Collection

2025 ASEE -GSW Annual Conference

Authors

Araceli Martinez Ortiz, The University of Texas at San Antonio; Gabriela Gomez, The University of Texas at San Antonio; Patricia Rodriguez Ann Rodriguez, The University of Texas at San Antonio

Tagged Topics

Diversity

the Appendix.The Interest in STEM construct included questions focused on students’ enthusiasm and aspirationsin STEM fields, including items such as “I am interested in STEM studies/careers” and “STEM willbe useful for my future career.” The Self-Efficacy construct evaluated students’ confidence in theiracademic abilities and effort, with items like “I feel better prepared to succeed in the next schoolyear” and “I worked to my fullest potential in PREP.” The Collaboration construct assessedstudents’ ability to work effectively in group settings, using questions such as “I was able to sharemy thoughts, questions, and ideas with my group” and “I was able to work together in a team.” Forthe Academic engagement construct, items measured students

Collection

2025 ASEE -GSW Annual Conference

Authors

Thomas Franklin Hallmark, Texas A&M University

analysis of 216 studies, we examineAI's potential to enhance engagement, conceptual understanding, and skill development infoundational engineering courses. Using a theoretical framework that integrates Cognitive LoadTheory (CLT), Self-Efficacy Theory (SET), and Situated Learning Theory (SLT), we analyzeimplementation strategies, outcomes, and barriers across diverse institutional contexts. Meta-analyses indicate that AI-enhanced active learning approaches can increase student performanceby 0.47 standard deviations and reduce failure rates by up to 55% compared to traditional 2methods (Freeman et al., 2014). However, challenges including high implementation costs,insufficient faculty training, and

Collection

2025 ASEE -GSW Annual Conference

Authors

Roy Uzoma Lan; Chinedu Okonkwo, The University of Texas at San Antonio; Ibukun Gabriel Awolusi, The University of Texas at San Antonio; Jiannan Cai

byvarious psychological and educational factors. According to Bandura’s theory of self-efficacy,individuals who believe in their capacity to succeed in a given domain demonstrate higher levels ofmotivation, persistence, and resilience (Bandura, 1977). In the context of construction education, themore confident students feel about their mastery of sustainable materials and methods, the moreinclined they will be to advocate for and implement these approaches in professional settings (Bhati& Sethy, 2022). Constructivist learning theories also underscore how students actively build theirunderstanding of sustainability through direct experiences, peer collaboration, and reflection (Arik &Yilmaz, 2020). Integrating these theoretical insights into

Collection

2025 ASEE -GSW Annual Conference

Authors

Ali Gharib, The University of Texas at Austin; Ahmed Elsaid; Abdulla Ali Al Dabbagh; Nayef Alyafei, Qatar University; Ghada Salama, Texas A&M University at Qatar

Tech. This program featured a ground-breaking Mobile Chemistry Laboratory, which was a 78-foot-long trailer that was fully equippedwith advanced chemistry laboratory equipment and instruments. The Mobile Chemistry Laboratorywould travel to underfunded schools and would provide students with the opportunity to performhands-on experiments and lab work using high-end pieces of apparatus, including spectrometers,pH probes, and chromatographs [10].In the work of Schmidt et al. (2020), the authors presented a STEM program focusing on improvingstudents’ interest and self-efficacy in STEM fields through a chemistry course called “Chemistry1898,” which was conducted by Tulane University. This program paired undergraduate studentsfrom Tulane University