Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Student Division (STDT)

witheventual success in the field after graduation [4-6]. Some universities have implementedintervention strategies by gearing curriculum and department culture towards supportingstudents’ development of their individual engineering identities with this known promise ofstudent success [6]. Some major curricular changes surround the emphasis on design problemsused throughout engineering courses that inherently help students to feel more like an engineerafter completing the project [7]. Because the act of problem-solving correlates with the directdevelopment of all three of Godwin’s facets of engineering identity, providing more opportunityfor students to solve real-world problems correlates to retention [8] and success in the field [9].Studies have

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

integrating project-based learning in the ECE curriculum. Through an isolated and emotional experience, this studywas able to document the effect of project-based learning (PBL) on conceptual connections andearly professional development.IntroductionProject-based learning (PBL) has long been recognized as an integral tool in engineeringeducation, enabling students to bridge theoretical knowledge with practical applications throughhands-on experiences [1-2]. Research demonstrates that, compared to traditional curricula,students in PBL-focused programs exhibit significantly increased levels of self-efficacy, intrinsicvalue, cognitive strategy use, and self-regulation [1]. Furthermore, PBL fosters a greaterabundance of self-regulated learners and

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruidong Ma, University of Washington; Frank Gao, University of Washington; Renee M. Desing, University of Washington

Tagged Divisions

Student Division (STDT)

Education, 1996. 85(3): p. 233-238.20. Han, Y.-L., et al., Students’ Experience of an Integrated Electrical Engineering and Data Acquisition Course in an Undergraduate Mechanical Engineering Curriculum. IEEE Transactions on Education, 2022. 65(3): p. 331-343.21. Abrahams, A., et al., A foundational knowledge assessment tool to predict academic performance of medical students in first-year anatomy and physiology. Advances in Physiology Education, 2022. 46(4): p. 598-605.22. Chen, W., et al. Usability of learning management systems for instructors–the case of canvas. in International Conference on Human-Computer Interaction. 2021. Springer.23. Parsons, J. and L. Taylor, Improving student engagement. Current issues in

Conference Session

Engineering Education Methods and Reflections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yi Cao, Virginia Tech; Andrea L. Schuman, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Student Division (STDT)

qualitative methodstraining [6]. Additionally, more flexible and interdisciplinary PhD pathways in engineeringeducation have emerged, further expanding opportunities for doctoral study [7]. As engineeringincreasingly integrates knowledge from diverse disciplines, the demand for research andinnovation in engineering education continues to rise. This growing emphasis on engineeringeducation highlights its role as a critical and expanding field, making it an essential componentof the evolving academic landscape. 2. Background and Motivation Many students entering PhD programs in engineering education come from traditionalengineering backgrounds. While they often have strong quantitative skills, their experience withqualitative research methods