Displaying all 23 results
- Conference Session
- Tools, Identities, and Personality in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Kylee Shiekh, Virginia Polytechnic Institute and State University; Ernesto Cuesta Alvear, Virginia Polytechnic Institute and State University; Summer S. Stevens, Virginia Tech
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- Diversity
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Paper ID #48094Navigating Dual Roles: Challenges, Impacts, and Resource Needs of Student-Parentsin Engineering ProgramsKylee Shiekh, Virginia Polytechnic Institute and State University Ph.D. student in engineering education in the LANCSET group. Passionate about advancing research in engineering, education, and computer science. With a B.S. in Computational Applied Mathematics and an M.S. in Quantum Engineering with a Software Focus, Kylee works at the intersection of emerging technologies and educational innovation.Ernesto Cuesta Alvear, Virginia Polytechnic Institute and State UniversitySummer S. Stevens, Virginia Tech
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
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- Danielle Usinski, University at Buffalo, The State University of New York; Alyndra Plagge, Trinity University; Emma Treadway, Trinity University; Jessica E S Swenson, University at Buffalo, The State University of New York
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- Student Division (STDT)
identities that complement andstrengthen engineering identity has the potential to increase retention of students who possessindicators of a weak engineering identity within engineering contexts.AcknowledgementsThe first two authors listed on this paper contributed equally to this work and therefore should beconsidered co-first authors.This material is based upon work supported by the National Science Foundation under Grant No.2204726. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Simms and J. M. Fraser, “Qualitative research methods to improve engineering retention,” presented at the 2000
- Conference Session
- Industry and Technical Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Zain ul Abideen, Utah State University; sehrish jabeen, Utah State University
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- Diversity
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- Student Division (STDT)
, or full text. Initially, the articles were screenedbased on keywords in the title and abstract. Then the selected articles were screened furtherby reviewing the full text to ensure their relevance. The criteria for inclusion in the reviewwere as follows: (1) publication type- the publication was a journal article or conferencepaper, (2) empirical- the study reported empirical findings, (3) participants- K-12 and STEMstudents, (4) articles published after Carraher et al.’s [1], (5) language- the study was writtenin English. Studies were excluded if they did not answer the research questions. We chose tosynthesize the eighteen relevant articles based on the inclusion and exclusion criteria andrelevance based on the research questions. The
- Conference Session
- Motivation and Engagement in Engineering Students
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Leo Kimura, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Sumito Nagasawa Ph.D. in Engineering, Shibaura
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- Student Division (STDT)
-based evaluation, Student engagement in the group project, Face-to-face/Online global project-based learning, Miville-Guzman Universality-Diversity Scale(MGUDS-S), Group activity analysis, Accurate grading1. Introduction1.1 Research ObjectivesThis study aims to experimentally introduce peer assessment as a complementary method toaddress the limitations of Slack-based engagement evaluation in face-to-face group work, andto examine its effectiveness. In particular, the study investigates whether combining activityscores derived from Slack posts with peer-assessed scores can enable objective evaluation ofstudent engagement, even in a face-to-face setting. In this context, "Slack-based evaluation"refers to a method of assessing student engagement
- Conference Session
- Tools, Identities, and Personality in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Ashtyne Klair Monceaux, Louisiana Tech University; Caroline Cresap, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; David Hall, Louisiana Tech University
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Paper ID #48914How Personality Impacts Academic, Professional, and Social Activity Preferencesof Engineering StudentsAshtyne Klair Monceaux, Louisiana Tech University Ashtyne Monceaux, from Crowley, Louisiana, is a third-year undergraduate student at Louisiana Tech University, currently pursuing a Bachelor’s Degree in Civil Engineering. She hopes to pursue a career in Water Resources Engineering. Ashtyne’s involvement with her university’s own NSF S-STEM Success Scholars Program lead to her research in engineering education. Ashtyne is a member of Louisiana Tech’s Honors College, an ambassador for the College of Engineering
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- James Finn Morton, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia
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- Diversity
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- Student Division (STDT)
. 10.18260/1-2--21641[2] Zarske, M. S., & Gallipo, M. J., & Yowell, J. L., & Reamon, D. T. (2014, June), STEM High School: Do Multiple Years of High School Engineering Impact Student Choices and Teacher Instruction? Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23035[3] Weis, S., & Yakubovsky, M., & René Coté, B. B., & Kelly, J. (2021, December), Integrating Engineering Ideas into High School and Middle School Curricula Paper presented at 2009 GSW, unknown. 10.18260/1-2-370-38622[4]Wang, M., & Degol, J. (2020). Gender and STEM: Understanding the persistence gap through expectancy-value theory. Journal of Educational
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Max Wu-Blouin, McGill University; Kennedy Grace Olsen, McGill University; Manish Malik, Canterbury Christ Church University; Lawrence R Chen, McGill University
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- Student Division (STDT)
criteria.Table 1. Boolean search clause terms categorized into PICO and SPIDER frameworks. P/S O/PI (Population/ Sample) (Outcome/ Phenomenon of Interest)Search engineering student* fail* AND perception* AND learn*Clause engineering undergraduate* perspective* engag*Terms engineering major* attitude* motivat* shame reaction* mindset* response* persistence
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Naqash Gerard, University of Florida; Idalis Villanueva Alarcón, University of Florida; Isabella Victoria, University of Florida; Minji Yun, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida
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first three authors).The second study was conducted as a focus group with seven Black faculty mentors speakingabout their experiences mentoring Black Ph.D. students in engineering. A parallel studyexploring the experiences of these Black Ph.D. mentees is underway and will be presented ina future publication.2.2 Research Quality The validation process incorporated multiple rounds of evidence gathering, informed byHall et al.'s perspectives on multidisciplinary approaches to understanding complex socialrelationships [33]. This included peer debriefing sessions, member-checking, and thoroughdocumentation of the research process. The data analysis phase employed systematic codingand theme development, with all team members participating to
- Conference Session
- Engineering Education Methods and Reflections
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- 2025 ASEE Annual Conference & Exposition
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- Qiuxing Chen, University at Buffalo, The State University of New York
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- Student Division (STDT)
the early 2000’s [5] in the Social Sciences field whenHilary Arksey and Lisa O’Malley published the first methodological framework in their work,“Scoping Studies: Toward a Methodological Framework” [4]. Since then, this framework hasbeen critiqued, modified, and heavily adopted into the health sciences and psychology fields [1],[5], [6]. While there are slightly varying definitions of this type of literature review, the mainessence is to capture the “extent, range, and nature of research activity” [4, p. 21]. In otherwords, the “breadth” of the research topic with varying degrees of depth in its literature. Arksey and O’Malley’s framework [4] outlines six stages in a scoping review (fiverequired, and one optional additional). Which
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
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- Brandon Wilson, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles
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- Diversity
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Justice,” American Journal of Education, vol. 124, no. 1, pp. 1–36, Nov. 2017, doi: https://doi.org/10.1086/693954.[17] T. Smith, “Altruism in Contemporary America: A Report from the National Altruism Study,” National Opinion Research Center at the University of Chicago, Jun. 2003. [Online]. Available: https://gss.norc.org/content/dam/gss/get-documentation/pdf/reports/topical-reports/TR34 %20Altruism%20in%20Contemporary%20America%20A%20Report%20from%20the% 20National%20Altruism%20Study.pdf.[18] J. S. Mattis et al., “The Social Production of Altruism: Motivations for Caring Action in a Low-Income Urban Community,” American Journal of Community Psychology, vol. 43, no. 1–2, pp. 71–84
- Conference Session
- Engineering Education Methods and Reflections
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jad El Harake, Vanderbilt University; gina yu, Vanderbilt University; Kaden Jorge Tro; Jonathan Ehrman, Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, USA
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- Diversity
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a manuscript, training other lab members…) 3 Student meets expectations in this category (eg, punctual, follows instructions, communicative…) 2 Student does not always meet expectations in this category (eg, lack of preparation, infrequent research updates, unexplained delays…) 1 Student rarely meets expectations (eg, missing meetings, very little or no communication with mentors, not showing up…)Table 2. Snippet from the student survey showing the research-related evaluation questions asked and the allowed format of the response. Question Response Format Research project(s) progress
- Conference Session
- Collaborative Learning in Engineering
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- 2025 ASEE Annual Conference & Exposition
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- Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan
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ASEE Annual Conference & Exposition Proceedings.https://doi.org/10.18260/1-2--22602Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams 14 Dabić, M., Posinković, T. O., Maley, J. F., Vlačić, B., Marzi, G., & Kraus, S. (2024).Exploring the multifaceted challenges of women in engineering: A comprehensive literaturereview. IEEE Transactions on Engineering Management, 71, 3325–3339.https://doi.org/10.1109/tem.2023.3342980 Ingram, S., & Parker, A. (2002). The influence of gender on collaborative projects in anengineering classroom. IEEE Transactions on Professional Communication, 45(1), 7–20.https
- Conference Session
- Industry and Technical Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Aakash Alpesh Patel, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia
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Excel file. The retrieved transcripts were thenprocessed to convert them into text from transcript form. This involved the removal of timestamps and correction of word spacing. Stage 3: Transcript Evaluation: For this study, we built off ongoing work by members ofthe research team to adapt a framework to perform deductive thematic analyses [redacted; underreview]. This method leverages a combination of prompt engineering techniques (PETs), naturallanguage processing via large language models (NPL via LLMs; i.e., ChatGPT), and Bradley etal.’s framework on thematic analysis. Appendix B details the exact prompts used to extractrelevant themes and ideas from the transcripts. Bradley et al.’s study outlined a method whereseveral codes should
- Conference Session
- Industry and Technical Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Saki Taguchi, Shibaura Institute of Technology; Kasumi Hoshino, Shibaura Institute of Technology; Yutaro Tsuchida, Shibaura Institute of Technology; Sogo Fujita, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology
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horizontal axis and velocity on the vertical axis were generated from the distance-sensor data. Figure 4 Class instruction. Figure 5 Schematic diagram of the experiment.3.2. Experimental results Graphs generated from the data obtained in Experiments 1 and 2 are presented below (Figure6). These include distance-time graphs with time (s) on the horizontal axis and distance (mm)on the vertical axis, acceleration-time graphs with acceleration (mm/s²) on the vertical axis,and velocity-time graphs calculated from the acquired distance data. To support the discussionon the effectiveness of the filter processing system, each graph includes both the filtered andunfiltered data. Figure 6 Effect of the Kalman
Graduate Students’ Experiences Designing Sociotechnical Modules for Introduction to Circuits Courses
- Conference Session
- Tools, Identities, and Personality in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Karen Elizabeth Nortz, University of Michigan; Cynthia J. Finelli, University of Michigan; Susan M Lord, University of San Diego
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, designingmodules that appeal to instructors, and ensuring relevance for students, the SEES cohortdemonstrated remarkable collaboration and fostered a strong, supportive community. Theirefforts resulted in the development of comprehensive modules, which are set to be presented incircuit classes in 2025.AcknowledgmentsWe would like to acknowledge all the participants in the SEES cohort and the U.S. NationalScience Foundation for their support of this research (Grant No. 2235576 and 2233155). Anyopinions, findings, and conclusions, or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] National Academy of Engineering, Engineering as a Social Enterprise
- Conference Session
- Motivation and Engagement in Engineering Students
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University
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- Diversity
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- Student Division (STDT)
students’ motivations and goal-setting behaviors. Moreover, longitudinal studiesexamining how students’ achievement goals evolve throughout their engineering educationwould offer valuable insights into how their motivations develop and adapt over time. This studycould inform more targeted interventions and policies aimed at enhancing student outcomes inSTEM fields.References[1] C. Ames, “Classrooms: Goals, structures, and student motivation.,” Journal of Educational Psychology, vol. 84, no. 3, pp. 261–271, 1992.[2] C. S. Dweck and E. L. Leggett, “A social-cognitive approach to motivation and personality.,” Psychological Review, vol. 95, no. 2, pp. 256–273, 1988, doi: https://doi.org/10.1037/0033-295X.95.2.256.[3] A. J. Elliot
- Conference Session
- Motivation and Engagement in Engineering Students
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- 2025 ASEE Annual Conference & Exposition
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- Hang Zhang, Jining Normal University,China; Hao He; Ming Li, Beijing Foreign Studies University
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- Student Division (STDT)
procedures for reference.To this end, the theoretical community of engineering education has conductedcontinuous exploration of the topic, trying to summarize and refine the continuousimprovement models. Mary Besterfield-SACRE and Larry J. Shuman were supportedby NSF to conduct a study [7]. They have developed a theoretical framework thathelps to better understand educational outcome based on Bloom’s Taxonomy.Through this framework, each educational outcome is refined into a series ofattributes, and engineering faculty can integrate educational outcome into engineeringprogram through these attributes. Sarapin M I proposed the five-stage programassessment model [8]. Strong S, etc., proposed the eight-stage program assessmentmodel [9]. According to
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University
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/10.1007/978-1-4899-0924-4.[9] D. M. Webster and A. W. Kruglanski, “Individual differences in need for cognitive closure.,” Journal of Personality and Social Psychology, vol. 67, no. 6, pp. 1049– 1062, 1994. doi:10.1037//0022-3514.67.6.1049.[10] J. L. Meece, E. M. Anderman, and L. H. Anderman, “Classroom Goal Structure, Student Motivation, and Academic Achievement,” Annual Review of Psychology, vol. 57, no. 1, pp. 487–503, Jan. 2006, doi: https://doi.org/10.1146/annurev.psych.56.091103.070258.[11] C. S. Dweck and E. L. Leggett, “A social cognitive approach to motivation and personality.,” Psychological Review, vol. 95, no. 2, pp. 256–273, 1988. doi:10.1037//0033-295x.95.2.256.[12] E. M. Anderman and M
- Conference Session
- Industry and Technical Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Ruidong Ma, University of Washington; Frank Gao, University of Washington; Renee M. Desing, University of Washington
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. and S. LeMire, Backward design. Reference & user services quarterly, 2019. 59(2): p. 107-112.12. Michael, N.A. and J.C. Libarkin, Understanding by Design: Mentored implementation of backward design methodology at the university level. Bioscene: Journal of College Biology Teaching, 2016. 42(2): p. 44-52.13. Daugherty, K.K., Backward course design: making the end the beginning. American journal of pharmaceutical education, 2006. 70(6).14. Wiggins, G.P. and J. McTighe, Understanding by design. 2005: Ascd.15. Mohammed, J., K. Schmidt, and J. Williams. Designing a new course using Backward design. in 2022 ASEE Annual Conference & Exposition. 2022.16. Zitha, I., G. Mokganya, and O. Sinthumule, Innovative
- Conference Session
- Engineering Education Methods and Reflections
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- 2025 ASEE Annual Conference & Exposition
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- Yi Cao, Virginia Tech; Andrea L. Schuman, California Polytechnic State University, San Luis Obispo
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University. ASEE Annual Conference and Exposition, ConferenceProceedings, (June), 1–10.[5] UL Grad School. (2019). “How Has Technology Changed Grad School?”https://gradschool.louisiana.edu/blog/how-has-technology-changed-grad-school[6] Borrego, M., Douglas, E. P., & Amelink, C. T. (2009). Quantitative, qualitative, and mixedresearch methods in engineering education. Journal of Engineering education, 98(1), 53-66.[7] Lantada, A. D. (2020). Engineering education 5.0: Continuously evolving engineeringeducation. International Journal of Engineering Education, 36(6), 1814-1832.[8] Duderstadt, J. J. (2007). Engineering for a changing road, a roadmap to the future ofengineering practice, research, and education.[9] Secules, S. (2020, June). How to Be a
- Conference Session
- Collaborative Learning in Engineering
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- 2025 ASEE Annual Conference & Exposition
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- Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia
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Playing CD. Seth F. Josel ; Ming Tsao. Kassel: Bärenreiter, 2014.[5] G. Weinberg, M. Bretan, G. Hoffman, and S. Driscoll, Robotic Musicianship: Embodied Artificial Creativity and Mechatronic Musical Expression. Cham, Switzerland: Springer, 2020.[6] R. Cooper and B. Lilyea, “I’m interested in autoethnography, but how do I do it?,” The Qualitative Report, 2022. doi:10.46743/2160-3715/2022.5288[7] J. Turns, B. Sattler, K. Yasuhara, J. Borgford-Parnell, and C. Atman, “Integrating reflection into Engineering Education,” 2014 ASEE Annual Conference & Exposition Proceedings, 2014. doi:10.18260/1-2—20668[8] L. Sepp et al., “On an upward trend: Reflection in Engineering Education,” 2015 ASEE Annual Conference and
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Hang Zhang, Jining Normal University; Xinyao Song; Ming Li, Beijing Foreign Studies University
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- Diversity
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- Student Division (STDT)
- Conference Session
- Industry and Technical Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Liliana Elizabeth Tarud, Auburn University; Joan Tisdale, University of Colorado Boulder
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- Student Division (STDT)
their petroleum partners [8]. The percent of total car sales in the US of EV’s onthe roads has increased with time from 0.2% in 2011 to 3.2-4.6% in 2021 to 7.5% in 2024 and isexpected to have a “strong acceleration” within the next decade: “S&P Global Mobility forecastselectric vehicle sales in the United States could reach 40 percent of total passenger car sales by2030” [4] [6]. EV’s are not solely increasing in the US. EV’s are also drastically increasing inChina and Europe: “In China, the number of new electric car registrations reached 8.1 million in2023, increasing by 35% relative to 2022 … [and] [i]n Europe, new electric car registrationsreached nearly 3.2 million in 2023, increasing by almost 20% relative to 2022” [11] [12]. TheUS