Displaying all 9 results
- 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)
Ensuring validity of methods After coding large amounts of data, I needed to do a sanity check and see if the analysismade sense. I spoke with my advisor about the codebook to ensure that it was clear andconsistent. Then I reviewed all of the interview data again while doing a second round of codingto label each previously coded section with a specific subtheme. This was an opportunity torevise any codes that no longer made sense, but I found that I generally agreed with my firstround of coding. If there was a particularly difficult quote, I checked with a peer or my advisorto see their interpretation. 6.2.4 Efficiently combining themes to write the case report Details and evidence of assertions in the case report need to be
- Conference Session
- Collaborative Learning in Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments. ©American Society for Engineering Education, 2025Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams 1
- Conference Session
- Tools, Identities, and Personality in Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kylee Shiekh, Virginia Polytechnic Institute and State University; Ernesto Cuesta Alvear, Virginia Polytechnic Institute and State University; Summer S. Stevens, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
andimproved health. However, their dual roles often come with big challenges, particularly in fields likeengineering, where academic demands are notably rigorous. The intersection of these roles – parent andstudent – raises critical questions about how institutions can better support this population, whose successhas implications far beyond individual achievement. The journey of a student-parent is unlike that of their peers. Time is insufficient, resources arestretched, and the stakes are high – not just for themselves but for the future of their children. Theirmotivations to persist are powerful, driven by the promise of better opportunities. Yet, the obstacles theyface often undermine their aspirations. In engineering programs, where time
- 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)
course, the summative assesses student performanceat the end of the instructional period. The formative assessments include: 1. Pre-test questions at the first lecture about students’ biology background to gauge their prior knowledge about course topics. 2. In-class exercises and conceptual questions to continually gauge students’ understanding and progress throughout each lecture and allow them to practice skills 3. Peer Teaching: Students explain their understanding or perspective on a topic to a classmate, helping both the teacher and learner to assess comprehension. Additionally, graduate students in the course and ME department deliver guest lectures. 4. Teachers observe students during activities and take notes
- Conference Session
- Motivation and Engagement in Engineering Students
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Autumn Cuellar, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
steps outlined in Borrego et al.’s [9] paper.Multiple databases were examined using the Utah State’s database directory. The author selectedthree databases for the paper selection phase: Scopus, ASEE Peer Directory, and Google Scholar.Autumn Cuellar selected these databases because they were the only ones that produced validpaper entries when using specialized keywords. Other databases did not produce any papers thatmatched the inclusion criteria outlined below. Most articles came from Scopus and the ASEEPeer Directory. A few articles were discovered on Google Scholar.The first author used multiple keywords in conjunction with each other for the search. Thekeywords used were UDL, universal design for learning, stem, engineering, students
- Conference Session
- Engineering Education Methods and Reflections
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ruidong Ma, University of Washington; Renee M. Desing, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
. I have critically analyzed my self-reflections and evaluations to assess my personal andprofessional growth as an instructor over the last three years. In this paper, I present the results ofmy critical self-reflection through a set of lessons learned and how my teaching philosophy hasevolved, including improvements in teaching skills, time management, career development, andDiversity, equity, and inclusion (DEI) in the classroom. Based on my personal experience, thispaper aims to share a journal with peers who are interested in teaching while pursuing a Ph.D.degree and to bridge the teaching experience with career development.Keywords: self-reflection, graduate student instructors, improvement of teaching skills 1. Introduction
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Brandon Wilson, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
, someengineering students shoo this responsibility, recognizing that unethical situations and practicesexist in industry but choosing to write them off as a necessary or justifiable part of the field [9].What’s more, the importance engineering students place on public welfare in general is seen todecline as they progress through their undergraduate education [10].This study seeks to build off of these latter two findings in an attempt to further improve thecharacterization of ethical and political disengagement among engineering students. Through alongitudinal mixed-methods survey given to engineering students at multiple California StateUniversity (CSU) campuses, which serve primarily working class students and Students ofColor, this study will
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jemal Bedane Halkiyo, Arizona State University; Abdisa Bedane Halkiyu, Bule Hora University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
to the absence of immediate feedback from instructors and peers, making the understandingof demographic influences on self-regulated learning essential for recognizing the specificchallenges diverse learners face. Additionally, Tinto’s Model of Student Retention underscoresthe significance of institutional support and personal commitments in influencing students’academic persistence [10]. This model is especially pertinent when considering the timemanagement challenges experienced by students from various demographic backgrounds, asminority students frequently encounter unique pressures related to cultural expectations andresponsibilities, complicating their capacity to allocate time for academic pursuits [11]. Bysituating this research
- Conference Session
- Collaborative Learning in Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Anna Engelke, NC State University / UNC-Chapel Hill; Zachary Wiebe; Daisy Huang, University of North Carolina at Chapel Hill; Spencer Dougherty, University of North Carolina at Chapel Hill; Margaret Elizabeth Ambrose
- Tagged Divisions
- Student Division (STDT)
experiences with CoP(consistency across cohorts, authentic / analogous / applicable to PA professional roles, truncatedtime period to avoid burnout, etc.) Each PS started with a single tool area, drafted an initial document with a proposedoutline for weekly activities, then swapped tool areas with another PS to continue refining andexpanding that outline. During the drafting process, there were weekly review sessions as agroup about changes that had been made from the previous week. After that, they passed a roughdraft off to a third PA for testing activities and writing instructions. This resulted in a finalproduct co-created with input from all PSs, a written guide that would allow any PS to step intoany tool area and facilitate a CoP