s intent to engage participants in the first module of fivefrom the Activity Centric pedagogy developed for a first-year Computer Programming forEngineers class and designed to build Excel, math, and programming skills through purely activelearning [1,2,3]. The author has been working with MathWorks® to create self-paced Live Scriptsfor teaching the MATLAB portion of the curriculum. Prior work has shown that

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Patrick Thornton, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

FYEE 2025

Tutorial (Pre-lab activity) ● Complete the MATLAB Onramp online tutorial [6, 8]. ● Learn the basics of MATLAB syntax, functions, variables, and plotting. ● Gain foundational programming experience to prepare for robotic arm simulation and control tasks.Week 1: Connection and Basic Movement of the Arm (1 lab period) ● Establish communication between MATLAB and the Kinova Gen3 robotic arm [9]. ● Execute basic control commands to manipulate the arm using both Cartesian and angular movement modes. ● Control individual joint positions and operate the gripper (open/close).Week 2: Tracking Pre-Computed Trajectories (1 lab period) ● Use simulation templates to model arm trajectories within Simulink [10]. ● Modify templates to

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

Work in Progress: Bridging Academics and Community: The Impact ofLiving-Learning Programs on Community, Inclusion, and Academic SuccessIntroductionResearch has shown that a lack of community and representation negatively impacts retentionrates for groups who are underrepresented in engineering (Fouad et al., 2017). Living-learningprograms directly respond to these challenges by providing students with a supportive academicand social environment, which has been shown to improve retention and persistence inengineering. At the University of Maryland, two engineering living-learning programs (LLPs)have been designed to overcome these challenges. Flexus provides a supportive community forfirst and second-year engineering students who

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

course. In Phase 1, which isapproximately 9 weeks long, students apply the concepts learned in ID3EA I while learning thebasics of computer programming in MATLAB. This phase focuses on understanding howstudents can use computer programming as a tool for collecting, processing, analyzing, andunderstanding data. Assigned programming problems use examples from each engineeringdiscipline to reinforce the utility of computer programming across disciplines.Phase 2 of the course contains a 6-week design project that requires students to apply computerprogramming methods and work in a team to design an experiment to test a model that aids insolving an engineering problem. The final deliverable for this project is a team presentation,where students

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

Paper ID #49765Full Paper: Improving Educational Equity and Outcomes in a First-YearEngineering Programming Course through a Content and Language IntegratedApproachDr. Saloome Motavas, University of British Columbia, Vancouver Dr. Motavas is a lecturer at the University of British Columbia, teaching in the Department of Electrical and Computer Engineering and Vantage College.Fatimah Mahmood, University of British Columbia, Vancouver Fatimah Mahmood is an Associate Director - Curriculum Development in the Department of Lifelong Learning at Simon Fraser University. Previously, she was an English for Academic Purposes (EAP

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Evelyn Walters, Temple University; Laura Riggio, Temple University; Cory Budischak, Temple University

Tagged Topics

FYEE 2025

the Scholarship of Teaching and Learning, vol. 22, no. 2, Jun. 2022, doi: 10.14434/josotl.v22i2.31308.[5] L. B. Nilson, Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time, 1st ed. Stylus Publishing, LLC, 2014.[6] E. L. Hackerson et al., “Alternative grading practices in undergraduate STEM education: a scoping review,” Dec. 01, 2024, Springer. doi: 10.1186/s43031-024-00106-8.[7] P. Dillenbourg, Collaborative learning: Cognitive and computational approaches. Elsevier Science, 1999.[8] M. Menekse and M. T. H. Chi, “The role of collaborative interactions versus individual construction on students’ learning of engineering concepts,” European Journal of Engineering Education

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

: Springer New York, 2013, pp. 293–308. doi: 10.1007/978-1-4419-5546-3_20[5] A. F. Wise and D. W. Shaffer, “Why Theory Matters More than Ever in the Age of Big Data”, LearningAnalytics, vol. 2, no. 2, pp. 5-13, Dec. 2015.[6] T. Sitzmann, “A Meta‐Analytic Examination of The Instructional Effectiveness of Computer‐Based SimulationGames,” Personnel Psychology, vol. 64, no. 2, pp. 489–528, Jun. 2011, doi: 10.1111/j.1744-6570.2011.01190.x.[7] E. Bosch, E. Seifried, and B. Spinath, “What successful students do: Evidence-based learning activities matterfor students’ performance in higher education beyond prior knowledge, motivation, and prior achievement,”Learning and Individual Differences, vol. 91, pp. 102056, Oct. 2021, doi: 10.1016/j.lindif.2021.102056

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Rui Li, New York University

Tagged Topics

FYEE 2025

vectors from document embeddings to representeach expert’s domain knowledge, enabling automatic categorization of queries. This methodeliminates the need for manually crafted utterances, instead deriving semantic understandingdirectly from the experts’ knowledge bases. The system enables multiple simultaneous users ina group chat environment, facilitating collaborative learning within student project teams andproject information sharing. It also maintains conversation history to provide contextuallyrelevant responses and builds user profiles to deliver personalized assistance. Security featuresinclude single sign-on authentication, VPN access requirements, and deployment on aKubernetes cluster within the network.This research contributes to

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Laura Albrant, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

Cognitive and Learning Sciences at Michigan Technological University. He has worked extensively in the field of educational software development. His research interests include intelligent learning environments, computer science education, and Artificial IntelligenceDr. Lynn A. Albers, Hofstra University Dr. Lynn Albers is an Assistant Professor in Mechanical Engineering of the Fred DeMatteis School of Engineering and Applied Science at Hofstra University. Her previous academic contribution was as one of the founding five faculty/staff at Campbell University, helping the newly formed School of Engineering grow and establish roots in the community. A proponent of Hands-On Activities in the classroom and during out-of

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

course development of a two-course sequence for first-year students centered on hands-on projects, MATLAB programming, 3D modeling, and collaborative problem solving. Her teaching is grounded in active learning strategies, with a focus on fostering student engagement, professional development, and a strong sense of community within engineering.Dr. Philip Reid Brown, Rutgers, The State University of New Jersey Philip Brown is an Associate Teaching Professor in Undergraduate Education at Rutgers School of Engineering. He has a PhD in Engineering Education from Virginia Tech. He teaches, coordinates and develops curricula focused on engineering design, computer programming and data literacy. He also co-coordinates

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

David Kriesberg, University of Maryland College Park; Evan Hutzell, University of Maryland College Park; Richard Blanton, University of Maryland College Park

Tagged Topics

FYEE 2025

Paper ID #49828WIP: Building Supportive Campus Communities Through the MakerSpaceInitiativeMr. David Kriesberg, University of Maryland College Park David Kriesberg is a Mechanical Engineer and educator with a Master’s degree in Mechanical Engineering from the University of Maryland. He currently serves as the Instructional Fabrication Lab Manager for Terrapin Works at UMD, where he oversees hands-on engineering education and supports student innovation through advanced fabrication resources. In addition to his managerial role, David teaches ENES100: Introduction to Engineering Design and ENME272: Introduction to Computer-Aided

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

computer systems analyst at the U.S. Department of Energy, where she managed technical projects and collaborated with engineering teams to support energy research. With over 30 years of experience in higher education, Dr. Hensel has taught courses in mathematics, statistics, computer science, engineering, and engineering technology. She has secured more than $6.5 million in funding to advance STEM education research, led major program development initiatives, and held multiple administrative leadership positions. Her contributions have been recognized through numerous awards for excellence in teaching, advising, research, and service.Dr. Atheer Almasri, West Virginia University Dr. Almasri is currently a teaching

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

scaffolding to assist students in developing mature learning skills based inmetacognitive strategies. There is room on the back of the quiz paper to add some reflectivequestions, and the instructors are in the process of shaping that scaffolding for the 2025-26 year.References[1] P. Black and D. Wiliam, “Assessment and Classroom Learning,” Assessment in Education: Principles, Policy & Practice, vol 5, pp. 7-74, 1998.[2] F. Molin, C. Haelermans, S. Cabus, and W. Groot, “The Effect of Feedback on Metacognition – A Randomized Experiment Using Polling Technology,” Computers & Education, vol 152, Article 103885. https://doi.org/10.1016/j.compedu.2020.103885.[3] S. Y. McGuire, Teach Students How to Learn. New York, NY: Routledge, 2015.[4] P

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

Paper ID #49821Workshop: First-Year Engineering Forums: Planning & Organizing Idea-SharingSessions with Program Stakeholders to Increase Collaboration and MutuallyBeneficial RelationshipsDr. Cassie Wallwey, Virginia Polytechnic Institute and State University Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests center on student-centered and inclusive learning practices and principles including student engagement in learning, feedback and assessment, self-regulation of learning, and student motivation. Cassie got her PhD in Engineering

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

, machineshop, faculty offices, computer labs, career services, study lounges, and group workspaces. Thelist of locations was curated with input from faculty and current students, drawing on theirinsights about valuable resources and favorite campus spots. To complete each challenge, teamscaptured creative photos to document their visits. Each photo had to include all but one teammember, the photographer, who rotated between tasks. Teams were encouraged to complete asmany prompts as possible within the lab time, with visits to three specific challenges designatedas mandatory. Each completed challenge earned one point, with additional bonus points awardedfor humor, creativity, and team spirit displayed in the photos. Points were tallied and a winnerwas

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

Paper ID #49832WIP: Exploring An Effective Mentorship Structure for Student Success inHigher EducationDr. Olukemi O. Akintewe, University of South Florida Dr. Olukemi Akintewe is an Associate Professor of Instruction at the University of South Florida, Medical Engineering Department. Also, she is the Director of the First-Year Engineering Experiential Learning. Her research focuses on Engineering Education, Mentorship, Best Practices for Teaching and Learning, Active Learning, 3D Printing, Robotics, and Student Engagement. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27WIP: Exploring

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

in high school, thereis a disconnect between college and high school curricula. Some of the reasons for low enrollment orretention in engineering programs include a lack of curriculum alignment and differences in studentexpectations for learning concepts and applying them to real-world problems. Students find it challengingto connect mathematical models and scientific principles to real-world engineering problems.Activities such as summer camps and weekend/weeklong enrichment programs are being envisioned toenhance student learning outside the classroom. These activities provide a platform to help stimulatestudents’ interest in STEM fields and get the students and their parents engaged for prospective collegeadmission. At the regional campus

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

GIFTS: S.W.O.T. Analysis: Who AM I?This Great Ideas for Teaching and Talking with Students (GIFTS) paper shares the implementationof an adapted S.W.O.T. Analysis that prepares students for the “Who AM I?” writing assignment ina first-year course, ENGG 010 - Computer Programming for Engineers. It is one of two academicidentity activities that have been incorporated into the newly designed, activity centric course [1, 2,3]. The in-class activity takes between 15-30 minutes depending on the number of students, theirwillingness to participate, and the length of discussion. It can be incorporated into the curriculumat any time. The author includes the activity around week five of a 16-week semester.S.W.O.T

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

given by former students [3], as students will tend to place more value onfeedback from peers who have gone through the same experience [4].Advice from students to students can be considered as a form of peer learning or collaborativelearning [5], even though the advising students might not have direct contact with their recipients[6]. Such “collaboration” exists in the form of a common experience divided by time. Motivatedby these perspectives from prior work, we gave our students an opportunity to engage in a“lessons learned” type of activity to tell future students what worked for them.Seeking and sharing advice from students about learning experiences and success in a college-level course have been previously reported for content-based

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

Top 3 goal codes (average score) 0 ● Aerospace (AE) ● Ambition (67.5%) ● Electrical (EE) ● Impact (50.8%) ● Special Interest (38.1%) 1 ● Computer Engineering (CPE) ● Ambition (70.1%) ● Computer Science (CS) ● Learn (36.1%) ● Happiness (31.8%) 2 ● Chemical (CHE) ● Ambition (82.9%) ● Mechanical (ME) ● Impact (38.2

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

Kafer, G. “The roles of mentoring and motivation in student teaching assistant interactions and in improving experience in first-year biology laboratory classes.” J. of Coll. Sci. Teaching, vol. 44 no. 4, pp. 88-98, 2015. https://www.jstor.org/stable/43631870[3]​ Riese, E. and Kann, V. “Training teaching assistants by offering an introductory course.” Special Interest Group on Computer Science Education, 2022.[4]​ Ujir, H. Salleh, S.F. Marzuki, A.S.W., Hashim, H. F. and Alia, A.A. “Teaching workload in 21st century higher education learning setting.” Int. J. of Eval. and Research in Ed., vol. 9, no. 1, pp. 221-227, 2020. DOI:10.11591/ijere.v9i1.20419[5]​ Fong, C. J., Gilmore, J., Pinder-Grover, T., and

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

, and societalimpact [3, 4].Relevant theoretical perspectives further inform this study. Engineering education researchunderscores that early exposure to disciplinary pathways, clear connections to real-worldapplications, and alignment with developing interests are essential for persistence and motivation[1–3]. Lichtenstein et al. [2] observed that students’ decisions are shaped by the perceived fitbetween their values and engineering work, while Jamieson and Lohmann [3] argue thatfostering a culture of relevance strengthens engagement. Felder and Brent [1] highlight theimportance of recognizing diverse learning styles and adopting inclusive instructional practicesin foundational courses. In parallel, student development theory emphasizes 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

space forstudents to explore their identities, build self-belief, and commit to career and life goals, furtherenhancing retention [18]. Many ACCESS activities that support recruitment and retention alsohelp first-year students explore, grow interest in, and become excited about cybersecurity.Targeted seminars explaining the cybersecurity field and the benefits of ACCESS, professionaland technical seminars open to all students, and natural mentoring among peers in studentorganizations and competitions, all help first-year students learn about the cybersecurity majorand career options and become inspired to pursue them early in their college journey.The impact of ACCESS activities on scholars’ academic success and career prospects wasinvestigated

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

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 & 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-College Engineering Education Division, a division