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

, vol. 44, no. 5, pp. 702–725, Sep. 2019, doi: 10.1080/03043797.2018.1538324.[9] P. A. S. Ralston, T. R. Tretter, and M. Kendall-Brown, “Implementing collaborative learning across the engineering curriculum,” Journal of the Scholarship of Teaching and Learning, vol. 17, no. 3, pp. 89–108, 2017, doi: 10.14434/josotl.v17i3.21323.[10] M. Micari and P. Pazos, “Beyond grades: improving college students’ social-cognitive outcomes in STEM through a collaborative learning environment,” Learn Environ Res, vol. 24, no. 1, pp. 123–136, Apr. 2021, doi: 10.1007/s10984-020-09325-y.[11] D. Clark and R. Talbert, Grading for Growth, 1st ed. Taylor & Francis Group, 2023.[12] S. D. Katzman et al., “The Effect of specifications

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

Paper ID #49765Full Paper: Improving Educational Equity and Outcomes in a First-YearEngineering Programming Course through a Content and Language IntegratedApproachDr. Saloome Motavas, University of British Columbia, Vancouver Dr. Motavas is a lecturer at the University of British Columbia, teaching in the Department of Electrical and Computer Engineering and Vantage College.Fatimah Mahmood, University of British Columbia, Vancouver Fatimah Mahmood is an Associate Director - Curriculum Development in the Department of Lifelong Learning at Simon Fraser University. Previously, she was an English for Academic Purposes (EAP

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

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Rumeysa Tekin Baturalp, Texas Tech University; Nurcan Bac, Texas Tech University

Tagged Topics

FYEE 2025

Full Paper: Exploring the Engineering Major Decision Journey through First- Year Seminars1. IntroductionSelecting an engineering major is one of the most consequential decisions students make duringtheir first year of college. This choice not only shapes their academic path but also influenceslong-term career opportunities and personal fulfillment. At Texas Tech University, the WhitacreCollege of Engineering (WCOE) supports this process through a common course—ENGR 1110:Engineering Seminar—required for all first-year and transfer engineering students.ENGR 1110 is designed to introduce students to the breadth of engineering disciplines offeredwithin the college. Each week, a department chair presents an

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

particular focus and emphases on engineers’ impact and value in our society [5].This work’s framework of EM comes from the ongoing work of the Kern EntrepreneurialEngineering Network (KEEN). This network is a coalition of 61 universities that is working tobetter grow and develop an entrepreneurial mindset (EM) in engineering students to preparethem to address societal needs and global challenges. Through Entrepreneurial Minded Learning(EML) and the 3C framework (Curiosity, Connections, and Creating Value) [5], engineeringprograms within the KEEN network and faculty engaging with the network through their manyfaculty professional development programs [6] are working to equip students withentrepreneurial mindsets to accompany their “standard

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

engineering course," 2022 ASEE AnnualConference & Exposition, 2022.[4] K. Giles, "No Budget, No Experience, No Problem: Creating a Library Orientation Game forFreshman Engineering Majors," The Journal of Academic Librarianship, vol. 41, no. 2, pp.170–177, 2015, doi: 10.1016/j.acalib.2014.12.005.[5] J. O. Talton, D. L. Peterson, S. Kamin, D. Israel, and J. Al-Muhtadi, "Scavenger hunt:Computer science retention through orientation," in Proceedings of the 37th SIGCSE TechnicalSymposium on Computer Science Education, Houston, TX, USA, Mar. 2006, pp. 443–447.[6] R. Paul and K. Gould, "MAKER: Hands-On Engineering Scavenger Hunt, a CNC ClueChallenge," in Proc. 2015 ASEE Annu. Conf. Expo., Jun. 14, 2015, pp. 26-1117.[7] E. Lau and A. A. Gopalai

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

topsychological safety. Role-playing in education must be supported by a script that the playersadhere to, because the general aim is for students to learn from playing out a specified scenario[4]. Samples of these scripts are included in the Appendix and additionally through the KEENwebsite.Implementation at MinesIn this experimental stage, Mines focused on Lencioni’s Five Dysfunctions of a Team [5]. Avisual representation of these dysfunctions is seen in Figure 1. The audience, who are also theplayers of this role-play activity, are students in a first-year design course which are put in teamsfor one semester. In this activity, each team is assigned one of the five dysfunctions to simulateand present to the class. Together after each team presents, the

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lena Johnson, University of Maryland - Office of Undergraduate Research

Tagged Topics

FYEE 2025

the stream welcomes students of all disciplines (STEMengineering, STEM non-engineering, and non-STEM). The purpose of this paper is to discuss thecore teaching methods, developed by the BR faculty leader to (1) accelerate the scientific andtechnical knowledge of first-year students, (2) mentor students as they conduct, college-levelresearch with the goal of innovation beyond current class curricula and (3) ensure studentsdevelop real-world technical skills they can deploy after matriculating out of the program.Program MethodsIn the BR Stream, students are guided through a one-year process of designing, developing andbuilding a bio inspired robot to address a specific field application. Class structure is divided intofour components: (1) in

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

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

and career aspirations. Training modules are beingdeveloped for mentors through LinkedIn Learning and other resources.Each mentor plays a unique role for the mentee. The peer mentors are available on a weeklybasis, providing academic tutoring and campus support. Mentees meet with their faculty mentorsat least once a semester to share their academic goals and inquire about academic strategies froman educator's perspective. The industry mentors must have at least one virtual or physicalmeeting with their mentees per year. Their role includes mentoring on career readiness,professional development skills, and internship opportunities. Throughout the study, the menteeshave the autonomy to interact with their three-tier mentors outside of the

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

discussing or enacting all other activities in the script. There was time forquestions from the UTAs about the script and time for questions about grading.Description of Innovations In the spring of 2023, I joined the STS program and assumed responsibility for themanagement and development of the UTA team. As a career educator and student of teachereducation and professional development (MA ‘23, UMD) I was attuned to the quality of teachingdelivered by the UTAs in the STS program, as well as their personal and professionaldevelopment as educators and leaders. Through classroom observations focused on therelationship between the TA and their students, classroom management and leadership skills,question-asking and feedback, and instruction

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

select an engineering majorthat aligns with their interests, aptitude, and goals. Programs struggle to present majorsin ways that motivate active exploration. At many institutions, engineering degreesencompass between 12-20 distinct majors. While some students arrive with clearlyidentified preferred majors, many others spend significant time in their first yearexploring the different aspects of their majors through components of a first-yearintroduction to engineering course, participation in seminars or information sessions,social exchange with peers and friends, or participation in academic or student-orientedextracurricular clubs. A challenge for instructors and program administrators lies inaligning students’ goals or interests with the

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

/254035114_I_wish_someone_would've_told_me_Undergraduate_engin eering_students_offer_advice_to_incoming_students/links/0deec5350060fdb94a000000/I- wish-someone-wouldve-told-me-Undergraduate-engineering-students-offer-advice-to- incoming-students.pdf[4] R. K. Ladyshewsky, “The role of peers in feedback processes,” in Feedback in Higher and Professional Education: Understanding and Doing It Well, Abingdon, OX: Routledge, 2013.[5] M. Micari and P. Pazos, “Beyond grades: improving college students’ social-cognitive outcomes in STEM through a collaborative learning environment,” Learn. Environ. Res., vol. 24, no. 1, pp. 123–136, 2021, doi: 10.1007/s10984-020-09325-y.[6] B. Hanks, L. Murphy, B. Simon, R. McCauley, and C. Zander, “CS1 students speak: advice for students by

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

for Learning Within and Beyond the Classroom, Springer Science+Business Media, 2016, pp. 409 – 416.[13] D. L.C. DeNeui, “An investigation of first-year college students’ psychological sense of community on campus,” College Student Journal, 37, June 2003, pp. 224-234.[14] A. J. Litton, W. H. Goodridge, B. J. Call, and S. E. Lopez, “Increasing student self- efficacy through undergraduate research experiences: A qualitative study,” 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah, June 2018.[15] R. L. Nelson, K. I. Vielma and J. Browning, “Building research self-efficacy in undergraduate students through authentic research experiences,” 2023 ASEE Annual Conference & Exposition, Baltimore, MD.[16] V

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

University of Arkansas. She received her Ph.D. in Inorganic Chemistry from the Department of Chemistry and Biochemistry at the University of Arkansas.Gretchen Scroggin, University of Arkansas An Instructor in the First-Year Engineering Program at the University of Arkansas. I teach courses such as Fundamentals of Successes in Engineering Study and Introduction to Engineering I/II. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Bringing Innovation and Open-Ended Problem Solving to the ClassroomIntroductionEngineering graduates must be prepared to address challenges that extend beyond well-definedtextbook problems. As they enter a dynamic and evolving workforce, students must develop