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

Paper ID #49771GIFTS: Using Robotic Arm Project to Introduce Students to EngineeringDesign Through Experiential LearningMr. Patrick Thornton, New Jersey Institute of Technology Patrick Thornton works at NJIT as the Director of Robotics. Currently teaching and developing lab modules for the Fundamentals of Engineering and Design course to set up students for continued success at NJIT.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application

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

Paper ID #49791(GIFTS) Data Driven Design: A Two Course Sequence for First Year EngineersDr. Philip Reid Brown, Rutgers, The State University of New Jersey Philip Brown is an Associate Teaching Professor in Undergraduate Education at Rutgers School of Engineering. He has a PhD in Engineering Education from Virginia Tech. He teaches, coordinates and develops curricula focused on engineering design, computer programming and data literacy. He also co-coordinates faculty development and peer-support groups based on pedagogical development and peer teaching observations. His research interests include student and faculty

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 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

courses. She worked as a schoolteacher in the United Statesand China for 17 years. This diverse experience has honed her adaptability and versatility in differenteducational settings. Her research interests include critical engineering education, place-based education,and curriculum design. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Work in Progress - Research Opportunities for Educators Who Don’t Do ResearchMOTIVATION AND GOALSMany non-tenure-track faculty positions, primarily focused on teaching (80%) and service(20%), lack a research component, which may raise the question: Why engage in research if it'snot required? This work addresses that question and offers

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

in high school, thereis a disconnect between college and high school curricula. Some of the reasons for low enrollment orretention in engineering programs include a lack of curriculum alignment and differences in studentexpectations for learning concepts and applying them to real-world problems. Students find it challengingto connect mathematical models and scientific principles to real-world engineering problems.Activities such as summer camps and weekend/weeklong enrichment programs are being envisioned toenhance student learning outside the classroom. These activities provide a platform to help stimulatestudents’ interest in STEM fields and get the students and their parents engaged for prospective collegeadmission. At the regional campus

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 courses, information about trends orcommonalities amongst these courses is not readily available. Improved understanding ofintroductory engineering courses benefits many stakeholders: upper-level engineering instructorsseeking to understand students' prior knowledge and abilities, transfer students needing clarityabout how their credits transfer, engineering departments aimed at recruiting new students andmaintaining accreditation, researchers studying engineering education, and first-year engineeringinstructors strengthening and improving their courses.BackgroundAn introductory engineering course has positive and lasting impacts on students’ attitudes andskills. For example, Sperling et al. found that students had significant gains in

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

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

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

have worked with 13 individual Undergraduate TAs,several of whom have served for multiple semesters. I extend my gratitude to these incrediblestudents for their dedication to the STS program and working through the problems of teachingand learning, and for their caring support of our first year students. Every new UTA has beeninspired by their predecessors to make contributions to the STS program and first year students’experience of UMD. I honor that lineage and commit to fostering the flourishing of this programfor years to come.References[1]​ Wilson, D. “The role of teaching assistants and faculty in student engagement.” Proceedings of the American Society for Engineering Education, 2020.[2]​ Good, J. Colthorpe, K., Zimbardi, K. and