Conference Session

WORKSHOP II: Wired for Connection, Not Perfection: Embracing Imperfection in the Engineering Space

Collection

FYEE 2025 Conference

Authors

Audrey Gilfillan, Applied Wellness Initiatives; Alison West, Applied Wellness Initiatives

Tagged Topics

FYEE 2025

Paper ID #49833Workshop: Wired for Connection, Not Perfection: Embracing Imperfectionin the Engineering SpaceAudrey Gilfillan, Applied Wellness Initiatives Audrey earned her master’s in educational psychology from the University of Minnesota-Twin Cities. Audrey has experience in a broad range of professional disciplines including psychotherapy, career counseling, academic coaching, consulting, training, and supervision. In this work, she has developed a specialty in supporting engineers and their mental health while they continue to pursue their professional goals. Building on her therapeutic skills for engineers, Audrey

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

regularly engage with MSI spaces for research, instruction, and creativeexploration. The initiative was recognized by Newsweek and Make: magazines as one of the topacademic makerspace ecosystems [3].Challenges and Lessons Learned While MSI’s growth and impact are encouraging, its evolution has not been withoutobstacles. Funding remains a persistent challenge, particularly for spaces that rely on limiteddepartmental budgets. Staff bandwidth is also a constraint; many MSI leaders balancemakerspace responsibilities with teaching or administrative roles. The loss of student staff duringthe pandemic created knowledge gaps and revealed vulnerabilities in our peer mentorshippipeline. To address these issues, MSI has adopted several adaptive

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

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

student characteristics upon acceptance into an institution (input), student's exposure toinstitutional programming (environment), and the development of talent after exposure to the environment(outcome) [4]. This theoretical foundation provides a structured approach for examining how peermentoring affects Black engineering students' experiences and outcomes.The research illuminates the lived experiences of Black students participating in peer mentoring programsacross two engineering institutions, each implementing distinct initiatives designed for minoritizedengineering students: DELTA at Drexel University and CEED at Virginia Tech. This comparativeapproach sought to examine institutional contexts when evaluating support programs for

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

Mentoring Reflection Instrument(MERIT) [7, 8]. At the end of both years 1 and 2, all the matched mentees and the comparisonunmatched FTIC group not enrolled in the triad mentorship study will complete Tinto’s Sense ofBelonging Scale (SOBs) framework, and Bandra’s General Academic Self-Efficacy (GASE)Scale [16, 17]. Sample questions for the SOBs include “I have met with classmates outside ofclass to study for an exam”, and for the GASE, “I know I can pass the exam if I put in enoughwork during the semester.”Results & DiscussionRecruiting research participants was initially challenging, as most students ignore emails fromunknown senders. Repeated notifications were sent through various mailing lists. One-on-oneinformed consent meetings educated

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Rui Li, New York University

Tagged Topics

FYEE 2025

directsstudent queries to specialized AI experts across academic and wellness domains. The core of oursystem is a broker chatbot that serves as the initial point of contact, analyzing incoming queriesusing centroid vector representations of expert domains. This broker routes inquiries to one oftwo major groups—course-related or health-related—before connecting users to one of eightspecialized experts (five academic experts and three health experts). Each expert maintains itsown vector database collection that serves as domain-specific knowledge, significantly reducinghallucinations and improving response accuracy.Our approach implements several technical innovations to enhance educational support. Thehierarchical semantic router calculates centroid

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

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 I

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

Diversity, FYEE 2025

or group recognized byan external source or social system” [7]. While there are inherent differences between these,research has shown that ethics can influence one’s morals. For example, having a code of ethicscan help guide people to make better moral decisions [8]. This research analyzes data of first-year engineers’ responses to this survey to explore differences in moral intuitions based onprevious exposure to ethics education, as well as other demographic factors. MethodsParticipants and Survey 1668 usable surveys were completed by first-year students for this study, which was~46% of the total amount of surveys initially completed. Survey responses were excluded due tolack of consent

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

engineering course.We used the IECCS [2] as a conceptual framework which offered a comprehensive taxonomy foranalyzing introductory engineering curricula.We began qualitative coding using a priori codes[8] drawn from the IECCS [2]. Our goal was to explore how existing concepts appeared acrossinstitutions. We listed each learning outcome from each syllabus in a single spreadsheet cell.Each researcher independently assigned codes to 40% of the learning outcomes in their owncolumn in the spreadsheet. This initial, independent coding allowed for a deeper understandingof the IECCS and the content of the syllabi. We then engaged in collaborative discussions aboutcode applications until we reached 100% agreement on these initial, a priori codes.During the

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

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 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

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

Tagged Topics

FYEE 2025

student interaction. Additionally, undergraduate teaching assistants wereintroduced as in-class support, further enhancing the learning experience.To support these changes, the courses were moved to rooms better suited for collaborativelearning, featuring pod-style seating arrangements that encourage group work and activelearning. These efforts aim to foster a stronger sense of belonging among first-year engineeringstudents, promoting not only academic success but also lasting connections within theengineering community.Literature Review and Research QuestionsCollaborative Learning in Engineering EducationCollaborative learning environments represent an academic approach where students worktogether to achieve specific learning goals, emphasizing

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Paper ID #49796Full Paper: A Framework for Engineering Problem Scoping Leading to MindfulEngineering Problem SolvingCassie 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 Education from Ohio State University and her MS and BS in Biomedical

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

solution resolves theproblem [6, 7]. By the end of 2024, one iteration of DT was completed for the application [2].However, throughout this initial iteration, the only users focused on were students [2]. Throughoutthe whole process, members of WebTA’s research and development were the ones to create and editthe course/assignments within the application. Instructors gave the team instruction, but possessedlittle to no ability to create/edit on their own. Thus, the purpose of this paper is to commence theDT process for improving the application with instructors as another primary user-group.Empathize, Define, and IdeateEmpathize:This stage includes data collected from observations and semi-structured interviews with profes-sors throughout 2024 [8, 2

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 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 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

improving reliability [13].After in vivo coding was completed, the research team employed axial coding tosharpen the codes gleaned from the initial round, consistent with common practices insecond round coding [14]. Coding was divided by survey question so coders couldfocus on a smaller code set; weekly check-in meetings continued to systematicallypropose, define, refine, and coordinate axial codes consistent with theory, literature, andthe experiences of the coders [13]. A code book was generated to document thedevelopment of axial code definitions consistent with accepted qualitative coding datamanagement practices [12].Mathematical TreatmentAfter in vivo and axial coding, we generated a co-occurrence matrix as a form of datacondensation[12] to

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

development curriculum for TAs [3] is taxing for faculty already devoted tofull teaching loads [4]. The Play as Prep Workshop shares strategies for faculty toteach-as-you-go, integrating pedagogical development into the necessary business of weekly TAmeetings. There is an abundance of research on graduate level TAs (GTAs) [5] [6] [7], a growinglevel of research on undergraduate TAs [8], and even the parity of working with either [9]. Manyof the lessons learned from studying GTAs can be applied to work with UTAs and it stands toreason that UTAs would benefit similarly, if not more so than GTAs from pedagogicaldevelopment as they are uniquely positioned as close peers of their assigned students, may havefewer work experiences in leadership or

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

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

will provide actionablestrategies grounded in educational research and real-world implementation.Background and ContextWhy Service Learning?Service-learning is a dynamic teaching tool that empowers faculty to seamlessly integrateacademic course content with meaningful community-based experiences. This pedagogicalapproach purposefully engages students in active learning situations that foster deeperunderstanding of subject matter while simultaneously developing competencies tied to criticalconsciousness and social impact [1]. The classroom and community components work in tandem,creating a symbiotic relationship where theoretical knowledge enhances practical application andreal-world experiences enrich academic discussions. Through this process

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Lisa Lampe, University of Virginia; David R. Gutierrez, University of Virginia; Esther Tian, University of Virginia; Shaylin Williams, University of Virginia

Tagged Topics

Diversity, FYEE 2025

Full Paper: Exploratory Look at First-Year Engineering Students Sense of Belonging and Belonging UncertaintyAbstractWe present an initial, exploratory study of belonging and belonging uncertainty as related totopics of engineering identity, engineering culture, confidence in major selection, and use ofuniversity support resources among first-year engineering students. The first-year engineeringprogram at our university is committed to supporting students’ sense of belonging and mitigatingbelonging uncertainty, but it is still unclear how the two constructs corelate to other outcomes ofinterest. We collected quantitative, Likert-scale survey data on first-year engineering students’perceptions of belonging

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

Paper ID #49764GIFT: Formative Lecture Quizzes to Help Students Improve Their UnderstandingDr. Kathleen A Harper, Case Western Reserve University Kathleen A. Harper is the assistant director of the Roger E. Susi First-year Engineering Experience at Case Western Reserve University (CWRU). 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. Kurt Rhoads, Case Western Reserve University Kurt Rhoads, Ph.D., P.E. is the faculty director of the Roger E. Susi First-Year Engineering

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Catherine Marie Hamel, University of Maryland, College Park

Tagged Topics

FYEE 2025

minutes, participants reflected onthe scenarios within their group, and discussed alternative approaches if they were to encounterthis scenario in the future. A final debriefing session allowed participants to share their insightsand strategies with the larger group.This activity provided faculty with an opportunity to experience student perspectives firsthandwhile building confidence and familiarity with addressing team conflicts. After completing theactivity, many participants reported a shift in how they initially viewed and approached thesesituations. Some faculty members reported that they had not considered the perspective of thestudent until playing them in the role-play scenario, and even acknowledged their own bias thatthey brought into

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

of a very large research institution, activities like summer camps arebeing offered to attract local students to STEM fields. At this institution, the engineering faculty trains thefirst-year engineering students to develop hands-on activities to provide an inclusive learning opportunityfor high school students.The admissions office organizes high school visits to the campus throughout the year for career exploration.During such visits, an engineering workshop was offered to 28 high school students. This initiative wasintended to guide students toward engineering and engineering technology programs offered at thisinstitution. The 120-minute workshop consisted of activities involving building a water irrigation systemusing a breadboard

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 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

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

Paper ID #49816GIFTS - Building Community and Campus Awareness with Photo ScavengerHunts for First-Year EngineersDr. Becca Kiriazes, Catholic University of America FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 GIFTS: Building Community and Campus Awareness with Photo Scavenger Hunts for First-Year EngineersIntroduction and MotivationThe first week of the first-year engineering lab coincides with the course drop/add period whenmany students are still switching lab sections. Due to inconsistent attendance, the initial labsession is often canceled or limited in content, resulting in