Conference Session

New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

H. Schwab, The Ohio State University; Heidi A. Diefes-Dux, University of Nebraska - Lincoln; Anu Singh, The Ohio State University; Euclides Maluf, University of Nebraska - Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

follow-up [14]and purposeful, guiding intervention has been discussed [15], as simply giving students resourcesisn’t enough. For students in another study, the frame of rating the effectiveness of thereflections was in the lens of students improving their weaknesses to ‘master’ specific topics ofthe course, where students with reflection assignments based on their feedback tended to havehigher quality final projects compared to their peers with no reflection [16]. Specific coursespreviously studied in relation to the implementation of reflections in the engineering classroominclude capstone design [17], heat transfer [18], and engineering service-learning [19], [20], [21].Though each of these studies provides a different perspective on

Conference Session

New Engineering Educators (NEE) Technical Session 2 - Technology Tools

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ke Tang, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Jennifer R Amos, University of Illinois Urbana-Champaign; Jacob Henschen, University of Illinois Urbana-Champaign; Abdussalam Alawini, University of Illinois at Urbana - Champaign; Matthew D Goodman, University of Illinois Urbana-Champaign; Halim Beere, University of Illinois Urbana-Champaign

Tagged Divisions

New Engineering Educators Division (NEE)

Paper ID #46493Instructional Benefits of a Web-Based Students’ Concurrent Course RegistrationToolDr. Ke Tang, University of Illinois Urbana-Champaign Ke Tang is a Teaching Assistant Professor in the Department of Mechanical Science and Engineering at the University of Illinois Urbana-Champaign. Dr. Tang’s research focuses on engineering education, particularly on student-centered pedagogies, data-driven instruction, and interdisciplinary education.Dr. Thomas Golecki, University of Illinois at Urbana - Champaign I spent 10+ years in industry as an engineer in structural mechanics and structural health monitoring projects

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gracie Kerr, University of Nebraska - Lincoln; Hayden J Wulf, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

ways, if any, did the available student supports change over a five-year period as indicated in course syllabi? 2. In what ways, if any, did instructor transparency change over a five-year period as indicated in engineering course syllabi?IV. MethodsA. Settings & ParticipantsParticipants in this study were instructors from a single engineering department at a midwesternR1 university. Nine semesters (Spring 2019 to Spring 2023) were observed, with 219 totalsyllabi collected from 53 unique instructors of core courses. “Core courses” consisted of courseswhich were required for undergraduate students in the department. The observed coursesincluded all undergraduate levels, from introductory courses to design and capstone

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Steven B. Warth, Austin Peay State University; Bobette Bouton; Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

of meeting anindividual student’s needs and providing them individually with the tools they will need tosucceed. Participant EE3 expressed this sentiment when he stated, “we really need to, to look atways to help the students where they are and what they need at that time.” Understanding theneeds of the students allows educators to identify the best ways to support their students asindividuals. EE8 addressed the gradient of student experience and suggested, “maybe it meansthat your “on ramp” is a little longer, but you could be just as successful, if not more.” Otherparticipants discussed the benefit of connecting the material to the individual students’ interests.EE1 discussed assigning his student a “useless machine” project where they are

Conference Session

New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pablo Robles-Granda, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Celina Anwar, University of Illinois at Urbana - Champaign; Shivi Narang, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

benefits from integrating UDL and inclusive design principles.Inclusive design projects, like creating assistive tools for individuals with disabilities, fosterempathy, innovation, and real-world problem-solving skills among students [2, 7]. Such projectsresonate particularly with underrepresented groups, including SWDs, who are motivated by thesocietal impact of their work. Capstone courses, for example, effectively incorporate UDL toencourage students to consider diverse user needs in their designs [2].Despite these advancements, SWDs report significant barriers, including difficulties navigatingmultiple LMS platforms, inconsistent use of accessible tools, and limited instructor awareness.Surveys reveal that centralized platforms, captioned