Conference Session

WORKSHOP I: First-Year Engineering Forums: Planning & Organizing Idea-Sharing Sessions with Program Stakeholders to Increase Collaboration and Mutually Beneficial Relationships

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Daniel Newcomb, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

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

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

performance, and (ii) fortransferability to future courses, as other course instructors may not have additional information.2) Using this trigger, the instructors identified “at-risk” students and asked them to create apersonal action plan that they would use to help them thrive. Once the instructor identified thestudents who met the trigger, the instructor boosted these students. This boost involved apersonalized email to the student, mentioning their performance met characteristics that in thepast have sometimes resulted in students who ultimately are non-thriving by the semester’s end.The email invited students to complete a personalized action plan, which helped them buildmeta-cognition and identify what steps they would take to help boost their

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

valued theopportunity to learn topics beyond the scope of the traditional class, which they wouldn’t havebeen able to do in previous years. However, the full qualitative and quantitative effects of theseexperiences on students have yet to be analyzed.For future work, we plan to continue refining this rapid version of the course. Some issues withthe current setup include figuring out the best way to align topics with previous experiences.There were a few moments in the course where the pacing was off (either too slow or too fast)and will need adjustment. Additionally, the course instructors plan to reach out to all engineeringdepartments to understand if there are any additional topics that should be included in theapplications section of the

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

David Kriesberg, University of Maryland College Park; Evan Hutzell, University of Maryland College Park; Richard Blanton, University of Maryland College Park

Tagged Topics

FYEE 2025

across campus are able to come together andinteract with each other gaining insight into the different approaches each discipline brings to thetable. A recurring theme noted in the anecdotal evidence: students who deeply engage withmakerspaces often graduate with more competitive job offers or admission to top-tier graduateprograms. While more rigorous research is needed and planned to quantify these correlations,early signs suggest that MSI’s ecosystem plays a meaningful role in both student identitydevelopment and post-graduate success. Beyond usage data, MSI has also strengthened interdisciplinary collaborations andincreased visibility across campus. Faculty from the performing arts, computer science, and thehumanities now

Conference Session

WORKSHOP III: From Ideas to Action: Integrating Entrepreneurial Mindset in FYE Programs

Collection

FYEE 2025 Conference

Authors

Kaitlin Mallouk, Rowan University; J. Blake Hylton, Ohio Northern University; Jack Bringardner, Colorado School of Mines; Krista M Kecskemety, The Ohio State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Andrew Charles Bartolini, University of Notre Dame

Tagged Topics

FYEE 2025

-driven activities. However, identifying‬‭appropriate intervention points and enacting lasting curricular change can be challenging. This‬‭interactive session guides participants from insight to implementation by combining two key‬‭areas: (1) identifying where the entrepreneurial mindset (EM) can be embedded in existing FYE‬‭courses, and (2) developing a strategic plan to support adoption and stakeholder buy-in.‬‭Drawing on outcomes from the EMIFY project and the‬‭Change Maker’s Toolkit‬‭1‬‭, this workshop‬‭walks participants through identifying EM opportunities using a community-developed‬‭framework (Figure 1) and design heuristic, then transitions to change planning activities that‬‭build stakeholder support and implementation readiness

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

specific tools they coulduse to mitigate such stress (e.g., connecting with others, self-care), which led directly topreviously created content on time management skills.ImplementationWe initially piloted this change as an asynchronous session where students were expected to readlearning pages and complete typical time management assignments such as a time tracker andreflection. The stress toolkit was mentioned throughout the semester and asked about in areflection at the end of semester. The next implementation explicitly incorporated the toolkit intoin-class lecture and several assignments throughout the semester including an assignment todevelop the toolkit, reflections on how they plan to mitigate stress during exams, and a workshopon coping

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

codedthe data on separate sheets to minimize mutual influence. This structure allowed for transparencywhile maintaining coder independence. By reaching agreement on every code in pairs andchecking in with the group, we strengthened the inter-rater reliability of our findings. No datawas coded individually. Additionally, there was no discrimination between syllabi; all collectedsyllabi were included in our sample regardless of their impact on the findings.LimitationsWe recognize that syllabi may not fully reflect what happens in the classroom; they represent theintended plan but not necessarily the enacted curriculum. Additionally, our sample may skewtoward larger, research-oriented institutions and our findings may not fully reflect the

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

institutions: Rose-Hulman Institute ofTechnology (Rose-Hulman) and Colorado School of Mines (Mines). This collaboration is in itsearly stages, currently centered around the exchange of unique experiences between the twoinstitutions. While existing literature includes numerous studies on psychological safety inworkplace settings, there are comparatively fewer publications addressing psychological safetyin higher education contexts [3]. Through sharing their practices and experiences, the authorsaim to contribute to closing this gap in literature. In the GIFTS presentation, the authors plan toshare their experiences to date.Experimental Methods and Project ApproachAt Mines and Rose-Hulman, the authors have developed scenarios for role-playing related

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

, community-based projects foster a sense ofbelonging and purpose among first-year students who might otherwise feel disconnected in largeintroductory courses, creating supportive peer networks and mentorship opportunities [11].Research has shown that successful implementation of STEAM and service learning partnershipsrequires thoughtful structure, communication plans, and mutual benefits for all stakeholders [6].Perhaps most importantly, introducing service-learning at this formative stage helps establish anethos of social responsibility and ethical awareness that can shape students' approach toengineering throughout their education and careers. This workshop will explore proven strategies fordeveloping sustainable service-learning partnerships that

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

60 50 40 30 20 10 0 Water Knock Whegs & Engineering Light[box] Filtration sensor/ spy Adventurer Coffee gadgetFigure 4. Student responses to end-of-semester survey question “What was your favoritelab project?”.Future ImprovementsIn the future, we plan to improve this module by teaching the students more about the chemistryof extraction in connection with coffee brewing methods. We also plan

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

a total of 370 differentrepresentations of the themes. The themes are presented in Table 1 with the percentage of codedexcerpts representing each theme. Sample responses for each theme are shown in Table 2. Table 1: Response Themes and Percentage of Representations Theme Percentage Keeping on top of the work 17% Planning ahead 20% Engaging with the course 8% Project-related advice (musical instruments) 16% Team communication 15% Team cohesion

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

“a toolfor faculty to sharpen the definitions of the 3Cs with specific characterizations, reinforcing thatEM is a collection of interrelated mental habits” [11, pg. 1].In accordance with these recommendations, I utilized this expanded Habits of EM Framework asa lens with which to read students’ responses to the survey question shown in Figure 1. Anytime a student expressed having used a “Habit of EM” in their design project or plans to use ordevelop a “Habit of EM” in the future of their design project, a tally was placed under that“Habit of EM”.Project Evaluation Results and ImplicationsTable 1 depicts the counts for across all Habits of EM for each of the two sections. The twosections (both with enrollments of 72 students) had 68 and 65

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

community.RecommendationsThis photo scavenger hunt model is easily adaptable to other institutions, disciplines, and studentpopulations. The format has been successfully replicated by the author in other settings includinga focus on campus sustainability-themed hunt highlighting green infrastructure and recyclingstations and a focus on identifying real-life examples of structural supports and connections. Tosupport successful implementation, educators may consider the following key takeaways: ●​ Plan ahead with faculty and staff. Coordinate with faculty and lab staff in advance to schedule short introductions and open office hours. Implementation of the activity required coordination with a dozen faculty / staff members and a school-wide email

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

high school students transitioning into engineering degrees and subsequentpathways. The enrichment activities not only improve STEM awareness among prospective college studentsbut also help promote the college programs and showcase the facilities and resources.A recent five-year strategic plan released by the National Science & Technology Council’s Committee onSTEM emphasizes the importance of STEM education in securing the nation’s national security, economicgrowth, and global competitiveness.[2]. The report details progress in five key areas focused on advancingSTEM education and nurturing STEM talent, including engagement, teaching and learning, workforcedevelopment, research and innovation capacity, and environments. Also, young

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

FYEE 2025

,‬‭“How straightforward is this tool to‬ T ‭use?” and “What happens if something goes wrong?” Open-access tools fail in a lower‬ ‭stakes manner. Higher-risk tools are locked up and require supervision to use.‬ ‭●‬ ‭ tandardized Tool Trainings:‬‭We developed consistent‬‭lesson plans for introductory‬ S ‭tool training. TAs use shared curricula, which improves quality and continuity.‬ ‭●‬ ‭ niformed and Informed Student Staff:‬‭Our student‬‭staff wear identifiable purple‬ U ‭aprons and receive standardized safety training. This has scaled our ability to mentor‬ ‭students and maintain a supportive presence in the space.‬ ‭●‬ ‭ anvas Modules for Training Content:‬‭These help

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Rui Li, New York University

Tagged Topics

FYEE 2025

educational technology by demonstrating how specialized AIexperts can provide comprehensive student support and assist course instructors in running theclass. The system’s architecture balances computational efficiency with routing accuracy whilemaintaining an intuitive interface for both students and educators.Methods 1. Chatbot ArchitectureWe initially planned to deploy the chatbot on Slack but switched to Discord due to easierpermission setup and better message retention, as Slack's free version does not save messagesolder than two months. Discord would allow for better accessibility. We used the discord.pylibrary to load student team conversation data, actively tracking channels and storing them in aJSON file. We used ChromaDB with a local

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

doubled afterModule 1. Figure 2. Pre- and post-module results from Module 1 (a) and Module 2 (b).In Module 2, the proper use of language for algorithm commands increased from 68% to 95%and the quality of input prompts and printed outputs improved from 31% to 56% (Figure 2 (b)).However, despite improvements in clarity and comprehensibility, we observed that prompts andoutput messages often lacked specificity. For example, instead of detailed prompts such as“Enter the length and radius of the barrel in centimetres,” many students used vague messageslike “Enter the length and radius in centimetres” or “Enter the length and radius of the barrel.”To address this, we plan to develop guided activities that emphasize the importance of preciseand

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

Week with activities like a reception, a team-building ropes course, andfind your class tours. Welcome Week ends with an onboarding program for all engineeringstudents (Jabaji et al., 2021).Student leaders on the LLP Programming Board work with staff to develop, plan, and implementsocial, academic, and service events. First-year students are paired with an upper-level peermentor in their major and participate in monthly events focused on academic and careerdevelopment, mental health and wellness, and networking. Peer mentors receive a small stipend.Impact​The LLPs demonstrate that intentional community-centered living and learning programs canenhance the undergraduate experience for engineering students. Built on a foundation ofintegrated

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

, teams must program and test a LEGO robot to complete specific missionswithin time constraints. FLL 2022-2023 Season: SuperPowered™ [6] was chosen as a basebecause the energy theme is relevant to a variety of engineering majors for the innovationcomponent.On Day 1 of the project, students are assigned to teams of six and begin the project bycompleting a team contract that outlines expectations for collaboration, communication,individual responsibilities, a project timeline, and plans for conflict resolution. This step helps setthe tone for shared accountability and effective teamwork throughout the project.A key focus of Day 1 is giving students flexibility to define their energy problem and choose towork on the innovation component, robotics

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

she has chaired. Her current research includes investigating how K-5 students plan, fail, and productively persist, and how simulated classroom environments can be used to help pre-service and in-service teachers practice facilitating discussions in science and engineering. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Characterizing Conflicts in Student Design Teams in an Introductory Engineering CourseBackgroundStudents in undergraduate engineering programs often experience their first college-level team-based design project as a summative assessment in an introductory engineering course. Asnovice collaborators, first-year students frequently face

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

FYEE 2025

& Changes in Rank from 2023 to 2024 Impact Impact Δ Rank Rank Δ Class Topic 2023 2024 23-24 2023 2024 23-24 Week 9 - Self and Time Management 1.00 1.00 0.00 1 1 0 Week 8 - Stress Management and Mid-term Check-in 0.74 0.71 -0.03 2 2 0 Week 6 - Learning Science & Strategy 0.65 0.63 -0.02 3 4 1 Week 7 - Academic Career Planning & Advising Prep. 0.62 0.66 0.04 4 3 -1 Week 10 - Professional Communications

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

students across three semesters. Specifically, this study focused on the following mainresearch questions: 1. What is the relationship between time-use and student performance across all related assessments? 2. What are the potential methodological and contextual limitations that must be considered when interpreting digital simulation analytics?This WIP examines the patterns observed in student time on task during the completion ofseveral SIMnet’s Excel modules. The study provides a reminder to be cautious when using onlytime spent on a task as a method to measure student engagement. It also shares plans to usebetter methods, like asking students questions and doing interviews.Experimental MethodsThe study was conducted at a

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

to expand this work by including more responses from non-tenure-trackfaculty at this and other institutions. At the conference, the authors also intend to collect moreresponses from the faculty in attendance. Additional work is planned to provide more examplesof how instructors implement new concepts in the classroom and how faculty benefit financiallyand professionally.REFERENCES[1] M. Borrego and J. Bernhard, “The Emergence of Engineering Education Research as anInternationally Connected Field of Inquiry,” Journal of Engineering Education, vol. 100, no. 1,pp. 14–47, Jan. 2011, doi: https://doi.org/10.1002/j.2168-9830.2011.tb00003.x.[2] R. A. Streveler and K. A. Smith, “Conducting Rigorous Research in Engineering Education,”Journal of

Conference Session

WORKSHOP II: Wired for Connection, Not Perfection: Embracing Imperfection in the Engineering Space

Collection

FYEE 2025 Conference

Authors

Audrey Gilfillan, Applied Wellness Initiatives; Alison West, Applied Wellness Initiatives

Tagged Topics

FYEE 2025

and learning (5 min) ○​ ‘Rigid Beliefs” exercise (5 min) ●​ Brief presentation on ‘psychological flexibility’ and an alternative approach to connection (5 min) ○​ ‘Reframing Beliefs’ exercise (15 min) ●​ Small group brainstorming discussion on how to apply skills discussed in their settings (20 min) ●​ Create your personal action plan for how to bring today’s take-aways to your institution. (5 min) ●​ Large group discussion/debrief (5 min)Who is Encouraged to Attend: We encourage engineering educators and researchers to attend this workshop toconsider practical ways they can support students to find more effective methods ofaccessing connection in this transitionary period.Learning

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

Full Papers IV

Collection

FYEE 2025 Conference

Authors

James Nathaniel Newcomer, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Alice Hyunna Noble, Virginia Polytechnic Institute and State University; Devin Erb, Virginia Polytechnic Institute and State University; Annabel Bass, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

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

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

[15].STS Postures does not rely on classical ethical theories. Rather, it’s a method for teachingundergraduates that we derived from experiences teaching undergraduates the interdisciplinaryfield of the same acronym, Science and Technology Studies (STS) [1] [2] [3]. Theories in thefield such as situated knowledges, epistemic humility, strong objectivity, interpretive flexibility,boundary metaphors, and actor network theory explicitly informed our definitions of eachindividual posture (See figure 1). We created three central categories – analytical approaches,data collection, and body/mind engagement that, when applied to classroom lesson plans, has theeffect of energizing students and professors.Figure 1. Socio-technical Systems (STS

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

.​ Prior to the Spring of 2023 UTA meetings focused on relationship building betweenUTAs and course instructors and supporting UTAs in their duties of teaching and grading.Meeting activities consistently included a check-in about the previous colloquium’s discussionsections and discussion of what is expected of UTAs in order to implement the weekly discussionsection scripts (or lesson plans) and completing their grading duties. Debriefs of the previousclass were typically open-ended (i.e. “What happened on Monday? How’d it go?”). Reviewingthe upcoming discussion script involved enacting the stoke (an opening game or activity that isdesigned to provoke skills, mindsets, or behaviors that are supportive of the discussion learningobjectives) and