Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sherri M. Youssef, The Ohio State University; Amanda Singer Nault, The Ohio State University; Carter James Huber, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Krista M Kecskemety, The Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences, and the research to practice cycle within first-year engineering. ©American Society for Engineering Education, 2024The First-Year Engineering Student Entrepreneurial Mindset: A Longitudinal Investigation Utilizing Indirect Assessment Scores1. IntroductionSince the turn of the century, global and national calls have been made to develop a moreinnovative and entrepreneurial society to support economic growth [1]. Such calls haveemphasized the development of entrepreneurial concepts

Conference Session

MECH - Technical Session 13: Technological Advancements and Applications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bingling Huang, California State University, Fullerton; Chan Lu, University of Georgia

Tagged Divisions

Mechanical Engineering Division (MECH)

dynamics. By comparing ChatGPT’s entirereasoning process and individual steps with human reasoning, this investigation unveils both itsconstraints and capacities. The results show that ChatGPT’s limited capability to understand theprofound implications of text. It addresses the need for caution when employing it in reasoningtasks within the context of mechanical engineering education.Key words: mechanical engineering education, ChatGPT-4, engineering reasoning.1. IntroductionReasoning skill, often denoted as logical reasoning, constitutes the cognitive ability to engage inclear, structured thinking, analyze information, and logically derive valid conclusions on thefoundation of evidence and facts [1]. Within the domain of mechanical engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder; Joseph Polman; Michael Hannigan

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NSF Grantees Poster Session

mechanisms that support engineering identity formation.BackgroundIn the United States, rural settings are an important and frequently under-resourced and under-researched [1] cultural context for education, despite the fact that approximately half of schooldistricts, a third of schools, and a fifth of students in the United States are located in rural areas[2; 3]. Rural students are underrepresented among college attendees and STEM majors [4; 5].Programs aimed at professional engineering formation among rural students may help close thisgap. To design effective programs, a greater understanding of the formal and informal processesand value systems by which K-12 students explore the engineering pathway is needed—including development of identity as

Conference Session

Broadening Perspectives in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; Kenneth Stafford Sands II, Auburn University; David R. Gutierrez, University of Virginia; Deyrel Diaz, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

technologies. The primary focus of this intervention is to nurturethe digital skills necessary for utilizing and managing these technologies in future professionalroles. The project's first stage contextualizes the educational experiences of future constructionjobs, given the need for this industry to attract talent and continue its modernization to supporteconomic development in our society. A pre and post-evaluation was given to measure theeffectiveness of these interventions based on achieving three key objectives: (1) Increasingawareness of digital skills, (2) Enhancing understanding of anticipated job transformations fueledby technology in the future, and (3) Stimulating interest in potential careers within theconstruction industry. The research