interventions using a quantitative approach. Surveys administered atthe start, throughout, and at the end of the course will measure changes in student perceptions ofcollaborative learning, the frequency of peer interactions, and perceived academic benefitsassociated with the course structure. Both descriptive and inferential statistics will be employedto assess the impact of the Grading for Growth interventions, providing a comprehensiveanalysis of student collaboration patterns and the broader implications for learning outcomes.This data-driven assessment will provide critical insights into the impact of Grading for Growthon cultivating a collaborative learning environment and inform potential refinements to theintervention design.References[1] B
Psychology, 8, Article 875.https://doi.org/10.3389/fpsyg.2017.00875Jabaji, R., Buenaflor, S., Dillehay, B., Kenemuth, R., Kurban, E., & Smith, P. (2021, July). WIP:The role of TerrapinSTRONG in fostering a sense of belonging and sociocultural competence innew engineering students [Conference paper]. 2021 ASEE Annual Conference & Exposition.Samuelson, C., Litzler, E., Staples, C. L., Smith, P. E., & Amelink, C. T. (2014, June). Living,learning, and staying: The impact of a women in engineering living and learning community[Conference paper]. 2014 ASEE Annual Conference & Exposition, Indianapolis, IN, UnitedStates. 10.18260/1-2--22805
Mentoring in Promoting Student Success and Retention." International Journal of Human and Society (IJHS) 4, no. 1 pp. 110-123, 2024. [3]. Chandrasekera, T., Hosseini, Z., Jayadas, A. and Boorady, L.M., PeTe (Peer Teaching) Mentors: How near peer mentoring (NPM) affects academic success and retention in design education. Innovative Higher Education, 49(5), pp.975-991, 2024. [4]. Gehreke, L., Schilling, H. and Kauffeld, S., Effectiveness of peer mentoring in the study entry phase: A systematic review. Review of Education, 12(1), p.e3462, 2024. [5]. Ntombela, B., Ramabodu, M.S. and Moloi, K., 2025. Strategies for Empowering and Retaining Women in Science, Technology, Engineering, and
. Budny, C. Paul, and B. B. Newborg, “Impact of Peer Mentoring on Freshmen Engineering Students,” Journal of STEM Education: Innovations and Research, vol. 11, no. 5, Oct. 2010, [Online]. Available: https://www.jstem.org/jstem/index.php/JSTEM/article/view/1471[9] J. Malm, L. Bryngfors, and L.-L. Mörner, “The potential of Supplemental Instruction in engineering education – helping new students to adjust to and succeed in University studies,” European Journal of Engineering Education, vol. 40, no. 4, pp. 347–365, Jul. 2015, doi: 10.1080/03043797.2014.967179.[10] H. Malladi, A. Trauth, J. Enszer, M. G. Headley, and J. Buckley, “Transforming a Large Lecture FYE Course Structure into Virtual Collaborative Learning
people. Suggested rewrite: Despite some students having a variety of transportation options, many students lack access to these methods of personal transportation.Students were then tasked with editing sentences from previous student work using theprovided guidelines. 2) Effectively Converting Text into Figures and Tables: students were given specific types of content best suited to tables and figures: a. Using tables to compare or contrast options: such as comparing proposed design options, benefits and drawbacks or summarizing key information (ie, concluding a literature review). b. Using tables as an in-depth list: such as list of tests, variables
technology to make learning fun: Technology use is best madefun and challenging to optimize intrinsic motivation and engagement - European Journal of Psychologyof Education,” SpringerLink, https://link.springer.com/article/10.1007/s10212-023-00734-0 (accessedApr. 28, 2025).[4]Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students inthe learning process with game-based learning: The fundamental concepts. International Journal ofTechnology in Education (IJTE), 4(3), 542-552. https://doi.org/10.46328/ijte.169[5]S. Jihan Lubis, M. Setia Priyadi, and , “implementation of the Independent Learning Curriculum inElementary School,” Muhammadiyah University Kotabumi, Dec. 2022. Accessed: Apr. 23, 2025.[Online
of Engineering Students” (Ethical andResponsible Research (ER2) – 2202691)References[1] J. A. Hamad, M. Hasanain, M. Abdulwahed and R. Al-Ammari, "Ethics in engineeringeducation: A literature review," 2013 IEEE Frontiers in Education Conference (FIE), OklahomaCity, OK, USA, 2013, pp. 1554-1560, https://doi.org/10.1109/FIE.2013.6685099[2] Newberry, B. The dilemma of ethics in engineering education. SCI ENG ETHICS 10,343–351 (2004). https://doi.org/10.1007/s11948-004-0030-8[3] Martin, D.A., Conlon, E. & Bowe, B. A Multi-level Review of Engineering Ethics Education:Towards a Socio-technical Orientation of Engineering Education for Ethics. Sci Eng Ethics 27,60 (2021). https://doi.org/10.1007/s11948-021-00333-6[4] May, D.R., Luth, M.T
feedback loop between research,practice, and curriculum design can help create more responsive and inclusive engineeringeducation.AcknowledgmentThe authors thank the students who participated in the survey and the department chairs of theWhitacre College of Engineering for their contributions to the ENGR 1110 seminar.References[1] R. M. Felder and R. Brent, “Understanding student differences,” J. Eng. Educ., vol. 94, no. 1, pp. 57–72, Jan. 2005.[2] G. Lichtenstein, H. G. Loshbaugh, B. Claar, H. L. Chen, K. A. Jackson, and S. D. Sheppard, “An engineering major does not (necessarily) an engineer make: Career decision making among undergraduate engineering majors,” in Proc. ASEE Annu. Conf., 2007.[3] L. H. Jamieson and J. R
, concept-heavy STEM coursesduring the middle years of an engineering program [2], [6]. We used a similar approach in ourfirst-year project-based course, expecting to find both similarities and differences in the type ofresponses from our students as compared to responses reported in the literature for content-basedSTEM courses [2], [6].The purpose of this work is twofold - to develop a framework that will utilize a request forstudent-to-student advice to evaluate and improve a course and b) offer an example of how thisstrategy can be implemented in practice in an introductory project-based learning environment.Our study is guided by the following research question: What kinds of peer advice for success do students give in a team project
upon the initial archetypes identified in this work, we plan to explorestudent-reported influences on their decision-making and self-concept development.Comparing these influences with early goal patterns may provide insight into theexternal factors that shape the initial construction of engineering identity, offeringvaluable implications for advising, curricular design, and early interventions to supportidentity development. We also plan to use this mixed-method study to inform a largerquantitative analysis.References[1] K. L. Tonso, “Engineering Identity,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. E. Olds, Eds., Cambridge University Press, 2014, pp. 267–282.[2] J. M. Lakin, Wittig ,Ashley H., Davis
, supporting students to develop a strong SoB is similarlycomplex. Our study provides limited insights into these constructs, due to the broad nature of thegeneral survey questions. Future work can investigate the questions we raised in greater detailthrough more nuanced conversations with students on both ends of the belonging spectrum.Further, future work needs account for differences in social identities, potentially broadening thescope from first-time first-year students to include transfer students.References[1] E. T. Pascarella and P. T. Terenzini, How College Affects Students: A Third Decade of Research, vol. 2. 10475 Crosspoint Blvd, Indianapolis, IN 46256: Jossey-Bass, 2005.[2] B. Goldschneider, “The journey of becoming and belonging: A
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
engineering students in the educational process.” Proceedings of American Society for Engineering Education, 2008.[9] Chapín, H. G., Wiggins, B. L., and Martin-Morris, L.E. “Undergraduate science learners show comparable outcomes whether taught by undergraduate or graduate teaching assistants.” J. of Coll. Sci. Teaching, vol. 44, no. 2, pp. 90-99, 2014. https://www.jstor.org/stable/43631962[10] Washer, P. “Designing a system for observation of teaching.” Quality Assurance in Teaching, vol. 14, no. 3, pp. 243-250, 2006. DOI 10.1108/09684880610678559[11] McDermott, P. and Simpson, L. Forward in Applied Improvisation: Leading, Collaborating, and Creating Beyond the Theatre. Eds. Dudeck, T. R. &
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
Utilizing Physical Models in a Mechanics CourseIntroductionIn a traditional Mechanics course students may be presented with schematic drawings of realstructures which may leave students wondering what the real-world embodiment of the structureactually looks like and how the particular mechanics theory they are learning applies to it.In my mechanics course, I use physical models for most of the example problems I work throughin class. I built these models using primarily wood, screws, nuts, bolts, pins, pulleys, ropes, andsprings. Students can see, feel, actuate, and explore the structure. This creates a connectionbetween the schematic drawing and the real physical structure, while it reduces the level ofabstraction and
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
Paper ID #49797GIFTS: AI2QTI:Automated Quiz Generation Using Generative AI and QTIfor Teaching Content Management SystemsDr. Osman Sayginer, Temple UniversityCory Budischak, Temple University Dr. Cory Budischak, Associate Dean for Undergraduate Studies in the College of Engineering at Temple University, strives to create a culture of evidence based teaching and co-curricular supports in the College of Engineering. A proponent of innovative teaching methods like flipped classroom problem based learning, alternative grading, and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support
Paper ID #49835GIFTS: Balance Builders: Stirring Together Community, Conversations, andCulinary Metaphors for Wellness in First-Year Engineering StudentsMadison Seckman, University of Colorado Boulder Madison is a third year undergraduate biomedical and mechanical engineering student. She is one of the two students who created and run the Balance Builders program through Engineering Connections at CU Boulder.Alison West FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 G.I.F.T.S: Balance Builders: Stirring Together Community, Conversations, and Culinary Metaphors for Wellness in First-Year
Paper ID #49828WIP: Building Supportive Campus Communities Through the MakerSpaceInitiativeMr. David Kriesberg, University of Maryland College Park David Kriesberg is a Mechanical Engineer and educator with a Master’s degree in Mechanical Engineering from the University of Maryland. He currently serves as the Instructional Fabrication Lab Manager for Terrapin Works at UMD, where he oversees hands-on engineering education and supports student innovation through advanced fabrication resources. In addition to his managerial role, David teaches ENES100: Introduction to Engineering Design and ENME272: Introduction to Computer-Aided
GIFTS: Experiential, Research-Based Learning as part of the First-Year Innovative Research Experience’s Bio Inspired Robotics StreamIntroductionTraditionally, college-level research is conducted by graduate and upper-level undergraduatestudents. The Bio Inspired Robotics (BR) Stream (a form of lab group), as part of a largerundergraduate research experience, gives first-year, undergraduate students the uniqueopportunity to conduct authentic, college-level, robotics research within the first few semestersof their academic career. BR stream teaching structure is based upon active, research-basedlearning methods, tailored to the unique scientific and technical aspects of bio inspired robotics.Though most stream activities are centered
-oriented course for engineering students placed in pre-calculus courses. He has also developed and co-teaches the Fundamentals of Engineering Design course that includes a wide spectra of activities to teach general engineering students the basics of engineering design using a hands-on approach which is also engaging and fun. He is an Institute for Teaching Excellence Fellow at NJIT and the recipient of NJIT’s 2022 Excellence in Teaching Award - Lower Division Undergraduate Instruction, 2022 Newark College of Engineering Excellence in Teaching Award, and 2018 Saul K. Fenster Innovation in Engineering Education Award.Dr. Ashish D Borgaonkar, New Jersey Institute of Technology Dr. Ashish Borgaonkar works as an Assistant
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
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
Paper ID #49817GIFTS: Quick Assessment of Course Topics’ Impact in First-Year EngineeringSeminarsDr. Lee Kemp Rynearson, Campbell University Lee Rynearson an Associate Professor of Engineering at Campbell University. He received a B.S. and M.Eng. in Mechanical Engineering from the Rochester Institute of Technology in 2008 and earned his PhD in Engineering Education from Purdue University in 2016. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 GIFTS: Rapid Assessment of Course Topics’ Impact in First-Year Engineering SeminarsIntroductionThis GIFTS paper discusses
. He previously completed his graduate studies in Mechanical EnginDr. Jack Bringardner, Colorado School of Mines Jack Bringardner is a Teaching Associate Professor and Director of Education Innovation at Colorado School of Mines in the Engineering, Design, and Society Department. He teaches the first-year engineering Cornerstone design course. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based courses, the first-year engineering experience, and student professional skills. He is active in the American Society for Engineering Education and serves on the First-Year Programs Division Executive Board and was the past Webmanager for the ASEE
Paper ID #49831Full Paper: Network-based Reflection to Support First-year Engineering StudentsRachel Anne Smith, Iowa State University of Science and Technology Rachel A. Smith is Associate Professor of student affairs and higher education in the School of Education at Iowa State University. She currently serves as the school’s Director of Graduate Education. She earned her PhD and MS in Higher Postsecondary Education from Syracuse University and holds a BA in history from the University of Wisconsin-Madison.Aileen Hentz PhD, University of Maryland, College Park Aileen N. Hentz has over twenty years of experience working as