Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jung Won Hur, Auburn University; Cassandra Thomas, Tuskegee University; Li Huang, Tuskegee University; Xiao Chang, Tuskegee University

Tagged Topics

Diversity, NSF Grantees Poster Session

reflected on their engagement in research oracademic activities during the semester, shared plans for the upcoming semester, and reported anysupport needed from the department. Additionally, surveys assessing various factors such asparticipants’ STEM identity, sense of belonging, and intention to complete CS were administeredto gather comprehensive insights into the program’s impact.ResultsThe results indicate that the scholars benefited from continuous support and a diverse range oflearning, teaching, and research opportunities. Activities provided enhanced scholars’ overallcollege experiences, contributing to their pursuit of studying CS. In this section, we demonstratedthe program’s impact using three key criteria: retention rate, survey

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, NSF Grantees Poster Session

duringchange processes, these differences are often implicit and unexamined. Our project willmake these differences a visible component of critical reflection and generative dialogue,in service to both educational research and practice, and aligned with capacity building forcritical awareness and action.As our project is only in its first of five years and focuses on individual capacity building anddepartment culture transformation, we currently have limited qualitative and quantitativeresults to report. Therefore, this paper focuses primarily on our project’s motivation,proposed scope of work, and early research steps. This paper also discusses our model forchange, Critical Collaborative Educational Change, which is an iterative reinforcing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimia Moozeh, Queen's University ; Paul Cameron Hungler P.Eng.

Tagged Divisions

Educational Research and Methods Division (ERM)

in a multimediaenvironment. Considerable cognitive processing is required for a meaningful learning experiencespecifically in a multimedia environment, which can exceed the limited capacity of workingmemory [25]. Thus, multimedia design principles have been proposed for combining texts,pictures, audio and animations, as well as other guidelines such as providing opportunities forfeedback, reflection and controlling the pace of the presented material [25], [26]. Theseguidelines can help design XR environments to prevent cognitive overload for students.Experiential learning considers learning by doing. According to Kolb [27], learning involves fourstages of concrete experience, reflective thinking, abstract conceptualization and

Conference Session

DSA Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Nicole Alexandra Batrouny, Northeastern Univeristy; Adetoun Yeaman, Northeastern University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA), Diversity

Table 1 (the full codebook can be found in Appendix A). We also generated acount of each code based on the full data set, shown in Figure 2.Table 1: Codes for survey responses with short definitions. The definitions represent the stancetaken by the student in their response. The full codebook including further clarification on thedefinition and representative examples for each code can be found in Appendix A. Code Short Definition (tool) AI is a useful tool for students. (crutch) AI has the potential to replace learning. (tutor) AI can be used to learn a specific concept. (reflect) AI can help or hinder learning depending on who uses it and how. (speed) AI can

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs Division (FYP)

techniques and statistics trended downward over the years. Researchers believethis reflects the relative use of these skills by upperclassmen.Figure 5: Importance of Technical Skills by Self-Reported YearStudents were asked to evaluate the importance of various non-technical skills via the sameLikert scale. Figure 6 shows how students evaluated these non-technical skills. The highestscoring skill was time management, followed by teamwork. It is unsurprising that timemanagement and effective teams are valued by busy engineering students who often work inteams. It is of interest that these skills scored above all other technical skills, indicating thatstudents found them of greater importance, even more than mathematical problem solving.Figure 6

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

, Paretti et. al (2014) challenge the1engineering education community to fill a gap in the literature by “expand[ing] our understanding ofeffective context-specific and generalizable practices that foster deep learning of both professionalcommunication and engineering concepts simultaneously” (p. 623, emphasis added). To contributeto this goal, our work focuses on sharing effective strategies for embedding communication skillswithin specific engineering disciplines. By sharing our collective reflections, our goal is to supportengineering educators in drawing connections to their own research and practice.Purpose and Research QuestionsThe purpose of this paper is to explore strategies for integrating communication skills intoengineering curricula

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eileen Fong, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Shamita Venkatesh, Nanyang Technological University

Tagged Divisions

College Industry Partnerships Division (CIP)

a stratified random sampling technique to select one female and one male from eachteam. A total of 16 students (8 females, 8 males) were invited to respond to several open-endedquestions as part of a self-reflection assignment at the end of the course. Specifically, theparticipants were asked the question, “How has industrial collaboration impacted you in thiscourse? Please discuss how the industrial collaboration (a) influenced your perception towardsproblem-solving, (b) influenced your opinion on ethics, and (c) affected your confidence as anengineer, i.e., self-efficacy.”Data AnalysisWe employed a qualitative inductive approach to analyze the data. Using an open-codingtechnique, two coders created descriptive codes to ascertain emerging

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Jennifer A Turns, University of Washington; Gregory Mason P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

Tagged Topics

Diversity, NSF Grantees Poster Session

received her doctorate in Social and Personality Psychology from the University of Washington, with a minor in quantitative methods and emphases in cognitiveDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; Tom Altman; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; Marie E. Evans, University of Colorado Denver; David C. Mays, University of Colorado Denver

Tagged Topics

Diversity, NSF Grantees Poster Session

porous media and leads the graduate track in Hydrologic, Environmental, and Sustainability Engineering (HESE). ©American Society for Engineering Education, 2024 Building Community for Inclusive Teaching: Can We Bridge the Valley of Neglect?AbstractThis work describes an effort to nudge engineering faculty toward adopting known best practicesfor inclusive teaching through a program called Engineering is Not Neutral: TransformingInstruction via Collaboration and Engagement Faculty (ENNTICE). This monthly facultylearning community (FLC) followed the three-year structure of the Colorado Equity Toolkit:Year 1 (reported in 2022) focused on self-inquiry including reflection

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Vanderbilt University; Brianna Benedict McIntyre, National Action Council for Minorities in Engineering; Nicole Adia Jefferson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

developed programs to help high school students transition into engineering disciplines. Her experience extends to the classroom, where she has served as an Adjunct Faculty member and Technology Education Instructor, mentoring young computer scientists and engineers. These roles have allowed her to directly influence the next generation of engineers, where she emphasized the importance of inclusivity in education. Nicole aspires to influence engineering education policy and establish a consortium that prepares researchers to tackle the challenges of equity in engineering education. Her goal is to help create an academic environment where diversity is not just accepted but celebrated, reflecting the true demographic

Conference Session

Spotlight on Diverse Learners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lily Rui Liang, University of the District of Columbia; Rui Kang; Carlos Sac Mendoza, University of the District of Columbia

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

aligns with the targeted age range, 11-18, i.e., middle and high school age, of our broadening education intervention. It is highly likely that these students either play or played Minecraft games. They may either be interested in Minecraft or have fond memories of it. Their positive experience with Minecraft could serve as a foundation for developing an interest in computer programming. 2) Minecraft allows us to create a virtual world that reflects reality: the identity of the players and the socio-cultural context. We want these students' identities to be represented to encourage engagement, particularly from underrepresented students. Minecraft allows us to create characters of different races, genders

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tamara Floyd Smith, West Virginia University Institute of Technology; Kenan Hatipoglu, West Virginia University Institute of Technology; Kelly J Cunningham

Tagged Topics

NSF Grantees Poster Session

is housed. The current study focused on efforts to recruit S-STEM scholarsover two recruitment cycles.To better understand current recruitment efforts, institutional partners and current S-STEMscholars responded to reflection prompts about their experience with recruitment. The sampleincluded all institutional partners and 13 out of 14 scholars. The authors analyzed the writtenreflections using thematic content analysis with most findings relating to (1) factors in awarenessand decision making, (2) reasons for applying, (3) hesitancies and potential barriers and (4)future opportunities and communication strategies. The study revealed that staff perspectivesregarding what worked for students did not necessarily align with student perspectives

Conference Session

Duff's Dynamic Duo: Harnessing the Power of Teamwork for STEM Excellence!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristina Diordieva, Nanyang Technological University; Adeel Khalid, Kennesaw State University; Sohini Gupta, Wheeler High School; Ibrahim H. Yeter, Nanyang Technological University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

autoethnography isto challenge the subject-object distinction by putting the researcher's perspective on thephenomenon being researched. The auto-ethnographic framework also allows for analysis of thevaried interactions between factors that have influenced her interest in engineering. Additionally,a qualitative technique with an auto-ethnographic framework allows the researcher to lookdeeply into the participant's experiences, motives, and reflections. Auto-ethnography is a suitableapproach to self-reflect, bringing valuable personal views into her experience. In support of thisapproach, she relates her experience actively engaging in hands-on experiments, problem-solving, and collaborative projects. These experiences contributed significantly to her

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sixto Duran Ballen; Daniel Eduardo Abril; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ

Tagged Divisions

Civil Engineering Division (CIVIL)

provided. It involves critically examining the arguments presented andthe methods used to support the assertions or conclusions offered [18,24]. Explanationencompasses the ability to clearly communicate and articulate thoughts, ideas, and argumentsin a way that is coherent and understandable to others. This includes the ability to providereasons and evidence to support claims made [25]. Self-regulation in critical thinking includesthe ability to critically reflect on one's own thinking and assess its logic, coherence, biases, orweaknesses. It implies being aware of personal limitations and prejudices and being open toreconsider or modify one's own beliefs or points of view based on new evidence orarguments [26,27] . For critical thinking a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Edwin Marte Zorrilla, University of Florida; Idalis Villanueva Alarcón, University of Florida; Darcie Christensen, Minnesota State University, Mankato; Jenefer Husman, University of Oregon; Matthew Charles Graham

Tagged Divisions

Educational Research and Methods Division (ERM)

). Comprehending and acknowledging the subtletiesof student effort is essential for educators, researchers, and institutions seeking to elevate theoverall quality of the educational experience. At its core, student effort involves the commitment and diligence demonstrated bystudents in their academic endeavors (Shu, 2022). This commitment manifests in various forms,including time spent on studying, engagement in coursework, active participation in classdiscussions, and the pursuit of additional learning opportunities (Khachikian et al., 2011; Shu,2022). The quantitative dimension of student effort is often reflected in the number of hoursdedicated to academic tasks, the thoroughness of preparation, and the consistency of work habits(Berland &

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia; Keith Andrew Williams, University of Virginia; Esther Tian, University of Virginia; Julia Lapan, University of Virginia; Shaylin Williams, University of Virginia; Deepyaman Maiti, University of Virginia; Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Nicole Dufalla, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; William H. Guilford, University of Virginia

Tagged Divisions

First-Year Programs Division (FYP)

thesurvey results is beyond the scope of this paper, the three groups of stakeholders agreed (>70%in each group) that a range of technical subject matter is important for all engineers, regardless offield. These included single variable calculus, differential equations, probability and statistics,general purpose computing and programming, the engineering design process, modeling(including prototyping), and project management. The three stakeholder groups also agreed thata number of professional proficiencies are important for all engineers, including communication(oral, written, graphical), codes of ethics and identification, working with people of diverse anddifferent backgrounds, reflection, feedback, and career skills, among others. These

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Silvana McCormick, Redwood Consulting Collective; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation. 1Fisher identified significant gender differences in major selection for male- and female-identifiedstudents in computing based on individuals’ attention to “computing with a purpose” [9].However, it is important that we recall Slaton’s cautions against the operation of essentialismwithin this approach to diversity and inclusion and not predicate calls for change on a “naturaldifference” in approaches to engineering, rather we call for a change in values for liberation [10].Our department is at the beginning of a multi-year journey of

Conference Session

Empowering Diversity in Engineering Education: Strategies and Impacts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anne E. Leak, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

engineering students through community building (Evaluation) AbstractOver the past twelve years, the ESTEEM program, funded by the NSF S-STEM, at University ofCalifornia Santa Barbara (UCSB) has supported 161 low-income undergraduate students inengineering. This paper emphasizes the students’ changing needs and what they foundsupportive over time with a special focus on the shifting needs for community building before,during, and after COVID-19 pandemic remote learning. Without additional support, low-incomeengineering students, who often reflect additional intersecting minoritized identities and are morelikely to be the first in their family to attend college, leave the field at

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

their needs.BackgroundThere is a long history of engagement of academics with communities [1-4]. Historically someof this work was termed service-learning (SL) where the goal was for students to reapeducational benefits from credit-bearing activities through a process of reflecting on their work,while community partners also benefited from the collaboration. SL work often faced challengeswith equitable benefits and power sharing. SL in engineering is now often being framed underthe larger umbrella of community engagement (CE). CE is a broader idea that encompassescommunity partnerships in co-curricular activities (such as Engineers Without Borders studentchapters). CE work can also be focused on scholarship and research, termed CommunityEngaged

Conference Session

Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University; TABE AKO ABANE, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

promote youth’s understanding andengagement in environmental sustainability, social justice, and decision-making in an AI-enabledfuture. However, the traditional approach to defining engineering that has guided engineeringpractices is insufficient because it fails to embrace these realities. Therefore, the need for a newframework that reflects these realities is overwhelming. This paper introduces a new theoreticalframework called socially transformative engineering that not only captures these missingelements but also values and incorporates the diverse perspectives and experiences of students. Inparticular, this framework draws upon the legitimation code theory and justice-centeredpedagogies and builds on three tenets (reasoning fluency

Conference Session

Software Engineering Division (SWED) Technical Session #1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, California State University, Fullerton; Paul Salvador Bernedo Inventado, California State University, Fullerton; Erika Mosyjowski, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

emphasized in the traditionalcurriculum. Student reflection and exit survey data examined student learning experiences alongwith the challenges of implementing skills they have learned. Students described the benefits oflearning an effective socially engaged design process to plan their projects, engaging withstakeholders to gather important information regarding their needs, learning recommendedpractices in idea generation, and creating prototypes before coding. On the other hand, studentsdescribed perceived challenges including lacking experience in socially engaged design skillsthat may impact their ability to implement skills from the workshops effectively, identifying andconnecting with stakeholders who could provide meaningful information, and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

Tagged Topics

NSF Grantees Poster Session

-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Their current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Aaron holds a B.S. in Aerospace Engineering from U-M, and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining U-M, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder.Prof. Rachel Vitali, The University of Iowa Dr. Rachel Vitali is an

Conference Session

ELOS Technical Session 4 - Design, Participation, and Projects

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eliot Bethke, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Joe Bradley, University of Illinois at Urbana - Champaign; Jennifer R. Amos, University of Illinois at Urbana - Champaign; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

Science (B.S.) program requires a one-semester capstone design course. In thesame department, the Master of Engineering (M.Eng.) program curriculum also requires aproject management capstone style course. This requirement is among several differences whichseparates the M.Eng. program, which focuses on preparation for industry, from a Master ofScience (M.S.) which typically reflect more academic and research focus. Recently, UIUCcombined the capstone program for undergraduates and the M.Eng. capstone program into ajointly offered course. The details of the merger can be found in an earlier article [11].There are several key benefits to combining the two programs intended to enhance theexperience for students and instructors. One benefit of a joint

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

unaware of the discipline of engineering education.As an effort to raise more awareness on the impact of engineering education research andpractice, the authors’ positionality stemmed from their reflections of their entry points into thefield of engineering education. This introspection prompted the authors to explore and share asmuch information about the discipline as was available at the time of this work.Research Approach & DesignThis exploratory study thoroughly investigated the current state of engineering education as adiscipline in the U.S. via an online content analysis of institutional or departmental websites tofind information about the faculty members working in the respective institutions. The sectionsand pages of ‘Faculty

Conference Session

First-Year Programs Division Technical Session 8: Peers as Mentors & Instructors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Penn State University; Maria Mosley; Jennifer Saltsgiver; Jana Bontrager Auman, Penn State University; Christine B. Masters, Pennsylvania State University; Kellie Scofield; Stephanie Cutler, Pennsylvania State University; Shawna Dory, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

students they serve; They developleadership skills, learn about counseling and educational theories, and reflect on their valuableexperiences [3], [7].Learning objectives for the course include: • Articulate different definitions and related sub-themes that could comprise peer advising, peer mentoring, interpersonal communication, and leadership soft skills. • Evaluate the current level of development in soft skills and develop a plan for future reflection, evaluation, and adjustment to said skills. • Demonstrate effectiveness in your role and build confidence in providing advising assistance. • Demonstrate familiarity with resources and opportunities in the College of Engineering and the greater campus and

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University, Chicago; Matt Miller, Loyola University, Chicago

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

casestudies are taught as situative learning experiences, and consider professional practice throughanalysis of an engineering standard/regulation. During a situative learning experience, learningoccurs through a collaborative activity, with knowledge presented within an authentic context [2,3]. Second, Keenan’s Model of Conscience Formation provides students with a framework forevaluating inequities in each case study. Finally, the social justice case studies facilitate criticalconsciousness regarding engineering practices. This provides students an opportunity to reflect onthe inequity perpetuated through engineering irresponsibility and take critical action to identifyunethical practices and articulate a socially responsible engineering approach

Conference Session

Design in Engineering Education Division (DEED) - Assessment of Design Projects and Approaches to Capstone Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pun To (Douglas) Yung, Syracuse University

Tagged Divisions

Design in Engineering Education Division (DEED)

soft skillsnecessary to tackle real-world challenges, thereby playing a crucial role in societal innovationand technological advancement. Central to this educational journey is the capstone designproject, an essential component of the final year curriculum that not only serves as a significantmilestone for aspiring engineers but also acts as a vital bridge between academic learning andpractical application.Capstone projects challenge students to synthesize and apply their comprehensive knowledgethrough hands-on projects within a team-based environment, mirroring professional engineeringpractices. These projects are intended to prepare students for the complexities of real-worldengineering tasks and reflect the dynamics of professional practice

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky P.E., Pennsylvania State University; Roy B. Clariana, Pennsylvania State University

Tagged Topics

NSF Grantees Poster Session

scientific phenomena [28-29]. The effectiveness of writing-based interventions to learn domain specific content hasbeen documented across scientific fields including, but not limited to: biology, chemistry,ecology, and physics [29-37]. These and other studies have shown that writing-based STEMinterventions can improve students’ reasoning and conceptual understanding [33, 38-41] and thatwriting becomes even more effective when it includes formative feedback and reflection (p. 84,[42]). For example, a meta-analysis by Bangert-Drowns et al. [43] across 47 studies consideredthe effects of writing-to-learn with feedback compared to writing with no feedback. Feedbackwas more effective than no feedback for academic achievement, with an effect size

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grace Lynn Baldwin Kan-uge; Carol S Stwalley P.E., Purdue University, West Lafayette; Robert Merton Stwalley III P.E., Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

into STEMfields through the cultivation of their mentor support networks. Rising Scholars students wereprovided with a scholarship and had a defined path of activities in college designed to enhancetheir professional mentoring network. They were prearranged to participate in a pre-freshmanacademic bootcamp, an on-going faculty-directed research project, a self-directed researchproject, and an internship. Students attended seminars and produced written reflections of theirvarious individual experiences on the path to a professional career. Three cadres of 21 studentstotal, who had expressed a previous interest in engineering, were admitted to a general studiesprogram and provided intensive guidance and an active social group. The Rising

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Talha Naqash, Utah State University, Logan ; Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University; Angela Minichiello, Utah State University

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #42944Unmasking Cognitive Engagement: A Systematized Literature Review of theRelationships Between Students’ Facial Expressions and Learning OutcomesMr. Talha Naqash, Utah State University, Logan Mr.Talha Naqash is currently pursuing his doctoral studies in Engineering Education at Utah State University. With a profound educational background spanning multiple disciplines, he holds an MS in Telecommunication and networking. His extensive research contributions are reflected in numerous publications and presentations at prestigious IEEE; ASEE conferences, Wiley’s & Springer Journals. His research primarily