Brown, R. L. (2025, July), WIP: Fostering Engineering Communities through Collaborative, Student-Led Learning in a First-Year Intro to Engineering Course
  Paper presented at FYEE 2025 Conference, University of Maryland - College Park, Maryland. 10.18260/1-2--55280

\bibitem{asee_peer_55280}
  Brown, R. L. (2025, July), \emph{WIP: Fostering Engineering Communities through Collaborative, Student-Led Learning in a First-Year Intro to Engineering Course
}
  Paper presented at FYEE 2025 Conference, University of Maryland - College Park, Maryland.
  10.18260/1-2--55280

Ronnie L Brown.  "WIP: Fostering Engineering Communities through Collaborative, Student-Led Learning in a First-Year Intro to Engineering Course
".  FYEE 2025 Conference, University of Maryland - College Park, Maryland, 2025, July.  ASEE Conferences, 2025.  https://peer.asee.org/55280 Internet.  11 Aug, 2025

\bibitem{asee_peer_55280}
  Ronnie L Brown.
  "WIP: Fostering Engineering Communities through Collaborative, Student-Led Learning in a First-Year Intro to Engineering Course
".
  \emph{FYEE 2025 Conference, University of Maryland - College Park, Maryland, 2025, July}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55280 Internet.  11 Aug, 2025

@INPROCEEDINGS{asee_peer_55280
author = "Ronnie L Brown"
title = "WIP: Fostering Engineering Communities through Collaborative, Student-Led Learning in a First-Year Intro to Engineering Course
"
booktitle = "FYEE 2025 Conference"
year = "2025"
month = "July"
address = "University of Maryland - College Park, Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55280}
number = {10.18260/1-2--55280}
}

TY  - CPAPER
AB  - Abstract
The transition into undergraduate engineering programs can be particularly challenging for first-year students. This dynamic can often impact their sense of belonging, motivation, and persistence. Previous research shows the importance of active learning strategies in engineering education. Freeman et al. (2014) found that collaborative and student-centered pedagogies lead to significant improvements in student performance and retention. Furthermore, research on engineering identity development (Godwin, 2016) shows that students who perceive themselves as valued contributors to engineering tasks are more likely to persist in the field. This paper investigates how student-led learning activities using student-created instructional materials (e.g., peer-generated educational videos) influences the engagement, confidence, and persistence of those students within an engineering program.

AU  - Ronnie L Brown
CY  - University of Maryland - College Park, Maryland
DA  - 2025/07/27
PB  - ASEE Conferences
TI  - WIP: Fostering Engineering Communities through Collaborative, Student-Led Learning in a First-Year Intro to Engineering Course

UR  - https://peer.asee.org/55280
DO  - 10.18260/1-2--55280
ER  -