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2025 ASEE PSW Conference

Authors

Sabrina Elise Contreras, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine

significant gender disparities in innovation (Koning et al., 2021; Stoet &Geary, 2018). These gaps are compounded by structural inequities in education and professionalenvironments, as well as gender-biased norms within intellectual property systems, whichprioritize traditionally masculine modes of invention (Lai, 2020; Revankar, 2022). Engineeringeducation plays a crucial role in shaping the innovation pipeline. Existing literature reveals howunderstanding how patents work should be an integral part of engineering education (Garris &Garris, 2017; Kaplan & Kaplan, 2003). Moreover, women’s inventions, which frequently addressunmet societal needs such as women's health and caregiving technologies, are systematicallyundervalued, resulting in

Collection

2025 ASEE PSW Conference

Authors

Sunai Kim, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Jeyoung Woo, California State Polytechnic University, Pomona

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15%of California’s Civil Engineers. Identifying sources of students’ struggles and proposing effectiveinterventions to support students’ success is crucial. As these two gatekeeper courses serve asprerequisites to many engineering courses, low performance in these courses contributes to a largedropout rate, delayed graduation, and continued poor performance in subsequent courses. Tounderstand students’ struggles, historical data between Fall 2018 to Spring 2022 was examined,including: (a) failure rates for the gatekeeper courses, (b) achievement gaps (the differencebetween under-represented minority students (URM) and non-URM students), and (c) thecorrelation between students’ grades in the gatekeeper courses compared to their upper

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2025 ASEE PSW Conference

Authors

Elizabeth Osborn, California State Polytechnic University, Pomona; Jeyoung Woo P.E., California State Polytechnic University, Pomona

to avoid delays in degree completion.Causes of Credit Loss in Engineering Transfer PathwaysCredit loss occurs when courses completed at a sending institution fail to transfer or apply todegree requirements at a receiving institution. This inefficiency results in extended time todegree, increased costs, and heightened barriers to graduation. Key contributors include: highlysequential curricula in engineering programs, and misaligned student perceptions withinstitutional policy. Missing a prerequisite course can delay graduation by multiple semesters(Smith et al., 2021; Johnson & Smith, 2022). Giani et al. (2024) highlight that the likelihood ofcredit loss varies significantly across course characteristics and majors, emphasizing the need

Collection

2025 ASEE PSW Conference

Authors

Shreyas Chaudhary, California State Polytechnic University, Pomona; Behnam Bahr, California State Polytechnic University, Pomona; Gokul Srinath Seetha Ram, California State Polytechnic University, Pomona

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presents a critical challenge. Students can analyze case studies to propose region-specific solutions, such as robust V2I systems for underserved areas (Pauwels et al., 2022).Review of Global Disparities in AV ResearchGlobal disparities in AV deployment—including infrastructural and socio-economicfactors—provide rich learning opportunities. Students can study how these disparitiesinfluence AV performance and public trust. For example, projects can involve designingsolutions for unstructured traffic in low-income regions, encouraging innovative andempathetic engineering practices (Barabas et al., 2017).Theoretical BackgroundTransportation Equity and its Role in EducationTransportation equity emphasizes fair access to mobility solutions

Collection

2025 ASEE PSW Conference

Authors

Christine E King, University of California, Irvine; kadin diec, University of California, Irvine; Dalton Salvo, University of California, Irvine

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-degree operating roomview combined with a detailed, first-person vantage that can be accessed via computers, VRheadsets, and other devices. Supplementary interviews, short lectures, and a questionnairereinforce learning on institutional values, regulations, and treatment approaches. Both qualitativeand quantitative data measure the platform’s effectiveness for teaching global considerations inunmet clinical needs. In Winter 2025, 121 BME undergraduates enrolled (UCI IRB Exempt#5204 for filming; #904 for assessment) and 113 completed the survey, offering qualitative andquantitative insights into global healthcare considerations.Methods:For the 2024 academic year, we fully redesigned a prior elective course from 2022 and 2023,"Addressing Unmet

Collection

2025 ASEE PSW Conference

Authors

Shadnaz Asgari, California State University, Long Beach; Ga Young Suh, California State University, Long Beach; Perla Ayala, California State University Long Beach

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was needed to ensure measurable PIs across multiple courses.Reviewing publicly available examples from other engineering programs [7, 10-12] andcollaborating with faculty, we refined and finalized the PIs by Fall 2021, enabling the firstcomprehensive assessment in Spring 2022. To streamline PI assessments, we created course-specific ABET guidelines outlining relevant SOs, PIs, data collection requirements, and samplequestions to support instructors with clear and consistent evaluations. Appendix D includes anexample guideline for a hypothetical calculus course.Separately, we employed a systematic assessment approach, depicted in the flowchart inAppendix E, to evaluate the attainment of SOs. To ensure focused evaluations, courses wererated on

Collection

2025 ASEE PSW Conference

Authors

Xianglong Wang, University of California, Davis; Vincent Tran, University of California, Davis; Gabriela Lee, University of California, Davis; Sadie Jean Davis, Mariko Chang Consulting, Inc. and Sadie J Davis Consulting LLC; Mary Spooner; Mariko Chang; Andrew X Stewart, NextSense EEG; Christopher John Nitta, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Angelika Aldea Tamura, University of California, Davis; Xin Liu, University of California, Davis; Gene Gurkoff, University of California, Davis; Wilsaan M Joiner, University of California, Davis; Erkin Seker, University of California, Davis; Karen A Moxon, University of California Davis

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. Before joining UC Davis, he was a career-track Assistant Professor at Washington State University (WSU). Dr. Wang is the recipient of the 2024 ASEE-PSW Section Outstanding Early Career Teaching Award, 2023 UC Davis Biomedical Engineering Excellence in Teaching Award, and 2022 WSU Reid Miller Teaching Excellence Award.Vincent Tran, University of California, Davis Vincent Tran is the program coordinator for the NeuralStorm program at the University of California, Davis.Gabriela Lee, University of California, Davis Gabriela Lee, MS, MBA is the Associate Director of the Center for Neuroengineering and Medicine at UC Davis. In this role, she works with faculty and students from 18 departments to facilitate programming

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2025 ASEE PSW Conference

Authors

Richard Eugene Vallejo Jr, University of California, San Diego; Huihui Qi, University of California, San Diego; Owen Terry Crocker, University of California, San Diego

Engineering Congress and Exposition, Tampa, Florida, USA, vol. 5,Nov. 2017.[10] J. A. Coller, M. P. Su, L. K. Alford, S. Sheffield, R. Fowler, “Assessment of Peer Mentoringof Teams in a First-Year Design-Build-Test-Communicate Class”, Presented at the 2017 ASEEAnnual Conference & Exposition, Columbus, Ohio, USA, June 2017, doi: 10.18260/1-2--27636[11] S. Brown and C. Poor, “In-Class Peer Tutoring: A Model for Engineering Instruction*”,International Journal of Engineering Education, vol. 26, no. 5, pp. 1111-1119, 2010.[12] A. R. Carvalho, C. Santos, “Developing peer mentors’ collaborative and metacognitiveskills with a technology-enhanced peer learning program”, Computers and Education Open, vol.3, Dec. 2022.[13] V. I. Sessa, N. Alonso, P. Farago

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2025 ASEE PSW Conference

Authors

Bailey Anne Wall, California Polytechnic State University, San Luis Obispo; Benjamin J. Hoefer, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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physics and engineering for use in adaptiveformative assessments," 2020 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden,2020, pp. 1-5, doi: 10.1109/FIE44824.2020.9274052.[5] Cook, J., Ekstedt, T., Self, B., & Koretsky, M. (2022) "Bridging the Gap: ComputerSimulations and Video Recordings for Remote Inquiry-Based Laboratory Activities inMechanics." Advances in Engineering Education. 10:2.

Collection

2025 ASEE PSW Conference

Authors

Tiffany Marie Chan, University of California, Davis; Saahil Sachdeva, University of California, Davis; Xianglong Wang, University of California, Davis

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University (WSU). Dr. Wang is the recipient of the 2024 ASEE-PSW Section Outstanding Early Career Teaching Award, 2023 UC Davis Biomedical Engineering Excellence in Teaching Award, and 2022 WSU Reid Miller Teaching Excellence Award. ©American Society for Engineering Education, 2025 Enhancing Clinical Immersion Experience with Peer-Mentoring SupportAbstractLong thought to benefit biomedical engineering students, clinical immersion programs aroundthe U.S. have been enjoying a boom over the past five years. However, the actualimplementation of the program greatly varies depending on the student body and the curriculumdesign. Therefore, the best practices for implementing these clinical immersion experiences