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GIFTS: Using Robotic Arm Project to Introduce Students to Engineering Design Through Experiential Learning

Conference Session: GIFTS II
Collection: FYEE 2025 Conference
Authors: Patrick Thornton, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology
Tagged Topics: FYEE 2025

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

Relevance Score: 0.89735144

Full Paper: Leveraging real-time testing data to assess and predict student success in a team-based first-year engineering design project

Conference Session: Full Papers II
Collection: FYEE 2025 Conference
Authors: Matthew Patrick Paul, University of Maryland, College Park
Tagged Topics: FYEE 2025

mentored students in ENES100: Introduction to Engineering Design, providing instruction in CAD, electronics, Arduino programming, manufacturing techniques, and project management. Matthew has completed several educational enrichment projects for ENES100 aimed at improving student learning and course outcomes. His research focuses on applying big data analytics to assess and enhance student success and creative teaching strategies in team-based engineering courses. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Tracking Testing Behavior to Predict Project Success in a First-Year Engineering Design CourseIntroductionThe increasing emphasis of hands-on

Relevance Score: 0.71788114

Full Paper: Bringing Innovation and Open-Ended Problem Solving to the Classroom

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

Leslie Massey is an instructor in the First-Year Engineering Program at the University of Arkansas. She received her BS in Biological Engineering and MS in Environmental Engineering from the University of Arkansas. She previously served as a project manager for the Arkansas Water Resources Center.Dr. Heath Aren Schluterman, University of Arkansas Dr. Heath Schluterman is a Teaching Associate Professor and theCoordinator for the First-Year Engineering Program at the University of Arkansas. Dr. Schluterman completed his B.S. and Ph.D in Chemical Engineering at the University ofLatisha Puckett, University of Arkansas Dr. Latisha Puckett is a Teaching Assistant Professor in the First-Year Engineering Program at the

Relevance Score: 0.03242728

GIFTS: Experiential, Research-Based Learning as part of the First-Year Innovative Research Experience’s Bio Inspired Robotics Stream.

Conference Session: GIFTS I
Collection: FYEE 2025 Conference
Authors: Lena Johnson, University of Maryland - Office of Undergraduate Research
Tagged Topics: FYEE 2025

around a collaborative research project, thedeployment of which draws from traditional project-based learning foundations, the overarchingteaching structure differs in a few ways. Project-based learning seeks to improve studentengagement and understanding of class content through active, hands-on product development.[1]. The belief is that students who apply curriculum knowledge through the development of aclass-relevant product will gain a more practical mastery of curriculum information [1, 2].Research-based learning, takes the goal one step further and pushes students to innovate beyondthe current class information and technical knowledgebase [3, 4, 5] The hope is that, as studentsapply research methodology to generate new practical solutions

Relevance Score: 0.028380029

(GIFTS) Designing for Daily Life: Open-Ended 3D Modeling in First Year Engineering

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

course development of a two-course sequence for first-year students centered on hands-on projects, MATLAB programming, 3D modeling, and collaborative problem solving. Her teaching is grounded in active learning strategies, with a focus on fostering student engagement, professional development, and a strong sense of community within engineering.Dr. Philip Reid Brown, Rutgers, The State University of New Jersey Philip Brown is an Associate Teaching Professor in Undergraduate Education at Rutgers School of Engineering. He has a PhD in Engineering Education from Virginia Tech. He teaches, coordinates and develops curricula focused on engineering design, computer programming and data literacy. He also co-coordinates

Relevance Score: 0.027478846

(GIFTS) Data Driven Design: A Two Course Sequence for First Year Engineers

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

motivation, computer programming pedagogy, and faculty pedagogical development.Dr. Ashley Joyce Mont, Rutgers, The State University of New Jersey Dr. Ashley Joyce Mont is an Assistant Teaching Professor in the Office of Undergraduate Education in the School of Engineering at Rutgers University. She received her BS in Biomedical Engineering from Rutgers University and her PhD in Biomedical Engineering from the New Jersey Institute of Technology. Dr. Mont teaches first-year engineering courses that emphasize data-driven design, computational thinking, and technical communication. She assisted with the course development of a two-course sequence for first-year students centered on hands-on projects, MATLAB programming, 3D

Relevance Score: 0.023531478

GIFTS: A “School Store” to Promote Sustainability and Product Iteration in a First-Year Engineering Design Course

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

fellow for one and a half years and as a graduate teaching assistant for one semester. In this role, he has led and mentored students in ENES100: Introduction to Engineering Design, providing instruction in CAD, electronics, Arduino programming, manufacturing techniques, and project management. Matthew has completed several educational enrichment projects for ENES100 aimed at improving student learning and course outcomes. His research focuses on applying big data analytics to assess and enhance student success and creative teaching strategies in team-based engineering courses.Amy J. Karlsson, University of Maryland, College Park Amy J. Karlsson is an associate professor in the Department of Chemical and Biomolecular

Relevance Score: 0.022436384

Full Paper: Paying it Forward: How Current Students Advised Future Students in an Engineering Design Course

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

Full Paper: Paying it Forward: How Current Students Advised Future Students in an Engineering Design CourseIntroductionThis Full Paper shares our method and results for exploring feedback from students about theirlearning experience in a foundational, project-based engineering design course Students wereprompted to provide advice to future students with strategies for academic success. Theirresponses provided the data for this study.Instructors in engineering and other STEM-based courses eagerly advise their students abouthow to successfully meet or exceed the expectations of a course [1], but students may notnecessarily heed their recommendations [2]. However, students may be more likely to listen tosimilar advice

Relevance Score: 0.020617614

Full Paper: A Framework for Engineering Problem Scoping Leading to Mindful Engineering Problem Solving

Conference Session: Full Papers III
Collection: FYEE 2025 Conference
Authors: Cassie Wallwey, Virginia Polytechnic Institute and State University
Tagged Topics: FYEE 2025

Engineering from Wright State University. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27Full Paper: A Framework for Engineering Problem Scoping Leading toMindful Engineering Problem SolvingIntroduction & Project BackgroundThe title of engineer is becoming increasingly synonymous with “problem-solver,” which isaccurate given the responsibly of engineers to actively participate in innovating solutions toresearch, industry, and societal challenges both small and large. To this point, widely recognizedand well-regarded institutions of higher education frame the field of engineering research andpractice as the world’s “problem solvers” on their college’s websites or home pages (e.g., [1],[2]). In the last

Relevance Score: 0.02048152

GIFTS: Role-playing in Service of Developing Psychological Safety in Teams

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

Paper ID #49808GIFTS: Role-playing in Service of Developing Psychological Safety in TeamsProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik, is Director of the Mines Grand Challenges Scholars Program and Teaching Associate Professor in the Engineering, Design, and Society Department. She is also affiliated with the University Scholars and Honors Program and the Humanities, Arts and Social Sciences Department. Her educational background spans industrial technology, international political economy, project management, and leadership. Pursuing her doctorate, her research centers on educational equity in higher

Relevance Score: 0.02006771

GIFTS: Building a comprehensive First-Year Computing Trajectory

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

. General structure of the traditional versus the accelerated version of the computing course.The new topics covered in the applications section of the rapid course included numericalmethods such as finite difference, finite element, Monte Carlo simulations, as well as dataprocessing of large datasets, and mechatronics/robotics. Other differences included that thetraditional version of the course completes one project over the semester using MATLABApplications, whereas the rapid version of the course completes two projects: one being the sameMATLAB Applications project and the second a mechatronics project where students program arobot to navigate a disaster area and locate a “bomb” (represented by a

Relevance Score: 0.018509071

GIFTS Paper: Math Quest: Arithmetic Education for Underfunded Schools

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

major benefit ofusing Math Quest; the shape of the controller, combined with the use of graphics, leads to better learningoutcomes.Results and DiscussionDue to the nature of this project, the device is untested in the field and is therefore evaluated based ontheoretical findings. This product began as a school project, meant to be started and finished within onesemester. Due to an interest in the project from a professor, the project was allowed to become a researchexperience. While no proper testing was done on the device, it should be sufficient to serve its intendedpurpose. In future testing, with parental consent, Math Quest could be given to a small group of children,and observations could be made, such as their engagement, ability to

Relevance Score: 0.017379148

WIP: Fostering Engineering Communities through Collaborative, Student-Led Learning in a First-Year Intro to Engineering Course

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

Relevance Score: 0.016723093

Workshop: From Ideas to Action: Integrating Entrepreneurial Mindset in FYE Programs

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

. 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

Relevance Score: 0.016385216

Full Paper: Characterizing Conflicts in Student Design Teams in an Introductory Engineering Course

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

Relevance Score: 0.015687652

GIFTS: AI2QTI:Automated Quiz Generation Using Generative AI and QTI for Teaching Content Management Systems

Conference Session: GIFTS II
Collection: FYEE 2025 Conference
Authors: Osman Sayginer, Temple University; Cory Budischak, Temple University
Tagged Topics: Diversity, FYEE 2025

like Canvas. AI2QTI enables educatorsto input questions using simple, readable syntax and instantly convert them into structured QTIformat, streamlining the integration of AI-generated content into digital classrooms. By removingtechnical barriers, AI2QTI helps make automated assessment design more accessible to a broaderrange of instructors.Materials and Project ApproachThis project combines generative AI with a lightweight conversion tool to automate the creationof quiz questions that can be directly imported into learning management systems (LMS) such asCanvas. The overall workflow involves generating question content using AI, formatting thatcontent in a flexible text-based syntax, and then converting it into the QTI format using the

Relevance Score: 0.014337065

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

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

. This pedagogical approach allows engineeringstudents to apply theoretical principles to real-world challenges while developing crucialprofessional skills that traditional classroom settings alone cannot cultivate [4]. Throughservice-learning, future engineers learn to navigate the complex social, ethical, and culturaldimensions of technical problems, skills increasingly demanded by employers and essential forcreating inclusive technological solutions [3]. The collaborative nature of community partnershipsalso enhances engineers' communication abilities across disciplines and with non-technicalstakeholders, fostering empathy and user-centered design thinking [5]. For instance, first-yearengineering students working on robotics projects with

Relevance Score: 0.014190014

GIFTS: Bridging Engineering Education with a Cost-Effective Classroom Kit: A Hands-On Approach to Active Learning

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

calculations. This scalable learning tool connects theoretical and practical learningacross multiple levels, fostering student engagement and interdisciplinary thinking from the firstyear onward.This contribution aligns with the goals of the GIFTS (Great Ideas for Teaching, and Talking with,Students) initiative, offering a transferable model to enhance active learning and curriculumintegration in engineering education.Materials and Project ApproachThis project centers on a cost-effective, accessible classroom kit designed to support hands-onlearning across multiple engineering courses. The core of the kit is a 3D-printed assembly thatmimics the structure of a wind turbine or motor fan (Fig. 1.). While its primary application is inMEE 1117

Relevance Score: 0.013378474

Work In Progress Research Opportunities For Educator Who Don’t Do Research

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

computer systems analyst at the U.S. Department of Energy, where she managed technical projects and collaborated with engineering teams to support energy research. With over 30 years of experience in higher education, Dr. Hensel has taught courses in mathematics, statistics, computer science, engineering, and engineering technology. She has secured more than $6.5 million in funding to advance STEM education research, led major program development initiatives, and held multiple administrative leadership positions. Her contributions have been recognized through numerous awards for excellence in teaching, advising, research, and service.Dr. Atheer Almasri, West Virginia University Dr. Almasri is currently a teaching

Relevance Score: 0.012288912

Full Paper: Improving Educational Equity and Outcomes in a First-Year Engineering Programming Course through a Content and Language Integrated Approach

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

in anengineering programming course and evaluate its impact on student outcomes and experiences.APSC 160 is an introductory course on computation in engineering design offered to allengineering students (domestic and international) in their first year at the University of BritishColumbia. Throughout the first half of the course, students are introduced to the fundamentals ofC programming, followed by the application of this knowledge to engineering problemsinvolving microcontrollers. A solid understanding of programming principles is essential formicrocontroller-based design projects, and many students continue to apply these skills in theirupper-year design work.Vantage College (VC) at the University of British Columbia offers first-year

Relevance Score: 0.011825012

GIFTS: A Chemical Engineering Module About Coffee

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

from Ristenpart andKuhl [1] and this module was adapted from several labs in that book. Hands-on labs connectingchemical engineering to everyday processes, such as coffee, have been shown to increaseengineering skills [2] and spark curiosity about engineering [3]. In addition, an introduction toengineering course based entirely on coffee has motivated students to declare a chemicalengineering major [4].Project ApproachCurriculum DesignThe module consists of four 1.25-hr labs. In the first lab, students brew coffee with one of fourdesignated methods: French press, cowboy, pour-over, and Clever Dripper. Then, they brewcoffee again, changing one of the following parameters: temperature, brew time, coffee/waterratio, or grind size. Students

Relevance Score: 0.011706165

GIFTS: Building Empathy and Conflict Resolution Skills: A Role-Playing Activity for First-Year Engineering Faculty and Teams

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

Relevance Score: 0.011706165

Full Paper: Exploring the Engineering Major Decision Journey through First-Year Seminars

Conference Session: Full Papers IV
Collection: FYEE 2025 Conference
Authors: Rumeysa Tekin Baturalp, Texas Tech University; Nurcan Bac, Texas Tech University
Tagged Topics: FYEE 2025

more concrete examples of what courses students study and the typesof careers they can pursue—such as sample projects, internship experiences, or alumni joboutcomes.Q4: Helpfulness of Department Seminars: Nearly two-thirds of students (64%) found theseminars helpful in shaping or reinforcing their major choice, including 34% who said theyprovided clear direction. Another 35% were neutral, finding the information useful but notdecisive, and no students rated the seminars as unhelpful. These results suggest the seminars arebroadly effective but vary in impact, especially for students already committed to a major. Thishighlights the need for presentations that balance general overviews with more detailed supportfor those still exploring their

Relevance Score: 0.010576612

Full Paper: The Impact of the ACCESS Program on Recruiting Cybersecurity Students and Fostering their Academic Success and Career Prospects

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