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

infrastructure, and community engagement. She teaches the introductory engineering course for all first-year undergraduate students in the College of Engineering at UD. Her undergraduate teaching experience includes foundational engineering mechanics courses like statics and strength of materials as well as courses related to sustainability and infrastructure. Her research interests are in foundational engineering education, sustainability in engineering curriculum, and green technologies in infrastructure.Dr. Marcia Gail Headley, University of Delaware Dr. Headley is a Data Scientist at the Center for Research in Education and Social Policy (CRESP) at the University of Delaware. She specializes in the development of mixed

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

relationship has begun. One peer mentor suggested creating a campus organization forinformal mentoring for those unable to join the study.A community is being built among the mentees. Peer mentors have created a final exam studypreparation activity, providing resources and guides for first-year students in physics, chemistry,and calculus. They divide the coursework, with each mentor tutoring a specific course. No resultshave been gathered regarding the impact of this initiative. Ultimately, the research should clarifythe influence of mentorship on engineering persistence for women students.AcknowledgementThe authors acknowledge the USF Women in Leadership Faculty Grant, the SSMN CareerDevelopment Grant, and the National Science Foundation Professional

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lena Johnson, University of Maryland - Office of Undergraduate Research

Tagged Topics

FYEE 2025

/moments were placed onFBDs by researchers and why. In doing this, they both improved their technical understanding ofFBDs and procedural understanding of researching engineering concepts.As a final point, students were asked to replicate the previous semester’s process and adapt thefish mechanism into a new application. They had the option of using the entire mechanism or apart of it in their hypothetical design. This reinforced the previous semester’s understanding ofmechanism adaptation and innovation.DiscussionThis process is now in its third cohort of students. As the methodology has grown, the number ofprojects demonstrating a level of innovation that can add to the stream’s knowledgebase has alsogrown. Further teaching techniques have been

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 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

, concept-heavy STEM coursesduring the middle years of an engineering program [2], [6]. We used a similar approach in ourfirst-year project-based course, expecting to find both similarities and differences in the type ofresponses from our students as compared to responses reported in the literature for content-basedSTEM courses [2], [6].The purpose of this work is twofold - to develop a framework that will utilize a request forstudent-to-student advice to evaluate and improve a course and b) offer an example of how thisstrategy can be implemented in practice in an introductory project-based learning environment.Our study is guided by the following research question: What kinds of peer advice for success do students give in a team project

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

Engineering from the University of Pittsburgh. Dr. Barillas’s focus is on first-year engineering education, student engagement, interdisciplinary learning, and inclusive pedagogy. As Program Director for ID3EA, she has led curriculum development initiatives that integrate hands-on design, teamwork, and real-world problem-solving into the foundational course sequence. Her teaching emphasizes active learning, student-centered instruction, and the development of professional skills such as technical communication, collaboration, and ethical decision-making. Her research interests include interdisciplinary education, curriculum innovation, and the retention and success of underrepresented students in engineering

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

Paper ID #49794Cultivating Inclusive Excellence: Peer Mentoring Programs for MinoritizedStudents in Engineering(Research)Dr. DeAnna Katey, Virginia Polytechnic Institute and State University Dr. DeAnna Katey current serves as the Director of Undergraduate Student Programs for the Center for the Enhancement of Engineering Diversity (CEED) within the College of Engineering at Virginia Tech. In her role, she is charged with increasing the diversity of the undergraduate student population and creating spaces for student’s academic, professional, and personal development. This includes a wide range of programs including

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

Professor of Engineering Education at the New Jersey Institute of Technology’s (NJIT) Newark College of Engineering (NCE) located in Newark, New Jersey. He has developed and taught several engineering courses primarily in first-year engineering, civil and environmental engineering, and general engineering. He has won several awards for excellence in instruction; most recently the ASEE-MAS 2025 Distinguished Teaching Award, the Excellence in Lower Division Undergraduate Instruction, and the Saul K. Fenster Award for Innovation in Engineering Education. His research focuses on preparing the next-generation STEM workforce through student academic enrichment and workforce development training programs. For this, he has

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 II

Collection

FYEE 2025 Conference

Authors

Osman Sayginer, Temple University; Cory Budischak, Temple University; Laura Riggio, Temple University; lynda bouchelil, Temple University

Tagged Topics

FYEE 2025

GIFTS: Bridging Engineering Education with a Cost-Effective Classroom Kit: A Hands-On Approach to Active LearningIntroductionMany first-year engineering students struggle to see the connections among their coursework,often perceiving subjects as isolated. Research shows that integrated curricula not only enhanceconceptual understanding but also improve student retention [1], [2]. While integration is moreachievable in the first year due to common courses, extending this approach across the curriculumfrom freshman to junior year remains a significant challenge.This paper presents a cost-effective, interdisciplinary learning kit that supports active learningthrough hands-on engagement and cross-course alignment. The kit

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Ronnie L Brown, University of the District of Columbia Community College

Tagged Topics

FYEE 2025

research examines how these student-led activities and peerproduced materials influence students' engagement, confidence, and persistence, as well astheir sense of belonging and emerging engineering identity. A mixed-methods approach,including pre- and post-surveys utilizing adapted validated scales (Walton & Cohen, Good et al.,Godwin et al.) and qualitative reflections, is implemented. Preliminary findings are anticipated toshow positive shifts in student insight.IntroductionThe first year of an undergraduate engineering program presents a pivotal, often challenging timefor students. Beyond fully understanding foundational technical concepts, steering through thistransition involves great personal and social adjustments that can significantly

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

Paper ID #49787Work In Progress Research Opportunities For Educator Who Don’t Do ResearchDr. Todd R Hamrick, West Virginia University Dr. Todd Hamrick, Ph.D. is aTeaching Professor in the Fundamentals of Engineering Program at West Virginia University Statler College of Engineering and Mineral Resources, a position he has held since 2011.Dr. Robin A.M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is a Teaching Professor in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University and an ASEE Fellow Member. Prior to joining academia, she served as a mathematician and

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

University of Pittsburgh. Dr. Barillas’s focus is on first-year engineering education, student engagement, interdisciplinary learning, and inclusive pedagogy. As Program Director for ID3EA, she has led curriculum development initiatives that integrate hands-on design, teamwork, and real-world problem-solving into the foundational course sequence. Her teaching emphasizes active learning, student-centered instruction, and the development of professional skills such as technical communication, collaboration, and ethical decision-making. Her research interests include interdisciplinary education, curriculum innovation, and the retention and success of underrepresented students in engineering. FYEE 2025

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

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

Paper ID #49819Full Paper: Bringing Innovation and Open-Ended Problem Solving to theClassroomDr. Aysa Galbraith, University of Arkansas Dr. Aysa Galbraith is a Teaching Associate Professor in the First-Year Engineering Program at the University of Arkansas. She received her PhD in Chemical Engineering from the Chemical and Biomolecular Department at North Carolina State University in 2006. She is responsible for coordinating the First-Year Honors Research Experience, teaching Introduction to Engineering, developing course material, and advising freshmen engineering students.Mrs. Leslie Bartsch Massey, University of Arkansas

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

Paper ID #49766GIFTS: Building a comprehensive First-Year Computing TrajectoryDr. Joseph A Lyon, University of Notre Dame Joseph A. Lyon is an Assistant Teaching Professor at the University of Notre Dame. He holds a Ph.D. in Engineering Education. His research interests are computational thinking and mathematical modeling.Dr. Andrew Charles Bartolini, University of Notre Dame Associate Teaching Professor, University of Notre Dame FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 GIFTS: Building a comprehensive First-Year Computing TrajectoryIntroductionThis Great Ideas for Teaching

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Laura Ann Gelles, The University of Tennessee, Knoxville; Laura Knight, The University of Tennessee, Knoxville; Darren K Maczka, The University of Tennessee, Knoxville

Tagged Topics

FYEE 2025

, effective methods of actively involving learners are both integral parts of her efforts and success.Dr. Darren K Maczka, The University of Tennessee, Knoxville Darren Maczka is a Lecturer and Research Assistant Professor in the Engineering Fundamentals program at the University of Tennessee, Knoxville. He earned his PhD in Engineering Education from Virginia Tech. His teaching and research interests include broadening participation in engineering, computational literacy, and identity development. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27GIFTS: Time Management as a Tool in a Stress Toolkit for First-YearEngineering StudentsIntroductionTime and stress management are skills that are

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

human factors.,” in 14th Annual First-Year Engineering Experience (FYEE) Conference, 2023.[5] L. Albrant, L. C. Ureel II, and L. Albers, “R1 and R2 Collaboration and Exchange: The Journey Towards a Practicum Experience,” in 2025 ASEE Annual Conference & Exposition, (Montreal, Canada), June 2025.[6] J. Koh, C. Chai, B. Wong, and H.-Y. Hong, Design Thinking for Education: Conceptions and Applications in Teaching and Learning. The Design and Technology Association, 01 2015.[7] M. Santos and M. Soares, Ergonomic Design Thinking -Approaching Ergonomics Through a New Way For Performing Innovation in the Workplace, pp. 560–571. AHFE Conference, 01 2014.[8] M. Benjamin, L. Albrant, M. Jarvie-Eggart, J. Sticklen, L. Brown, and L

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

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

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

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

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

Paper ID #49837Workshop: Activity Centric Learning and Teaching with MATLAB - Module1Dr. 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-school time programs, she believes that they complement any teaching style thereby

Conference Session

WORKSHOP III: From Ideas to Action: Integrating Entrepreneurial Mindset in FYE Programs

Collection

FYEE 2025 Conference

Authors

Kaitlin Mallouk, Rowan University; J. Blake Hylton, Ohio Northern University; Jack Bringardner, Colorado School of Mines; Krista M Kecskemety, The Ohio State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Andrew Charles Bartolini, University of Notre Dame

Tagged Topics

FYEE 2025

. He previously completed his graduate studies in Mechanical EnginDr. Jack Bringardner, Colorado School of Mines Jack Bringardner is a Teaching Associate Professor and Director of Education Innovation at Colorado School of Mines in the Engineering, Design, and Society Department. He teaches the first-year engineering Cornerstone design course. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based courses, the first-year engineering experience, and student professional skills. He is active in the American Society for Engineering Education and serves on the First-Year Programs Division Executive Board and was the past Webmanager for the ASEE

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

Paper ID #49779Work In Progress: Enhancing Student Collaboration Through Growth-BasedAssessment PracticesDr. Evelyn Walters, Temple University Associate Professor of InstructionDr. Laura Riggio, Temple University Assistant Professor of Instruction in the Mechanical Engineering DepartmentCory 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

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 I

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

Diversity, FYEE 2025

Paper ID #49809Full Paper: Exploring the Relationship between Moral Intuitions and EthicsEducation among First-Year Engineering Students in the US, Netherlands,and ChinaAleia Frye, University of PittsburghDr. Scott Streiner, University of Pittsburgh Scott Streiner is an Assistant Professor in the Industrial Engineering Department, teaches in the First-Year Engineering Program and works in the Engineering Education Research Center (EERC) in the Swanson School of Engineering at the University of Pittsburgh. Scott has received funding through NSF to conduct research on the impact of game-based learning on the development

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Kurt Ryan Rhoads, Case Western Reserve University; Kathleen A Harper, Case Western Reserve University; Heidi B. Martin, Case Western Reserve University; Michael William Butler, Case Western Reserve University

Tagged Topics

FYEE 2025

at Case Western Reserve University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education research, from The Ohio State University.Dr. Heidi B. Martin, Case Western Reserve UniversityMichael William Butler, Case Western Reserve University I have extensive experience working within research or R&D organizations. Most recently, I have supported undergraduate teaching and research laboratories at Case Western Reserve University, ultimately as the director of the Roger E. Susi First Year Engineering Experience Laboratory. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27

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

science and technology. David also does public engagement with science andDr. Timothy Duane Reedy, University of Maryland, College Park Timothy Reedy is a lecturer in the University of Maryland’s Science, Technology, Ethics, and Policy (STEP) minor, where he helps students critically explore the social, political, and cultural dimensions of science and engineering. His teaching challenges students to consider the broader implications of technological innovation, encouraging them to reflect on responsibility, power, and impact in their design and decision-making processes. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27TitleWorkshop: Designing Active Learning Activities with

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

high school students transitioning into engineering degrees and subsequentpathways. The enrichment activities not only improve STEM awareness among prospective college studentsbut also help promote the college programs and showcase the facilities and resources.A recent five-year strategic plan released by the National Science & Technology Council’s Committee onSTEM emphasizes the importance of STEM education in securing the nation’s national security, economicgrowth, and global competitiveness.[2]. The report details progress in five key areas focused on advancingSTEM education and nurturing STEM talent, including engagement, teaching and learning, workforcedevelopment, research and innovation capacity, and environments. Also, young