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

MATLAB LiveScripts are considered helpful in improving MATLAB skills in upper-level courses [4]. Thecollaboration, development, implementation, and lessons learned during this process weredocumented and presented at FYEE2024 [1]. After positive feedback during the 2024 FYEEconference and another year of piloting the Activity Centric pedagogy, the self-paced MATLABLive Scripts have been further refined with clearer directions and continue to be a good learningtool in a classroom with a wide range of learning skills.Workshop participants will receive the contents of and engage in Module 1 which spans five,ninety-minute lectures for class sizes of approximately 30 students. The Module begins with thehands-on activity, Bungee Action Figure [3

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 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

they defined.This project not only promoted active learning and creative thinking, but also intentionallyintroduced some ambiguity, challenging students to operate without step-by-step guidance, a keyaspect of real-world engineering practice [1, 2].Curricular ActivityStudents were tasked with applying the engineering design process to create an original 3Dmodel in Onshape®. Prior to the assignment, students were introduced to Onshape® through in-class tutorials on sketching, extruding and dimensioning. Our first tutorial was adapted frommaterials provided by the Mechanical and Aerospace Engineering Department at RutgersUniversity and it included designing an engineering dog bone which is typically used in tensiletesting [3]. Students followed

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

Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Cultivating Inclusive Excellence in Engineering EducationBlack students remain significantly underrepresented in engineering, comprising only 5.4% of full-timeundergraduate engineering enrollment in 2023 [1]. Despite a 9.2% increase in enrollment since 2019 [2],retention remains a critical challenge due to systemic barriers, including institutional racism and lack ofsupport structures [3]. While many institutions focus on increasing access, fewer address the retention andsuccess of Black students once enrolled.Peer mentoring has emerged as a promising strategy to support underrepresented students, offeringacademic, social, and emotional guidance. This study

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 III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Engineering from Wright State University. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27Full Paper: A Framework for Engineering Problem Scoping Leading toMindful Engineering Problem SolvingIntroduction & Project BackgroundThe title of engineer is becoming increasingly synonymous with “problem-solver,” which isaccurate given the responsibly of engineers to actively participate in innovating solutions toresearch, industry, and societal challenges both small and large. To this point, widely recognizedand well-regarded institutions of higher education frame the field of engineering research andpractice as the world’s “problem solvers” on their college’s websites or home pages (e.g., [1],[2]). In the last

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

fast-paced technological world, STEM education serves as the cornerstone for future innovation,economic development, and societal advancement. It prepares students for careers in engineering, providingthem with the essential skills to succeed in a tech-driven society. The Bureau of Labor Statistics projectsthat STEM-related employment in the United States will grow by 9.5% by 2029, significantly outpacingthe overall employment growth rate of 3.7% [1]. Research indicates that many high school students avoidSTEM fields due to a lack of knowledge in these areas or because they feel they lack the necessary skills topursue STEM education and careers. To remedy this, a myriad of opportunities emerged through highereducation institutions to support

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

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

theability to navigate real-world, open-ended problems using both technical knowledge and creativethinking. National initiatives such as the National Academy of Engineering’s Grand Challenges[1] and the ABET student outcomes [2] highlight the need for innovation, teamwork, and theapplication of knowledge in unfamiliar contexts. Meeting these expectations requires intentionalintegration of problem-based learning [3, 4] and opportunities for creative exploration,particularly in the early stages of the engineering curriculum [5].The FIRST organization is a global robotics community that promotes STEM education byhelping students build technical skills, confidence, and resilience. In the FIRST LEGO Leagueprogram (FLL), students work in teams to build

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

challenges stemming from interpersonalconflict with teammates, most often related to disengagement of a team member [1]. Studies ondisengagement often use the term social loafing, defined in psychology as the tendency of anindividual to exert less effort when working in a group than they would working individually [1],[2]. Some have suggested that social loafing may be discouraged by using peer evaluations toindividuate student performance on a team [3], like the widely used Comprehensive Assessmentof Team Member Effectiveness (CATME) Peer Evaluation Survey [4], [5]. We use the termengagement-related team conflict to refer to problems reported as the disengagement of a teammember [6]. Monitoring, diagnosis, and interventions to mitigate such

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

belonging is complex and no one factor can explain orpredict belonging. These initial findings will inform future studies and provide valuablepreliminary insights for first-year engineering programs interested in enhancing the experiencesand academic outcomes of their students from a belonging perspective.IntroductionMost undergraduate engineering students are in the late stages of adolescence and makingimportant discoveries and decisions about their interests, identities, and goals [1]. Socialization,both in college and pre-college, shapes students’ sense of belonging (SoB) [2]. Students searchfor spaces where they feel belonging, and this search drives choices that shape theirundergraduate careers. Belonging is a fundamental need, driving

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

overview of their program,including curriculum structure, research strengths, career pathways, and real-world applications.Although a common presentation template is shared to promote consistency, departments vary inhow they deliver their sessions, often emphasizing different aspects of their field.Despite the structured nature of the seminar, limited research has evaluated its effectiveness inhelping students make informed choices about their major. Published studies highlight the valueof early exposure to disciplinary information and structured advising in supporting decision-making and retention in STEM fields [1, 2]. Additional work emphasizes the need for programsto align with student values—particularly regarding real-world relevance, ethics

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

ethical skills to make decisions that affect the overall welfareof the public [1]. Historically, ethics education has not been implemented into engineeringcurriculum, but recently, there has been a greater emphasis on including ethics education intostandard engineering curriculum [2]. Many argue that engineers need to not only have the skillsto handle technological issues, but also humanistic and social issues as well. While some formsof engineering ethics education have already been implemented, there have been some systemicbarriers, such as disengagement in course material, that cause ethics education to be superficiallyeffective [2]. This brings into question whether ethics education truly improves a student’s moralintuitions, and how ethics

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

our approach contributed to improved student performance in the course andincreased confidence in programming. Nonetheless, further work is needed to refine linguisticsupport strategies and enhance comprehension of complex programming tasks.IntroductionLearning to code for the first time is accompanied by significant barriers. Novice programmersoften face challenges with forming mental models of key programming concepts and logicalreasoning processes [1]. On top of these challenges, non-native English speakers face uniquedifficulties when learning computer programming [2] and are more likely to fail or underperformin programming courses [3-4]. An analysis of more than 800 survey responses by programmersfrom 86 countries and 74 native

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

success during the project lifecycle.Research across disciplines supports the value of timely, formative feedback and real-timeengagement monitoring. Nicol and Macfarlane-Dick [1] emphasize that feedback is mosteffective when it is actionable and aligned with student learning goals, allowing learners to self-regulate and adjust their strategies early in the process. In the context of active learning, Freemanet al. [2] demonstrated that classroom environments that emphasize engagement and iterationresult in significantly improved performance and reduced failure rates in STEM disciplines.Similarly, Papamitsiou and Economides [3] reviewed dozens of empirical studies and found thatlearning analytics, the process of collecting, analyzing, and

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

ways. This can be done using network analysis, a paradigm that specifies andmeasures the structure and content of relationships. We report on the results of an ecologicalnetwork reflection activity that instructors and student service professionals can use to help first-year engineering students reflect on and develop a support network while simultaneouslyassessing students’ network structures in order to provide subsequent supportive interventions.Models focused on retention within engineering programs often stem from Tinto’s model ofstudent departure, which describes how students’ academic and social membership in theinstitution support students’ success [1]. For first-year engineering students, social adaptation tocollege life and academic

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

Full Paper: Paying it Forward: How Current Students Advised Future Students in an Engineering Design CourseIntroductionThis Full Paper shares our method and results for exploring feedback from students about theirlearning experience in a foundational, project-based engineering design course Students wereprompted to provide advice to future students with strategies for academic success. Theirresponses provided the data for this study.Instructors in engineering and other STEM-based courses eagerly advise their students abouthow to successfully meet or exceed the expectations of a course [1], but students may notnecessarily heed their recommendations [2]. However, students may be more likely to listen tosimilar advice

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

Full Paper: The impact of the ACCESS program on recruiting cybersecurity students and fostering their academic success and career prospects1. IntroductionCybersecurity is crucial in protecting individuals, businesses, and critical infrastructure frommalicious cyberattacks that can lead to severe financial losses and operational disruptions.Securing key sectors such as healthcare, energy, and government systems is essential for nationalsecurity. However, a global shortage of qualified cybersecurity professionals persists, withnearly 500,000 job openings in the U.S. [1]. As reliance on technology grows and cyber threatsbecome more complex, the demand for skilled cybersecurity professionals is

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

Kathleen A Harper, Case Western Reserve University; Kurt Rhoads, Case Western Reserve University

Tagged Topics

FYEE 2025

in the labs andtheir weekly homework assignments, the majority of their formal MATLAB instruction happensin lecture, which is presented in a partially inverted style. The instructional team introducedweekly formative lecture quizzes in the 2023-24 school year, seeking to: 1. give the students more exposure to and comfort with the kinds of questions they would be asked on the paper-based midterm and final exams. 2. improve lecture attendance. 3. provide regular formative feedback to students for their use in developing the metacognitive skills needed for self-regulated learning. [1-4]A previous presentation [5] contains more details of these motivations. We also reported that thequizzes were quite successful in meeting

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

a missed opportunity for earlyengagement. In response, we developed an Engineering Photo Scavenger Hunt designed to fosterstudent participation, build community, and introduce essential academic resources. This paperpresents the design and implementation of the scavenger hunt, shares informal observations onits impact, and provides practical insights for adapting the activity to other educational contexts.Scavenger hunts are widely used in engineering education to promote collaborative activelearning by encouraging students to explore, collaborate, and engage meaningfully with theirenvironment. They have been implemented as orientation tools in introductory courses [1], [2],[3], for skills development [4], [5], [6], and to connect course

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Ryan McAfee Grudell, Ohio Northern University; Mark Mintzlaff, Ohio Northern University; Ethan Berei, Ohio Northern University; Grace Lawson, Ohio Northern University

Tagged Topics

Diversity, FYEE 2025

educators. However, due to a lack of funding, many schools are “understaffed” in certain areas.This can lead to a gap in the intended curriculum [1]. Products like Math Quest are intended to bridge thisgap and help the students and staff from underfunded schools.Our ApproachMath Quest was designed with three principles in mind: affordability, engagement, and familiarity in theclassroom. Traditional educational technology often utilizes touchscreens or complex interfaces that canbe both expensive to produce and difficult for young students to understand. By mimicking the familiargame controller design, Math Quest leverages existing mental models that children already possess,reducing the learning curve to use Math Quest significantly. The chosen

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

item and a barcode, and the binsare put inside a cart that only the teaching staff is allowed to access (Figure 1). Each teamreceives a fixed School Store budget atthe beginning of the project (typically~$50), and only this budget can be usedto purchase items from the store. (No realmoney can be used to make purchases.)The parts are each assigned a price thatfactors in the cost to buy the item newand the amount of inventory in the store,with most items priced at $10 or less.Small, inexpensive items (e.g., bolts andwires) and safety-related items (e.g.,battery connectors, battery storage bags)are not included in the School Storeinventory, and teams have access to thesecomponents without using their store Figure 1. Cart containing the

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

spinning‬‭things!)‬ o‬ ‭E‬‭yes protected (protect your sight!)‬ ‭ o‬ ‭E‬‭mbellishments tucked (remove your jewelry)‬ ‭ o‬ ‭S‬‭urroundings clear (you wearing PPE won’t protect‬‭your friend next to you)‬ ‭ o‬ ‭E‬‭xtras sorted (well, cheese only has so many letters.‬‭Hearing protection, gloves,‬ ‭ ‭respirators are sometimes important. Also, we use “sorted” to mean “taken care‬ ‭of”)‬‭ igure 1. An image of CHEESE sign that is placed above where the PPE is in one of the‬F‭makerspaces. Note how the letters have been drawn to look like they’re made of cheese.‬ ‭●‬ ‭ afe & Skillful Spotlights:‬‭2–3 minute lessons that are often

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

from Ristenpart andKuhl [1] and this module was adapted from several labs in that book. Hands-on labs connectingchemical engineering to everyday processes, such as coffee, have been shown to increaseengineering skills [2] and spark curiosity about engineering [3]. In addition, an introduction toengineering course based entirely on coffee has motivated students to declare a chemicalengineering major [4].Project ApproachCurriculum DesignThe module consists of four 1.25-hr labs. In the first lab, students brew coffee with one of fourdesignated methods: French press, cowboy, pour-over, and Clever Dripper. Then, they brewcoffee again, changing one of the following parameters: temperature, brew time, coffee/waterratio, or grind size. Students

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 II

Collection

FYEE 2025 Conference

Authors

Osman Sayginer, Temple University; Cory Budischak, Temple University

Tagged Topics

Diversity, FYEE 2025

[1] may improve the cognitive depth andassessment quality of generated questions.Several tools currently exist to help instructors convert plain text into QTI-compatible formats foruse in learning management systems. Among the most widely used is text2qti [2], a Python-basedutility that transforms quizzes written in Markdown into QTI XML. While effective for technicallyproficient users, text2qti requires local Python installation and adherence to a strict syntax structuresuch as starting each question with a number followed by a space which can be error-prone,especially when used in conjunction with AI-generated content. To improve accessibility, anonline implementation of text2qti has been developed by San Diego State University; however

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Catherine Marie Hamel, University of Maryland, College Park

Tagged Topics

FYEE 2025

Engineering) or instructors from living learning programs. In light of this outcome,the author conducted interviews with these campus partners to learn about additional instances ofteam conflict that students may have shared with them, but were never shared with our facultydirectly. Conversations with these folks reiterated the concern of some students feeling frustratedand dismissed after talking about team conflict with their faculty members. Lastly, it appearedthat these experiences were disproportionately affecting historically underrepresented minoritystudents in engineering, which is consistent with previous studies [1, 2].To address these concerns, a role-playing exercise was introduced during a faculty retreat for afirst-year engineering

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lena Johnson, University of Maryland - Office of Undergraduate Research

Tagged Topics

FYEE 2025

around a collaborative research project, thedeployment of which draws from traditional project-based learning foundations, the overarchingteaching structure differs in a few ways. Project-based learning seeks to improve studentengagement and understanding of class content through active, hands-on product development.[1]. The belief is that students who apply curriculum knowledge through the development of aclass-relevant product will gain a more practical mastery of curriculum information [1, 2].Research-based learning, takes the goal one step further and pushes students to innovate beyondthe current class information and technical knowledgebase [3, 4, 5] The hope is that, as studentsapply research methodology to generate new practical solutions

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