Motivation. First-year courses in Computational Mechanics, CSE, Engineering Mechanics, Applied Mathematics, and related STEM fields remain critical gateways—and often gatekeepers—for diverse student populations transitioning from secondary school to university. Misalignment between students’ prior preparation and curricular expectations continues to impede student success. Additionally, there is often a disconnect between the mathematical concepts emphasized in lower-division mathematics courses and those actually used in engineering and the sciences. At the same time, a rapidly evolving methodological landscape—including active learning, project- and problem-based learning, and inclusive teaching and assessment—offers concrete avenues to redesign these courses. Scope. This mini-symposium brings together two complementary perspectives on STEM education. First, we invite contributions from undergraduate STEM education researchers (with a strong welcome to undergraduate mathematics education researchers) and from instructors who systematically study their practice. Topics include the transition from secondary school to university in STEM, research-informed innovations in teaching and assessment—particularly in Computational Mechanics and Mathematics—and studies on the (mis)alignment between first-year mathematics curricula and their application in engineering and the sciences. Second, we welcome contributions focused on the teaching and learning of Computational Mechanics, CSE, Engineering Mechanics, and Applied Mathematics at both the undergraduate and graduate levels. These may include research-informed course design, novel teaching strategies, and reflective studies on pedagogy, assessment, and student engagement in technical disciplines. By linking these two domains, the mini-symposium aims to foster cross-disciplinary dialogue between education researchers and instructors in computational and engineering sciences—creating space to discuss teaching innovations across the full undergraduate and graduate spectrum. Topics include: • Transition from high school to university in mathematics and STEM courses • Research on active, blended, and flipped learning in large-enrollment courses • Teaching practices in Computational Mechanics, CSE, Engineering Mechanics, and Applied Mathematics • Inclusion of non-traditional and historically underrepresented students; self-efficacy and identity in STEM • Cross-disciplinary coordination of first-year STEM