Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Osman Sayginer, Temple University; Cory Budischak, Temple University

Tagged Topics

Diversity, FYEE 2025

Paper ID #49797GIFTS: AI2QTI:Automated Quiz Generation Using Generative AI and QTIfor Teaching Content Management SystemsDr. Osman Sayginer, Temple UniversityCory Budischak, Temple University Dr. Cory Budischak, Associate Dean for Undergraduate Studies in the College of Engineering at Temple University, strives to create a culture of evidence based teaching and co-curricular supports in the College of Engineering. A proponent of innovative teaching methods like flipped classroom problem based learning, alternative grading, and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support

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

, research specifically examining mentoring programs forminoritized engineering students remains limited [3], [19], [20]. There is a scarcity of literature addressingthe experiences of Black undergraduate engineering students who have participated in peer mentoringprograms, despite evidence suggesting that culturally responsive mentoring can significantly improveretention rates among underrepresented groups in STEM fields.First-year students often face challenges transitioning from high school to college, including adapting tonew learning strategies, managing time, and meeting increased academic demands [21]. Mentoring isrecognized as a high-impact practice that supports this transition by improving retention and graduationoutcomes [10]. This is

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

Paper ID #49791(GIFTS) Data Driven Design: A Two Course Sequence for First Year EngineersDr. 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 faculty development and peer-support groups based on pedagogical development and peer teaching observations. His research interests include student and faculty

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

received multiple federal, state, local, and foundation grants. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college, community college and university, as well as to prepare students for the rigors of STEM education, especially mathematics. He is also involved in various engineering education initiatives focusing on the integration of novel technologies into the engineering classroom, and excellence in instruction. His additional research interests include water, and wastewater treatment, stormwater management and pollution control, civil engineering

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

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

refined.For instructors interested in repeating this work, we suggest similar simple short-answerreflection questions. After collecting data, read through and code or organize the data. For asimilarly structured first-year engineering course, one may wish to start with our themes, butshould be open to others. Each program has its own context, history, and quirks. Taking thesethemes forward to the start of the next semester can help in offering students useful advice.Conclusions and RecommendationsThis paper describes a process for categorizing and examining peer advice for students in teamproject based first-year engineering design courses. This is useful both in helping studentsunderstand how to succeed in a course, and for instructors seeking

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

) instructor at Vantage College, University of British Columbia. Her research focuses on curriculum development, instructional design, and innovative assessment, with a commitment to equity, diversity, and inclusion. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Improving Educational Equity and Outcomes in a First-Year Engineering Programming Course through a Content and Language Integrated ApproachAbstractNon-native English speakers may encounter unique challenges when learning computerprogramming for the first time. It could be argued that these students must navigate thecomplexities of two foreign languages simultaneously. This work aimed to address

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

mentored students in ENES100: Introduction to Engineering Design, providing instruction in CAD, electronics, Arduino programming, manufacturing techniques, and project management. Matthew has completed several educational enrichment projects for ENES100 aimed at improving student learning and course outcomes. His research focuses on applying big data analytics to assess and enhance student success and creative teaching strategies in team-based engineering courses. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Tracking Testing Behavior to Predict Project Success in a First-Year Engineering Design CourseIntroductionThe increasing emphasis of hands-on

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Michael Galczynski; Matthew Patrick Paul, University of Maryland, College Park; Amy J. Karlsson, University of Maryland, College Park

Tagged Topics

FYEE 2025

fellow for one and a half years and as a graduate teaching assistant for one semester. In this role, he has led and mentored students in ENES100: Introduction to Engineering Design, providing instruction in CAD, electronics, Arduino programming, manufacturing techniques, and project management. Matthew has completed several educational enrichment projects for ENES100 aimed at improving student learning and course outcomes. His research focuses on applying big data analytics to assess and enhance student success and creative teaching strategies in team-based engineering courses.Amy J. Karlsson, University of Maryland, College Park Amy J. Karlsson is an associate professor in the Department of Chemical and Biomolecular

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

” engineering curriculum skills sets.There is literature that has documented the integration of EM and EML implementation withinvarious programs and universities using a variety of assessment tools and metrics. Scholarship inthese spaces have noted improvements to student learning / performance outcomes related toprofessional skills, customer-focused design, global awareness, and increases in studentsdemonstrating curiosity, connection-making, and value recognition and creation – to name a fewexamples [7]-[10]. The majority of EML curricular integration has happened in problem-solvingand design-focused spaces and courses, but this works seeks to better understand if introducingEML before problem-solving or engineering design focused lessons, activities

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

Paper ID #49785Workshop: Designing Active Learning Activities with Ethics in Mind, andBody (no matter if this is a fundamental principles class or an ethics-as-a-standalone class, or any class in-between)Dr. Nicole Farkas Mogul, University of Maryland, College Park Nicole Mogul is a professor of engineering ethics and Science, Technology and Society at the University of Maryland, College Park.Dr. David Tomblin, University of Maryland, College Park David is the director of the Science, Technology and Society program at the University of Maryland, College Park. He works with STEM majors on the ethical and social dimensions of

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

a student service professional. She is currently the Program Director of Academic and Student Services in the Department of Aerospace Engineering at the University of Maryland (UMD) where she oversees both the undergraduate and graduate programs. She has led efforts to expand research programs, peer mentoring, and curriculum innovations as well as the department’s key student support and advising programs. She earned her PhD from UMD’s Department of Counseling, Higher Education, and Special Education, her M.Ed in College Student Affairs from Pennsylvania State University, and her BA in history from the University of Wisconsin-Madison.Thaddeus Hill, Iowa State University of Science and Technology Thaddeus Hill is

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

conceptualization and formation of disciplinary identity in engineering students.Mrs. Alice Hyunna Noble, Virginia Polytechnic Institute and State University Alice Noble is an Academic and Career advisor within the Engineering Education Department in the College of Engineering at Virginia Tech. This program supports first-time in college students.Devin Erb, Virginia Polytechnic Institute and State UniversityAnnabel Bass, Virginia Polytechnic Institute and State University FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Before They Know What Engineers Do: Goal-Major Alignment in Early Identity FormationIntroductionMany first year engineering programs aim to help students

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

Integrating Service Learning into First-Year Engineering Courses: A Hands-On WorkshopPurpose of the workshopService-learning provides a powerful opportunity to enhance first-year engineering education byconnecting coursework with real-world impact. However, establishing sustainable service-learningpartnerships and effectively aligning them with engineering curricula presents significantchallenges. This interactive workshop will equip educators with the tools and strategies to developsustainable service-learning partnerships and integrate them effectively into their courses.AudienceThis workshop is suitable for educators from diverse institutional backgrounds—whether they arenew to service learning or looking to refine existing programs—and

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Madison Seckman, University of Colorado Boulder; Alison West; Aaron Kai Groudan, University of Colorado Boulder

Tagged Topics

Diversity, FYEE 2025

Engineering StudentsMadison Seckman(1)(2), Kai Groudan(1), and Alison M. West(3)(1) Department of Mechanical Engineering, University of Colorado at Boulder(2) Department of Biomedical Engineering, University of Colorado at Boulder(3) Counseling and Psychiatric Services, University of Colorado at BoulderAbstractBalance Builders (BB) is an innovative program designed to foster community and supportmental and physical wellness among freshman engineers. The Balance Builders initiativeexemplifies how community-driven programs can empower students and enhance the first-yearjourney through a unique mechanism: Cooking and Community Nights. Designed by engineeringundergraduates in consultation with mental health professionals, BB creates a natural andfamiliar

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

approachesused in smaller programs. Finally, only syllabi from common first year engineering courses wereused; we did not include any major-specific introductory engineering courses.FindingsLearning Outcomes as Habits and MindsetsMost introductory engineering course syllabi emphasized teamwork, communication, problemsolving, design, engineering tech/tools, and ethics (Table 2). Teamwork and communicationstood out as nearly universal to introductory engineering curricula, followed by engineeringdesign & process as an approach to problem solving indicating that these skills are highly valuedacross introductory engineering courses (Table 2). The consistent inclusion of engineering-specific tools and technology indicated an early commitment to building

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

GIFTS I

Collection

FYEE 2025 Conference

Authors

Mirna Mattjik, Colorado School of Mines; Michelle Marincel Payne, Rose-Hulman Institute of Technology

Tagged Topics

FYEE 2025

Paper ID #49808GIFTS: Role-playing in Service of Developing Psychological Safety in TeamsProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik, is Director of the Mines Grand Challenges Scholars Program and Teaching Associate Professor in the Engineering, Design, and Society Department. She is also affiliated with the University Scholars and Honors Program and the Humanities, Arts and Social Sciences Department. Her educational background spans industrial technology, international political economy, project management, and leadership. Pursuing her doctorate, her research centers on educational equity in higher

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Dagan Trnka, Duke University; Ali N Stocks, Duke University

Tagged Topics

FYEE 2025

Paper ID #49803GIFTS: A CHEESE-Y Approach to SafetyDagan Trnka, Duke University Dagan Trnka is the Engineering Manager of Duke’s Design POD, the flagship makerspace for the engineering school’s First Year Design program. Dagan brings with him his startup experience as a mechanical design engineer where he learned about entrepreneurship, prototyping, and lean manufacturing. Dagan uses that experience and his passion for making and teaching to create spaces where experiential learning can thrive.Ali N Stocks, Duke University FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27

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

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

and help documentation to aid with a lack of knowledge for patterns and guide themthrough employing the application.DiscussionThis application has been seen to aid students in their programming journey [3, 2, 9] by resolvingantipatterns. It has promising potential to aid students to thrive with code. The focus on instructorswill assist them by giving a sturdy foundation to utilize the application with their pedagogy. Futurework will continue with the DT approach by designing and developing the improved features aswell as prototypes of the instructor dashboard and the pattern management system. Then, usabilitytesting with think alouds and surveys will be conducted to test the new features both independentlyand together.References[1] L. C

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

Leslie Massey is an instructor in the First-Year Engineering Program at the University of Arkansas. She received her BS in Biological Engineering and MS in Environmental Engineering from the University of Arkansas. She previously served as a project manager for the Arkansas Water Resources Center.Dr. Heath Aren Schluterman, University of Arkansas Dr. Heath Schluterman is a Teaching Associate Professor and theCoordinator for the First-Year Engineering Program at the University of Arkansas. Dr. Schluterman completed his B.S. and Ph.D in Chemical Engineering at the University ofLatisha Puckett, University of Arkansas Dr. Latisha Puckett is a Teaching Assistant Professor in the First-Year Engineering Program at the

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Roshina Babu, The University of Utah

Tagged Topics

FYEE 2025

, 47% in reflection), course enjoyment (50% and 27%), course design (52% and 19%),learning resources (72% and 35%), and assessments (16% and 3%). These themes also co-occurredin many responses indicating a shared perception. In contrast, themes unique to self-reflectionwere self-regulation (41%), student preparedness (19%), peer interaction (16%), and studystrategies (53%), which also indicated internal co-occurrences. Notably, self-regulation wasfrequently linked to course value, enjoyment, design and learning resources indicating its stronginfluence on teaching-learning process.Self-regulation theme included time management challenges, procrastination (“slacked off andwaited till the last minute which isn’t good”) and feelings of being

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

learning, alternative grading, and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support low-income, high-achieving engineering students. Budischak holds a Doctorate in Electrical Engineering and enjoys outdoor activities with his family. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27Work In Progress: Enhancing Student Collaboration Through Growth-Based Assessment PracticesIntroductionBackgroundIn a broad literature review, Geisinger and Raman summarized many factors related to studentattrition from engineering majors [1]. The authors noted that competitive grading environmentscommonly found in STEM disciplines have been linked with

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

WIP: Measuring Student Engagement in Simulated Excel Instruction — Methodological Limitations and Future DirectionsIntroductionProficiency in Microsoft Excel is a foundational skill in engineering education as it enablesstudents to process large amounts of data, perform calculations, and engage in problem solvingacross diverse technical problems. Many first-year engineering programs include spreadsheetinstruction in the programs to boost students’ computational and analytical thinking skills [1],[2]. However, instructional scalability remains a challenge, particularly when attempting todeliver uniform instruction to a large and diverse population of students. This study contributesto addressing this challenge by

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

Paper ID #49793Play as Prep Workshop: Time & Resource-Efficient Strategies for DevelopingEffective Undergraduate TAs of First Year StudentsMs. Christine Alexander, University of Maryland, College Park Christine Alexander is a Lecturer in the Science, Technology, and Society program and the A. James Clark School of Engineering at University of Maryland, College Park. She combines her facilitation skills and passion for human development to create purpose driven experiences for groups of all ages and stages. Before earning her M.A. in Teacher Education and Professional Development from the University of Maryland, she