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

methods research designs for educational research.Dr. Pamela S. Lottero-Perdue, Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 science-integrated engineering learning experiences. She has authored numerous engineering-focused teacher practitioner articles, chapters, and research articles, and presents her research regularly through the ASEE Pre-College Engineering Education Division, a division

Conference Session

WORKSHOP I: Integrating Service Learning into First-Year Engineering Courses: A Hands-On Workshop

Collection

FYEE 2025 Conference

Authors

Kathryn Schulte Grahame, Northeastern University; Brian Patrick O'Connell, Northeastern University; Anne Shea, Northeastern University; Kennedy Gallagher, Northeastern University

Tagged Topics

FYEE 2025

and discuss next steps to out and Next steps readings and contact creating a network of first year faculty information (2) Discussion of continued collaboration engaged in SL.References[1]​ J. Duffy, E. Tsang, and S. M. Lord, “Service Learning In Engineering: What, Why, And How?,” presented at the 2000 Annual Conference, Jun. 2000, p. 5.543.1-5.543.9. Accessed: May 15, 2025. [Online]. Available: https://peer.asee.org/service-learning-in-engineering-what-why-and-how[2]​ D. A. Delaine et al., “A systematic literature review of reciprocity in engineering service-learning/community engagement

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Rui Li, New York University

Tagged Topics

FYEE 2025

conducted in fall 2025within a group of 30 students.References[1] Bhardwaj, V., Kumar, M., Joshi, D., Chourasia, A., Bawaskar, B., & Sharma, S. (2024).Conversational Al—a state-of-the-Art Review. Conversational Artificial Intelligence, 533-555. https://doi.org/10.1002/9781394200801.ch31[2] Chatterjee, A. (2024, April 28). Extracting chunks from PDF and storing in locallyhosted chromadb using Langchain Utilities[3] Golovanov, S., Tselousov, A., Kurbanov, R., & Nikolenko, S. I. (2019). Lost in conversation:A conversational agent based on the transformer and transfer learning.[4] The NeurIPS '18 Competition, 295–315.https://doi.org/10.1007/978-3-030-29135-812[5] Liu, X., Guo, C., Yao, B., & Sarikaya, R. (2024). A self-learning framework

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

). San Francisco, CA: Jossey-Bass.[5] D. Yomtov, S. W. Plunkett, R. Efrat, and A. G. Marin, “Can peer mentors improve first-year experiences of university students?,” J. Coll. Stud. Retent. Res. Theory Pract., vol. 19, no. 1, pp. 25-44, 2017.[6] V. Cornelius, L. Wood, and J. Lai, “Implementation and evaluation of a formal academic-peer-mentoring programme in higher education,” Active Learn. High. Educ., vol. 17, no. 3, pp. 193-205, 2016.[7] J. Carragher and J. McGaughey, “The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol,” Syst. Rev., vol. 5, pp. 1-9, 2016.[8] P. Collier, “Peer mentoring

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

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

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

story-driven and‬ S ‭incorporate Think-Pair-Share strategies to promote retention and peer dialogue [1].‬ ‭Lessons are grouped into three categories:‬ o‬ ‭Safety Mindset – pre-mortems, danger heat maps, and other anticipatory‬ ‭ ‭frameworks‬ o‬ ‭Safe Response – emergency flowcharts and response protocols‬ ‭ o‬ ‭Tool-Specific Use – best practices for individual tools‬ ‭ ‭●‬ ‭ afe and Skillful by Design:‬‭Visual cues like posters,‬‭labeled PPE, 5S workspace‬ S ‭organization, and clear workflows reduce ambiguity and reinforce safety expectations.‬ ‭●‬ ‭ iered Access to Tools:‬‭We classify tools by asking

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

), p. 32180, ASEE Conferences, June 2019.[2] L. Albers, “Bungee Action Figure Activity used to Gently Introduce Students to Excel and the MATLAB IDE (Resource Exchange),” in 2022 ASEE Annual Conference & Exposition Proceedings, (Minneapolis, MN), p. 41273, ASEE Conferences, Aug. 2022.[3] L. Albers, “WIP: Activity Centric Online Teaching and Learning with MATLAB,” in 15th Annual First-Year Engineering Experience Conference (FYEE) Proceedings, (Boston, Mas- sachusetts), p. 48635, ASEE Conferences, July 2024.[4] S. Henderson, S. Haghani, E. T. Ososanya, D. Shetty, C. Riso, and R. A. Villegas, “Design and fabrication of a 50mm gun launched hybrid projectile,” in 2019 Fall Mid Atlantic States Conference, (New York, New York

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Laura Albrant, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

context, are common behaviors made by novice programmers that resultin negative effects for the code. These consequences can include poor readability, inefficiency, thepresence of code bugs, etc. Good patterns are coding behaviors that students are encouraged to do,such as simply putting their name in a header comment [2]. Students use WebTA by submittingtheir code file(s). WebTA utilizes tree sitters and its database to find all patterns that exist within thecode. The application then provides a general summary, a line-by-line break down, and the abilityto re-download the files for a given submission. The line-by-line breakdown displays which linesof code have a pattern and provides an explanation about the pattern as well as a hint to

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Roshina Babu, The University of Utah

Tagged Topics

FYEE 2025

their learning journey and also serve as real-time feedback for the instructor tomake midsemester course adjustments.References[1] L. Santiago, "Retention in a first year program: Factors influencing student interest in engineering," in Proc. 2013 ASEE Annu. Conf. & Expo., Atlanta, GA, USA, Jun. 2013, pp. 23- 1045.[2] N. Desai and G. Stefanek, "A literature review of the different approaches that have been implemented to increase retention in engineering programs across the United States," in Proc. 2017 ASEE Zone II Conf., San Juan, PR, USA, 2017, pp. 2–5.[3] J. Ernzen, E. Judson, S. J. Krause, J. Collofello, Y. C. Chen, K. R. Beeley, and R. J. Culbertson, "Effect of student-centered programs on

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

at Case Western Reserve University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education research, from The Ohio State University.Dr. Heidi B. Martin, Case Western Reserve UniversityMichael William Butler, Case Western Reserve University I have extensive experience working within research or R&D organizations. Most recently, I have supported undergraduate teaching and research laboratories at Case Western Reserve University, ultimately as the director of the Roger E. Susi First Year Engineering Experience Laboratory. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27

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

Paper ID #49764GIFT: Formative Lecture Quizzes to Help Students Improve Their UnderstandingDr. Kathleen A Harper, Case Western Reserve University Kathleen A. Harper is the assistant director of the Roger E. Susi First-year Engineering Experience at Case Western Reserve University (CWRU). She received her M. S. in physics and B. S. in electrical engineering and applied physics from CWRU and her Ph. D. in physics, specializing in physics education research, from The Ohio State University.Dr. Kurt Rhoads, Case Western Reserve University Kurt Rhoads, Ph.D., P.E. is the faculty director of the Roger E. Susi First-Year Engineering

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

learning, alternative grading, and design thinking, he also co-founded the STEPS program (funded through NSF S-STEM) to support low-income, high-achieving engineering students. Budischak holds a Doctorate in Electrical Engineering and enjoys outdoor activities with his family. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27Work In Progress: Enhancing Student Collaboration Through Growth-Based Assessment PracticesIntroductionBackgroundIn a broad literature review, Geisinger and Raman summarized many factors related to studentattrition from engineering majors [1]. The authors noted that competitive grading environmentscommonly found in STEM disciplines have been linked with

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

University, Dec. 2, 2007, pp. 99–107.[2] P. J. Guo, "Non-native English speakers learning computer programming," in Proc. 2018 CHI Conf. Human Factors in Computing Systems, Apr. 21, 2018.[3] N. Pillay and V. R. Jugoo, "An investigation into student characteristics affecting novice programming performance," ACM SIGCSE Bull., vol. 37, no. 4, pp. 107–110, Dec. 2005.[4] D. Horton and M. Craig, "Drop, fail, pass, continue: Persistence in CS1 and beyond in traditional and inverted delivery," in Proc. 46th ACM Technical Symp. Computer Science Education, Feb. 24, 2015.[5] C. N. Guzman, A. Xu, and A. G. S. Raj, "Experiences of non-native English speakers learning computer science in a US university," in Proc. 52nd ACM

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

projected toincrease by 33% from 2023 to 2033, far outpacing the average growth for all occupations [2].To address the workforce gap, West Virginia University (WVU) launched a B.S. in Cybersecurityand an Area of Emphasis (AoE) in Cybersecurity for other B.S. majors in 2018. The B.S.program earned ABET accreditation in 2022 and is designated by the NSA as a National Centerof Academic Excellence in Cyber Defense Education (CAE-CD). Aligned with this mission, theNSF S-STEM funded project “Attracting and Cultivating Cybersecurity Experts and Scholarsthrough Scholarships” (ACCESS) aims to increase the annual enrollment in WVU’scybersecurity programs and support student success and career readiness. ACESS incorporatesseveral co-curricular activities

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

FYEE 2025

result is that course topics focused on academic success rank highly. Week 9’s content ontime management methods does extraordinarily well. This ranking may not generalize to otherinstitutions serving different student bodies, but it is an example of a topic’s standout impact thatwas not previously clear to the instructional team. This ranking motivates review of that topic’scontent and pedagogy to search for improvements to apply to other topics or the course overall.It is also useful to see that Week 2’s content is rated least impactful in both surveys. Week 2 isprimarily presented by non-Engineering personnel to meet University-level requirements for100-level courses. The ranking data may be useful in conversations about potentialenhancements

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Atheer Almasri, West Virginia University; Todd R Hamrick, West Virginia University; Robin A.M. Hensel, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Lizzie Santiago, West Virginia University; Carter Hulcher, West Virginia University

Tagged Topics

FYEE 2025

]emphasize, valid engagement analysis requires multimodal data. To address this limitation,future research will incorporate student surveys and semi-structured interviews to explore howstudents manage their time, approach difficult content, and perceive the usefulness of SIMnet.Additional directions include investigating equity concerns to see if engagement patterns differacross demographic groups and piloting instructional strategies such as guided walkthroughs.These efforts aim to support the development of a more robust, theory-informed framework forevaluating engagement and to provide actionable insights for improving instruction in first-yearengineering courses.References[1] S. A. Oke, "Spreadsheet applications in engineering education: A

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

the instructors, undergraduateteaching fellows, and lab teaching fellows of ENES100 for their collaboration and feedback.References[1] D. Nicol and D. Macfarlane‐Dick, "Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice," Studies in Higher Education, vol. 31, no. 2, pp. 199–218, 2006, doi: 10.1080/03075070600572090.[2] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth, "Active learning increases student performance in science, engineering, and mathematics," Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410– 8415, 2014, doi: 10.1073/pnas.1319030111.[3] Z. Papamitsiou and A. A. Economides

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Ronnie L Brown, University of the District of Columbia Community College

Tagged Topics

FYEE 2025

, addressing questions about consistent engagement,academic achievement, and long-term retention in engineering programs. This includes refiningthe intervention based on preliminary findings, such as addressing student misgivings aboutcontent creation and varying technical skill levels.References[1] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering,and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.[2] Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. CambridgeUniversity Press.[3] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

adapted to other programs looking to boost student connectionand comfort on campus.References[1] A. D. Ronan, "A scavenger hunt activity to welcome first-year students to the civilengineering department," in Proc. 2019 ASEE Annu. Conf. Expo., 2019.[2] S. Gray, E. Lindsay, and J. Walraven, "Orienthunt: The development of a scavenger hunt tomeet the needs of a first year engineering orientation," in Australasian Association forEngineering Education Conference 2011: Developing Engineers for Social Justice: CommunityInvolvement, Ethics & Sustainability, Fremantle, Western Australia, Dec. 5–7, 2011[3] K. Morgan et al., "Work-in-progress: Reflection & projection: An exploration of a scavengerhunt assignment in an introduction to aerospace

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

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

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

Question(s) Likert Scale 1 = strongly disagree, Sense of Belonging I feel like I belong at my university 7 = strongly agree When you think about your university, how often, if 1 = Never, Belonging Uncertainty ever, do you wonder: Maybe I don't belong here? 5 = Always 1 = strongly disagree, Engineering Identity Sum of multiple Items from Godwin [12] 6 = strongly agree

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

. Teach. Educ., vol. 114, p. 103717, Jun. 2022, doi: 10.1016/j.tate.2022.103717.[2] J. Shaffer and A. Ringsby, “Student Advice for Success in High Structure Science and Engineering Courses,” J. Coll. Sci. Teach., vol. 53, no. 2, pp. 162–169, Mar. 2024, doi: 10.1080/0047231X.2024.2316380.[3] L. S. McClure, T. S. Combrink, C. E. Foor, S. E. Walden, and D. A. Trytten, “I wish someone would’ve told me: Undergraduate engineering students offer advice to incoming students,” in Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, 2006. Accessed: May 12, 2025. [Online]. Available: https://www.researchgate.net/profile/Susan- Walden/publication

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

technical fluency, whilethe widespread inclusion of ethics reflected the value of building awareness around engineers’impact on society. The pattern of common foundational skills suggested a similar pedagogicalvision across institutions: introductory engineering courses are not just about technical contentbut also about cultivating the habits and mindsets necessary to succeed as engineers.Table 2. Common Skills Code/s Total Applications Schools Applied n n % Teamwork 25 12 92 Communication 26

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Osman Sayginer, Temple University; Cory Budischak, Temple University

Tagged Topics

Diversity, FYEE 2025

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

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Lesly Samantha Murillo, University of Maryland College Park; Tabatha Cuadra Rodriguez, University of Maryland College Park; Paige E Smith, University of Maryland, College Park

Tagged Topics

Diversity, FYEE 2025

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​‌

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

experimentationand trial and error within a supportive community of practice and develops novice teachers’“competence in interaction and afford[s] them a sense of authority and accountability” [16].These outcomes are achieved not only through the enactment of teaching moves, but alsothrough critical feedback from supervisors and peers. “Gain[ing] more confidence and insight into themselves” is a self-reported benefit ofTAing for both GTAs and UTAs [17]. Practicing self-awareness through reflection directlysupports this positive outcome for the TAs themselves. The development of self-awarenessthrough self-observation involves bringing awareness to and making meaning of the embodiedexperience of being in a leadership position. Self-awareness is

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

. Gunter, and B. Victoria, "Examples of Free Choice Open-Ended Design Projects in a First-Year Engineering Course," presented at the ASEE First Year Engineering Experience, Daytona Beach, Florida, 2017/08/06, 2017. [Online]. Available: https://peer.asee.org/29409.[3] A. Mazzeo. "MAE Session for Intro to Engineering." https://engineering- content.com/engineering-content/mae-session-for-intro-to-engineering/ (accessed 2025).[4] T. George, A. S. Klein, and K. B. Wendell, "First Impressions: Engaging First-Year Undergraduates in Chemical Engineering Design," presented at the 2020 ASEE First Year Engineering Experience, Virtual, 2020. [Online]. Available: https://peer.asee.org/34673.[5] "PA Media and

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

trackthe spending of each team and the items being purchased. Undergraduate teaching fellows andinstructors for the course have access to the platform and assist teams with their purchases,This project was supported by a University of Maryland Sustainability Fund Grant.which take less than two minutes per purchase. The process involves opening the School Storewebsite, identifying the appropriate team, and using a barcode scanner to scan the barcode (onthe bin label) for the purchased (or returned) item(s). An undergraduate teaching fellow alsomaintains and updates the store website, keeps the bins labeled and organized, and restocksinventory in the School Store from the storage room, as needed.At the end of the semester following the final

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lena Johnson, University of Maryland - Office of Undergraduate Research

Tagged Topics

FYEE 2025

: Implications for research-based teaching,” Teaching in Higher Education, vol. 30, no. 1, pp.84- 101, 2025.[4] J. Thiem, R. Preetz, and S. Haberstroh, “How research-based learning affects students’ self- rated research competencies: evidence from a longitudinal study across disciplines,” Studies in Higher Education, vol. 48, no. 7, pp. 1039-1051, 2023.[5] I. Wessels, J. Rueß, C. Gess, W. Deicke, and M. Ziegler, “Is research-based learning effective? Evidence from a pre-post analysis in the social sciences,” Studies in Higher Education, vol. 46, no. 12, pp. 2595-2609, 2021[6] T. Fiskum, K. Jegstad, J. Aspfors, and G. Eklund, “The goal of research-based learning in teacher education: Norwegian and Finnish teacher

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

, National Science Foundation, “The STEM Labor Force of Today: Scientists, Engineers and Skilled Technical Workers,” Science and Engineering Indicators 2022, NSB-2021-2, Alexandria, VA, 2021. [Online]. Available: https://ncses.nsf.gov/pubs/nsb20212[2] National Science and Technology Council Committee on STEM Education. Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5-year Strategic Plan, November 2024: Washington, D.C.[3] Maltese, A.V. and R.H. Tai, Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among US students. Science Education, 2011. 95(5): p. 877-907.[4] Shaw, E.J. and S. Barbuti, Patterns of persistence in intended college