Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

50 0 0 10 20 30 40 Testing Time During Build Phase (hrs)Figure 1. Milestone 7 scores plotted against cumulative testing times during the build phasefor all analyzed teams. Equation of best-fit and R² value denoted as:𝑴𝑺𝟕𝑺𝒄𝒐𝒓𝒆 = 𝟕. 𝟗𝟔𝟏 ∗ (𝑻𝒊𝒎𝒆) − 𝟓𝟐. 𝟗𝟒𝟖, and R² = 0.8677.In contrast, no statistically meaningful correlations were found between MS7 scores and eitherthe number of testing sessions or number of WiFi connections. This lack of correlation is likelydue to high variability in testing styles between teams. Some groups conducted short, rapid tests,while others

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 I

Collection

FYEE 2025 Conference

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

FYEE 2025

a survey-based method to rapidly gain insight into the impact ofdifferent course topics on students, which is useful for courses with many topics to cover.It is not uncommon for first-year engineering classes or seminars to cover a variety of topics,which could include student success material, technical content, and introductions to variousengineering majors, concentrations, or fields of practice [1, 2]. The first-year seminar atCampbell University covers fifteen topics across in a one-semester, one-credit, 1.5 weekly-contact-hour course. The two main themes of the topics are student success and professionalpreparation.With many different topics presented, sometimes by parties who are not the course instructors, itis not always obvious

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

statement was created to grab attention. The real-world application of automating a process – Plant Watering was introduced to the students, and they were asked to think about the process they would implement that would check the plant’s ecosystem and determine whether the plant needs to be watered. This was done to spark curiosity among these high schoolers as to how they can address a real-world scenario with technicality. Figure 1 shows what was presented in the slides for the brainstorming session. Figure 1: Hook statement for brainstormingFollowing brainstorming, guidance on how to proceed with the design is provided. Students were askedto choose their priorities, such as using a small computer to

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

-year engineering students atTemple University. Designed to provide a comprehensive introduction to the engineeringprofession, these courses cover fundamental concepts across various engineering disciplineswhile emphasizing critical problem-solving skills, technical communication, and teamwork.Until Fall 2022, both courses were delivered as large-format lectures accommodatingapproximately 150 students per session, limiting opportunities for student interaction andcollaboration. Recognizing the need to cultivate a more engaging and community-orientedlearning environment, significant changes were implemented in Fall 2022. The coursestransitioned to smaller section sizes of 45 students, allowing for more personalized instructionand increased

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

-based introductory engineering course?Our data generated responses that were structured as statements of “lessons learned” and looselyresembled results from one of our institution’s end-of-semester student evaluations of teachingsurvey prompts about what our students thought that they could have done to be better learners, afinding that is in keeping with current literature [1].BackgroundPerspectives from literature. There has been interest in exploring how student to student advicemight be leveraged towards fostering student success, including efforts in STEM programs (e.g.,[2], [6], [7]). While students regularly seek and receive advice about academic success in highereducation, there is a shortage of studies about the types of advice

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