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

-learning-community[9]​ P. Corey Kiassat and M. Ben-Avie, “Work in Progress: Engineering First-Year Academy to Help Underprepared Students,” presented at the 2022 ASEE Annual Conference & Exposition, Aug. 2022. Accessed: May 15, 2025. [Online]. Available: https://peer.asee.org/work-in-progress-engineering-first-year-academy-to-help-underprepared- students[10]​A. L. Gillen, J. R. Grohs, H. M. Matusovich, and G. R. Kirk, “A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education,” J. Eng. Educ., vol. 110, no. 3, pp. 545–571, 2021, doi: 10.1002/jee.20403.[11]​B. Graven, P. A. Ralston, and T. Tretter, “First-year

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

to jigsaw the activities inLab 1 so that each team has a member that has tried each coffee brewing method.AcknowledgementWe thank David Long, Brandon Riggs, and A. Freed at Rising Star Coffee Roasters for their helpdeveloping this module.References[1] W. Ristenpart and T. Kuhl, The Design of Coffee : An Engineering Approach, 2 nd ed., Ristenpart / Kuhl Publishing, 2016.[2] J. Menicucci, J. Duffy, and B. Palmer, “Hands on Introduction to Chemical and Biological Engineering” in Proceedings, 2007 ASEE Annual Conference & Exposition, June 2007 Honolulu, Hawaii.[3] S. Lee and H. Dillon, “Steeped in Engineering: Using Coffee to Introduce Students to Engineering” in Proceedings, 2023 ASEE PNW Section Conference, Gonzaga University

Conference Session

WORKSHOP I: Designing Active Learning Activities with Ethics in Mind, and Body (no matter if this is a fundamental principles class or an ethics-as-a-stand alone class, or any class in-between)

Collection

FYEE 2025 Conference

Authors

Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park

Tagged Topics

FYEE 2025

ASEE Annual Conference & Exposition, Columbus,OH, 2017.[12] A. R. Bielefeldt, “Disengaging or Disappearing? Losing the most Socially MotivatedStudents from Engineering?” Proceedings of the ASEE Annual Conference & Exposition,Columbus, Ohio, 2017.[13] A. L. Pauley and A. E. Slaton, “The power and politics of STEM research design: Savingthe small ‘N,’” Proceedings of the American Society of Engineering Education AnnualConference. Seattle, WA, 2015.[14] J. L. Hess and G. Fore, “A Systematic Literature Review of US Engineering EthicsInterventions,” Sci Eng Ethics, vol. 24, no. 2, pp. 551–583, Apr. 2018.[15] M.C. Ausman, D. Nieusma, Q. Zhu, S.C. Rea, K. Shiekh, and B. Corby, “The UndoneEthics of Engineering Ethics.” Proceedings of the

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

. AnalysisS.W.O.T. is an acronym for Strengths, Weaknesses, Opportunities, and Threats. It is typically usedin business applications to assess the status of a company and determine a new direction. A simplesearch in the ASEE PEER database on “S.W.O.T. Analysis” led to three results where it has beenimplemented [4, 5, 6].For this activity, the students received two sticky notes in four different colors and were shown theprompts in Figure 1a, b, c, and d, one at a time. Strengths and weaknesses were considered internalto the students who were instructed to think of their two strengths, write one per sticky, and thenplace them on the board under “Strengths.” The same was done for “Weaknesses”, “Opportunities”,and “Threats” using a different color sticky for

Conference Session

WORKSHOP III: Activity Centric Learning and Teaching with MATLAB - Module 1

Collection

FYEE 2025 Conference

Authors

Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

: (20 minutes) a. Live Script 1 - Introduction to MATLAB Drive (Figure 1) Figure 1: Live Script 1 b. Live Script 2 - Plotting Data – MATLAB (self-paced Live Script) (Figure 2) Figure 2: Live Script 2 c. Participants are encouraged to bring and use their laptop to access MATLAB online for the Live Scripts.5. Lecture 5: LLSFT (20 minutes) a. Return to Excel to input the equations for the slope, y-intercept, and correlation coefficient. b. Live Script 3 - Linear Least Squares Fitting Technique in MATLAB (Figure 3) Figure 3: Live Script 3MathWorks® - MATLABParticipants will actively engage in the

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

Saloome Motavas, University of British Columbia, Vancouver; Fatimah Mahmood, University of British Columbia, Vancouver

Tagged Topics

Diversity, FYEE 2025

international students in the VC section and build their confidence withthe course material by addressing some of the language-related barriers.Project ApproachThis project consists of five modules that were implemented in VANT 140 classes, which areIntegrated Language and Content Tutorials developed by a Vantage College academic Englishinstructor in collaboration with a computer programming instructor. Each module consisted ofinstructional materials on the linguistic aspects of programming, in-class activities, and avocabulary list with contextual definitions.Modules 1 and 2: Writing AlgorithmsIn previous iterations of the course, students commonly struggled with a) expressing theirthoughts and solutions in clear and coherent language; b

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

: Springer New York, 2013, pp. 293–308. doi: 10.1007/978-1-4419-5546-3_20[5] A. F. Wise and D. W. Shaffer, “Why Theory Matters More than Ever in the Age of Big Data”, LearningAnalytics, vol. 2, no. 2, pp. 5-13, Dec. 2015.[6] T. Sitzmann, “A Meta‐Analytic Examination of The Instructional Effectiveness of Computer‐Based SimulationGames,” Personnel Psychology, vol. 64, no. 2, pp. 489–528, Jun. 2011, doi: 10.1111/j.1744-6570.2011.01190.x.[7] E. Bosch, E. Seifried, and B. Spinath, “What successful students do: Evidence-based learning activities matterfor students’ performance in higher education beyond prior knowledge, motivation, and prior achievement,”Learning and Individual Differences, vol. 91, pp. 102056, Oct. 2021, doi: 10.1016/j.lindif.2021.102056

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

presentations for the course, the teams areexpected to return any items that remain functional to the school store and are encouraged todonate any non-School Store parts they purchased for the project. Students are asked to return ordonate only functional, non-customized parts. The large number of students and large volume ofparts led us to establish an assembly-line-style drop-off system for parts. Sets of bins fordifferent items are placed in several stations in the lab space (Figure 2A), and teams deposit theitems into the appropriate bin. As appropriate, (e.g., for motors), information sheets and/or bagsare supplied to keep sets of items and/or their specifications together (Figure 2B). A B Figure 2

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

human factors.,” in 14th Annual First-Year Engineering Experience (FYEE) Conference, 2023.[5] L. Albrant, L. C. Ureel II, and L. Albers, “R1 and R2 Collaboration and Exchange: The Journey Towards a Practicum Experience,” in 2025 ASEE Annual Conference & Exposition, (Montreal, Canada), June 2025.[6] J. Koh, C. Chai, B. Wong, and H.-Y. Hong, Design Thinking for Education: Conceptions and Applications in Teaching and Learning. The Design and Technology Association, 01 2015.[7] M. Santos and M. Soares, Ergonomic Design Thinking -Approaching Ergonomics Through a New Way For Performing Innovation in the Workplace, pp. 560–571. AHFE Conference, 01 2014.[8] M. Benjamin, L. Albrant, M. Jarvie-Eggart, J. Sticklen, L. Brown, and L

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

you to the Rutgers University School of Engineering faculty and staff for supporting thecourse’s needs.References[1] M. Hernández-de-Menéndez, A. Vallejo Guevara, J. C. Tudón Martínez, D. Hernández Alcántara, and R. Morales-Menendez, "Active learning in engineering education. A review of fundamentals, best practices and experiences," International Journal on Interactive Design and Manufacturing (IJIDeM), vol. 13, no. 3, pp. 909-922, 2019/09/01 2019, doi: 10.1007/s12008-019-00557-8.[2] B. D. Jones, "Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation," International Journal of Teaching and Learning in Higher Education vol. 21, 2009.[3] M. J. Hansen, M. J. Palakal, and L

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 this year-roundprogram. To enhance interest and knowledge in STEM fields, students in high school participate in thecampus visit component. The objectives of this component are to: a) Offer hands-on experiences in STEM,b) Create opportunities to engage with science and engineering professionals/faculty, c) Demonstrate theconnection between high school math and science courses and STEM fields, d) Show that careers in scienceand engineering are attainable, e) Encourage students to pursue STEM majors in college. Campus visits arefacilitated by a variety of departments, including Math, Science, Engineering, English (for writing courses),and Arts (for general education courses). Sessions are interactive, allowing students to learn by

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

of the Technological Revolution. She is particularly interested in Appalachian kindergarten teachers’ perceptions of STEM.Dr. Akua B. Oppong-Anane, West Virginia University Akua Oppong-Anane is a Teaching Assistant Professor in the Fundamentals of Engineering Program at West Virginia University. She has a Bachelor’s degree in Chemical Engineering, a Master’s degree in Chemistry and a Ph.D. in Environmental Engineering Sciences. Her research areas are in engineering education, retention and persistence of first-year engineering students, mentoring, advising and environmental engineering.WenJuan Mo, West Virginia University FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Catherine Marie Hamel, University of Maryland, College Park

Tagged Topics

FYEE 2025

GIFTS: Building Empathy and Conflict Resolution Skills: A Role-Playing Activity for First-Year Engineering TeamsIn this GIFTS paper, the author presents a role-playing activity designed to help participantsnavigate challenging yet common team situations in first-year engineering design courses. Thisactivity has been used for faculty professional development, teaching assistant training, orin-class student engagement to improve teamwork and conflict resolution skills.This activity was developed in response to troubling feedback from some students that they hadvery negative experiences in first and second-year courses due to team projects and associatedteam conflict. The author met with multiple students in the 2023

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

GIFTS I

Collection

FYEE 2025 Conference

Authors

Andrew Charles Bartolini, University of Notre Dame; Joseph A Lyon, University of Notre Dame

Tagged Topics

FYEE 2025

Meeting the Trigger Condition Semester Number Percentage Fall 2019 28 / 406 6.9% Fall 2024 39 / 466 8.4%As seen in Table 1, both the number of students and the percentage of students who met thetrigger condition increased from 2019 to 2024. To investigate these changes further, Table 2identifies the breakdown of students based on two parameters for both the Fall 2019 semesterand Fall 2024: (i) whether or not they met the trigger condition and (ii) if they received a B orhigher (deemed thriving) or a B- or lower (deemed nonthriving). Table 2. Comparison of the Number of Students Meeting

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Roshina Babu, The University of Utah

Tagged Topics

FYEE 2025

. Eng. Educ., vol. 47, no. 3, pp. 227–245, 2019.[7] P. Sideris and M. Koliou, "The role of timely actionable student feedback in improving instruction and student learning in engineering courses," in Proc. ASEE Virtual Annu. Conf., Jun. 2020.[8] C. S. Nair, A. Patil, and P. Mertova, Enhancing Learning and Teaching Through Student Feedback in Engineering. Elsevier, 2012.[9] H. Smith, "The unintended consequences of grading teaching," Teach. High. Educ., vol. 17, no. 6, pp. 747–754, 2012.[10] B. F. Klimova, "Self-reflection in the course evaluation," Procedia–Social Behav. Sci., vol. 141, pp. 119–123, 2014.[11] K. G. Nelson, D. F. Shell, J. Husman, E. J. Fishman, and L. K. Soh, "Motivational and self

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

, "Learning analytics and educational data mining in practice: A systematic literature review of empirical evidence," Educational Technology & Society, vol. 17, no. 4, pp. 49–64, 2014.[4] K. Arnold and M. D. Pistilli, "Course signals at Purdue: Using learning analytics to increase student success," in Proc. 2nd Int. Conf. Learning Analytics and Knowledge, Vancouver, BC, Canada, 2012, pp. 267–270, doi: 10.1145/2330601.2330666.[5] J. Smyser and B. Jaeger, "Student-generated metrics as a predictor of success in capstone design," in ASEE Annual Conference & Exposition, Tampa, FL, USA, 2019, pp. 1–14.[6] D. Willmot and I. Perkin, "Evaluating the effectiveness of a first year module designed to improve student

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

. Res. J., vol. 9, no. 2, pp. 27–40, 2009.[8] M. B. Miles, A. M. Huberman, and J. Saldana, Qualitative Data Analysis: A Methods Sourcebook, Fourth Edition. Sage Publications Ltd (CA), 2020.

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Laura Ann Gelles, The University of Tennessee, Knoxville; Laura Knight, The University of Tennessee, Knoxville; Darren K Maczka, The University of Tennessee, Knoxville

Tagged Topics

FYEE 2025

Paper ID #49792GIFTS: Time Management as a Tool in a Stress Toolkit for First-Year EngineeringStudentsDr. Laura Ann Gelles, The University of Tennessee, Knoxville Laura Gelles is a teaching assistant professor in the Engineering Fundamentals program at the University of Tennessee Knoxville (UTK). Her previous work has focused on persistence and retention of engineering students, integrating social and environmental context into technical engineering curriculum, and mentoring and career resources for engineering graduate students.Prof. Laura Knight, The University of Tennessee, Knoxville Laura Knight is a Lecturer in the

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

Paper ID #49803GIFTS: A CHEESE-Y Approach to SafetyDagan Trnka, Duke University Dagan Trnka is the Engineering Manager of Duke’s Design POD, the flagship makerspace for the engineering school’s First Year Design program. Dagan brings with him his startup experience as a mechanical design engineer where he learned about entrepreneurship, prototyping, and lean manufacturing. Dagan uses that experience and his passion for making and teaching to create spaces where experiential learning can thrive.Ali N Stocks, Duke University FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Joseph A Lyon, University of Notre Dame; Andrew Charles Bartolini, University of Notre Dame

Tagged Topics

FYEE 2025

Paper ID #49766GIFTS: Building a comprehensive First-Year Computing TrajectoryDr. Joseph A Lyon, University of Notre Dame Joseph A. Lyon is an Assistant Teaching Professor at the University of Notre Dame. He holds a Ph.D. in Engineering Education. His research interests are computational thinking and mathematical modeling.Dr. Andrew Charles Bartolini, University of Notre Dame Associate Teaching Professor, University of Notre Dame FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 GIFTS: Building a comprehensive First-Year Computing TrajectoryIntroductionThis Great Ideas for Teaching

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Osman Sayginer, Temple University; Cory Budischak, Temple University; Laura Riggio, Temple University; lynda bouchelil, Temple University

Tagged Topics

FYEE 2025

GIFTS: Bridging Engineering Education with a Cost-Effective Classroom Kit: A Hands-On Approach to Active LearningIntroductionMany first-year engineering students struggle to see the connections among their coursework,often perceiving subjects as isolated. Research shows that integrated curricula not only enhanceconceptual understanding but also improve student retention [1], [2]. While integration is moreachievable in the first year due to common courses, extending this approach across the curriculumfrom freshman to junior year remains a significant challenge.This paper presents a cost-effective, interdisciplinary learning kit that supports active learningthrough hands-on engagement and cross-course alignment. The kit

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Paper ID #49796Full Paper: A Framework for Engineering Problem Scoping Leading to MindfulEngineering Problem SolvingCassie 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 Education from Ohio State University and her MS and BS in Biomedical

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

Work in Progress (WIP): Fostering Engineering Communities through Collaborative, Student-Led Learning in a First-Year Intro to Engineering CourseAbstractThe progression into undergraduate engineering programs presents significant challenges forfirst-year students, influencing their sense of belonging, motivation, and persistence. This work-in-progress paper investigates the impact of a specific collaborative, student-led educationalsupport within a first-year Introduction to Engineering course at a diverse community college.Students engaged in a 4-week project involving urban air quality prediction using MachineLearning through Python, culminating in the creation of peer-generated educational videosdocumenting their work. This

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

Equality and Diversity to ensure the planning and implementation of relevant DEI training and educational opportunities for college faculty and staff, as well as with HR and the college leadership on initiatives to improve the recruitment and retention of diverse faculty and staff. Harris also coordinates with affinity student organizations and programs across the college including, NSBE, SHPE, and SWE to name a few, acting as secondary advisor as well as primary college contact for external affinity-based organizations. Prior to joining Drexel Engineering, Harris served six years as the Director of the Lonnie B. Harris Black Cultural Center at Oregon State University. As Director of the BCC, Harris worked collectively

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

history in Onshape® to confirm that the models were developed overtime. While not every model was individually verified due to course’s scale and distributedinstructional staffing, students were reminded that submission of unmodified public modelswould be considered a violation of academic integrity.AcknowledgmentThank you to the Rutgers University School of Engineering faculty and staff for supporting thecourse’s needs.References[1] E. P. Douglas, D. J. Therriault, M. B. Berry, and J. A. M. Waisome, "Comparing Engineering Students’ and Professionals’ Conceptions of Ambiguity," in 2022 IEEE Frontiers in Education Conference (FIE), 8-11 Oct. 2022 2022, pp. 1-4, doi: 10.1109/FIE56618.2022.9962415.[2] B. Jack, W. G. P. E

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Dante Charles Scalfi, Northeastern University; Turner Marks; Kathryn Schulte Grahame, Northeastern University; Leila Keyvani, Northeastern University at Oakland

Tagged Topics

Diversity, FYEE 2025

, do the task with help, and then individually do their own task.With increasing complexity, these walkthroughs introduce students to each app designercomponent and the corresponding Arduino hardware. The first walkthrough illuminates the AppDesigner’s digital lamps and Arduino’s LEDs through keyboard inputs. Students are introduced tothe connection between digital and physical outputs with a simple computer input. The nextwalkthrough combines Arduino based inputs and app inputs with the use of a rotary potentiometerto control the brightness of an RGB LED by scaling the voltage to each LED pin while 3 in-appsliders control the R, G, and B values of the LED. An additional app-based output, an audio signal,is played after each RGB LED change to

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

) Psychological safety: a systematic review of the literature. Hum Resour Manag Rev 27:521–535. https://doi.org/10.1016/j.hrmr.2017.01.001[4] G. C. B. Winardy and E. Septiana, “Role, play, and games: Comparison between role-playing games and role-play in education,” Social Sciences & Humanities Open, vol. 8, no. 1, p. 100527, 2023, doi: https://doi.org/10.1016/j.ssaho.2023.100527.[5] Lencioni, P., The Five Dysfunctions of a Team; Jossey-Bass: New York, NY, 2002.[6] Mattjik, M., & Moulton, C. (2024, July), GIFTS-Team Safety Brief: A tool to promote and enhance teamwork Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2—48611[7] Marincel Payne, M. K. and Hanson, J

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

, "Scavenger Hunt Activity to Reinforce EngineeringFundamentals," in Collaborative Active Learning, C.-T. Chang, G. Kidman, and M. Y. Tee, Eds.Singapore: Palgrave Macmillan, 2022,[8] S. MacNamara and R. A. Svetz, "Hidden in Plain Sight: Campus Scavenger Hunt to TeachStructures and Technology to Architects," in Proc. 2013 ASEE Annu. Conf. Expo., Jun. 23,2013, pp. 23-659.[9] M. Swenty, K. Caple D'Alessandro, and B. Dymond, "A scavenger hunt to connect theas-built world to structural engineering theory," in Proc. 123rd ASEE Annu. Conf. Expo., NewOrleans, LA, USA, Jun. 26–29, 2016, pp. 1–16.[10] A. Mainka and G. Kollotzek, "How a Scavenger Hunt App Can Increase the Relatedness toYour University."[11] M. Polmear, N. J. Hunsu, D. R. Simmons, O. P. Olaogun