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 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