Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruchi Dilip Kukde, Texas State University; Twyla Hough, Texas State University; Shetay Ashford-Hanserd, Texas State University

Tagged Topics

Diversity, NSF Grantees Poster Session

scores of 4.159 and 4.254, respectively. This variable ofinfluence was the most selected option, with 38.10% of females identifying it as a key influencein pursuing a STEM+C degree. Self-confidence and self-efficacy in STEM+C (aspects ofaspirational capital), significantly supported their persistence, with a mean score of 3.841. Familysupport (aspects of familial and social capital), played an important role in persistence, reflectedby a mean score of 3.762. Additionally, aspects of social capital, including peer support, rolemodels in STEM+C, and mentorship experiences, influenced persistence of female participantswith mean scores of 3.738, 3.397, and 3.063, respectively. Furthermore, the presence of STEM+Cjob opportunities, chosen by 30.16% of

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erick C. Jones Jr., The University of Texas at Arlington; Kendra Lee Wallis, The University of Texas at Arlington; Mengqi Monica Zhan; Na-Li Kim, The University of Texas at Arlington; Ann M.L. Cavallo, The University of Texas at Arlington; Andrew Clark, The University of Texas at Arlington

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

andgraduate with a distinction. These high-impact practices have been found to support studentretention and promote self-efficacy and student success. Courses receiving the MaverickAdvantage designation indicate that faculty have been trained in incorporating these activities,and a publicly available website lists designated courses along with the names of facultymembers teaching them (Table 1).As part of the institutionalization grant, we aim to expand this system by adding sustainability asa distinguishing activity. This addition will enable students to identify courses that integratesustainability concepts alongside the existing five distinguishing activities. Faculty informed usthat this ability to distinguish their courses to make them more

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Esther Tian, University of Virginia; Jessica Taggart, University of Virginia

Tagged Divisions

First-Year Programs Division (FPD)

foundational design skills before entering college. Bond-Trittipo et al.demonstrated that high school engineering programs can influence students’ interests in STEMfields [6]. Similarly, Hynes et al. emphasized the importance of infusing engineering design intohigh school STEM courses to foster problem-solving skills and engagement [7]. Studies havealso shown that early engineering experiences in secondary schools can positively influencestudents’ performance and cognitive processes in design tasks [8]. Kado et al. observedsignificant correlations between K-12 prior design exposure and success in a university-levelhackathon, further documenting a relationship between design self-efficacy and project outcomes[9]. However, some research has shown no

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini PhD, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

.*[19] S. Alqudah, E. Litzler, J. A. Brobst, J. Davishahl, and A. G. Klein, “S-STEM becoming engaged engineering scholars (BEES): Insights from year 1,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020, doi: 10.18260/1-2--35171.*[20] S. Amato-Henderson and J. Sticklen, “The Relationship between Teaming Effectiveness and Online Students’ Sense of Connectedness in a First-Year Engineering Program,” in Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2022, vol. 66, no. 1, pp. 1136–1140, doi: 10.1177/1071181322661525.*[21] M. E. Andrews, M. Borrego, and A. Boklage, “Self-efficacy and belonging: the impact of a university makerspace,” Int. J. STEM Educ., vol. 8, no. 1, 2021, doi: 10.1186

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Thompson, University of Louisville; Jessica Buckley; Thomas Tretter, University of Louisville; Brian Scott Robinson, University of Louisville; Gholam Abbas Sattar-Shamsabadi II, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

supported broadly into specific features related to learning. The findings provideempirical grounding for ways to build belonging-minded engineering environments.A unique finding related to belonging in this study was the way students defined competence inengineering as an aspect of belonging. Studies have shown relationships between students’ senseof belonging and feelings of self-efficacy and competence [6], and with academic performance inengineering [3], but this study shows how engineering students directly interpret the meaning ofbelonging. Many participants related belonging to some expectation of performance. Forexample, were they performing well enough, able to contribute, deserving of their status as anengineering student? Their responses

Conference Session

Equity, Identity, and Pedagogy in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rasha Malaeb, American University of Beirut; Elsa Maalouf, American University of Beirut; Aya Mouallem, Stanford University; Jana Sabra, American University of Beirut

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

educational and career choices,and (iii) the path to success in academics and career [45]. The theory incorporates various conceptssuch as interests, abilities, and values from earlier career theories that are interconnected withcareer development [45]. SCCT asserts that career choice intentions and behaviors are overseenby three intricately linked variables: self-efficacy beliefs, goals, and outcome expectations [43].SCCT emphasizes the role of psychological, social, and economic factors [46] as well onindividual career decisions. According to SCCT, goals are categorized into two types: choicegoals, which focus on selecting activities, and performance goals, which emphasize achievingspecific outcomes [45]. We chose SCCT as a systematic framework

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

RAVISHA CHUTANI, University of Georgia; VARUN KATHPALIA, University of Georgia; John Ray Morelock, University of Georgia

Tagged Divisions

Graduate Studies Division (GSD)

thisstress. Financial literacy and self-efficacy are important factors in college students' financialwellness, with higher levels associated with better financial behaviors and outcomes [2].Financial stress and higher levels of self-reported student loan debt contribute to an increasedlikelihood of discontinuing college. However, students with the highest amount of university-reported student loan debt have a decreased likelihood of discontinuing college one year latercompared to students with no student loan debt [3].However, higher levels of financial anxiety are negatively associated with student loanrepayment behaviors. Research has shown that higher objective financial knowledge isassociated with better student loan repayment behaviors, but

Conference Session

ECE-Outreach and Engagement Strategies for Inspiring Future Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

. S. Ferekides, and D. B. Radhakrishnan, “Examining Imposter Syndrome and Self-Efficacy Among Electrical Engineering Students and Changes Resulting After Engagement in Department’s Revolutionary Interventions,” presented at the 2024 ASEE Annual Conference & Exposition, Jun. 2024.[11] T. J. Weston, E. Seymour, A. K. Koch, and B. M. Drake, “Weed-Out Classes and Their Consequences,” in Talking about Leaving Revisited: Persistence, Relocation, and Loss in Undergraduate STEM Education, E. Seymour and A.-B. Hunter, Eds., Cham: Springer International Publishing, 2019, pp. 197–243. doi: 10.1007/978-3-030-25304-2_7.[12] R. P. Harper and H. Thiry, “The Powerful Impact of Positive and Negative Interactions with STEM

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joanna G Burchfield, University of South Florida; Jamie Chilton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

competence (IC), defined as "the complex abilities required to perform effectively and appropriately wheninteracting with others who are linguistically and culturally different from oneself" (Fantini, 2009, p. 458). IC has becomeessential for engineers’ success in the globalized world (CTI, 2022; Rico-García & Fielden Burns, 2020). As a result,fostering IC in engineering students has become a priority in engineering education (CTI, 2022; Weisser, 2015). Studyabroad is widely regarded as one of the most effective ways to enhance IC (e.g., Deardorff, 2006). Acquiring foreignlanguage skills and developing intercultural communicative competence are two key benefits of studying abroad (Guo,2015). Study abroad also boosts students’ self-efficacy

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jason M. Keith, Iowa State University of Science and Technology; Jason Coleman, Kansas State University; Lis Pankl, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

the curriculuminclude anxiety [9], self-efficacy [10], attitude, perceived ease of use/technology acceptance [11]and perceived usefulness. Furthermore, there is evidence that suggests that as the number ofinstructional technologies available at institutions grow, faculty are less likely to use them [12]due to lack of interest/capacity to use the tool, self-efficacy and personal ideals in pedagogy.Trouble points in utilization include underestimating the complexities of using any newtechnology including formulation of instructor comfortability and knowledge as well as the timerequired to deliver courses using different technology platforms [13-15].Schroeder [16] recently projected a short-term vision of AI in higher education, including

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

requires both understanding and application. Participants alsoreported increased confidence in their ability to implement inclusive teaching practices,supported by the knowledge and resources gained from the program. This boost in confidence isin line with Bandura's theory of self-efficacy, which highlights the role of mastery experiences inbuilding self-assurance [17].One of the most exciting findings from the program is the emerging growth in participants'implementation of critical consciousness. Participants are starting to move from a generalawareness of issues to developing specific, actionable strategies to address these challenges intheir teaching. This growth aligns with Freire's [18] concept of critical pedagogy, whichemphasizes the

Conference Session

First-Year Programs Division (FPD) Technical Session 9: Hands-On Foundations - Building Confidence, Belonging, and Engagement in First-Year Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville; James E. Lewis, University of Louisville; Angela Thompson P.E., University of Louisville; Thomas Tretter, University of Louisville

Tagged Divisions

First-Year Programs Division (FPD)

engineering curriculum on graduation rates and student satisfaction: A longitudinal study. Journal of Engineering Education, 93(1), 23-36.[10] Froyd, J., & Ohland, M. W. (2005). Integrated engineering curricula. Journal of Engineering Education, 94(1), 147-164.[11] Blair, B. F., Millea, M., & Hammer, J. (2004). The impact of cooperative education on academic performance and compensation of engineering majors. Journal of Engineering Education, 93(4), 333–338.[12] Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Reisberg, R., & Whitman, D. L. (2014). The gendered effect of cooperative education, contextual support, and self-efficacy on undergraduate retention. Journal of Engineering

Conference Session

Harnessing AI and Collaborative Platforms to Personalize and Innovate K-12 STEM Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University at Buffalo, The State University of New York; Siddharthsinh B Jadeja, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Carolyn S Giroux, Wentworth Institute of Technology; Shanna R. Daly, University of Michigan; A Lynn Stephens

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

assess students’ self-efficacy in engineering, their attitude towards engineeringand science, teachers’ self-efficacy in teaching engineering, and attitude towards AI in educationare currently being identified and adapted.These plans and this approach to revisions present a unique way of approaching curriculumdesign and implementation using design-based research. In particular, the complex integration ofearth science socio-scientific skills, open-ended front-end design, and a virtual AI mentor isbeing addressed using a process that mirrors the front-end design of the program itself.LimitationsWhile there are important directions suggested by the preliminary findings of the pilotimplementations, there are limits to the generalizability of these

Conference Session

Minorities in Engineering Division(MIND) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yvette E. Pearson; Casey Harris; Charmane Caldwell, Florida A&M University - Florida State University; Reginald Perry, Florida A&M University - Florida State University; Melanie L Wicinski, Arkansas State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

engineering students andthe factors that influence those intentions (Park et al, 2022; Patrick et al, 2021; Abe & Chikoko,2020). Knowing and understanding how both intrinsic and extrinsic factors contribute tostudents’ attitudes, perceptions, and self-efficacy, and how these ultimately impact their post-graduation intentions and outcomes can help educators and administrators shape programs andexperiences to foster student success. Further, understanding whether students from low-incomebackgrounds experience differences in beliefs, influences, and outcomes can help identify,mitigate, and strive to eradicate systemic barriers to their success.This study was part of a larger project designed to understand the impacts of the EducatingEngineering

Conference Session

First-Year Programs Division (FPD) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caroline Cvetkovic, University of Illinois Urbana-Champaign; Madison Christine Fanning, University of Illinois at Urbana - Champaign; Shreya Khosla Gustafson, University of Illinois Urbana-Champaign; Sarah Meece, University of Illinois at Urbana - Champaign; Divya Bendigeri, University of Illinois Urbana-Champaign; Trisha Patnaik, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

topics related to other talks/readings we’ve done in class, so I had the opportunity to learn more in depth about [point-of-care] devices and connect it to both fluid flow and what we learned in class.” • “It helped me connect more to the presentations from [guest speakers] this semester.” • “Doing the work hands on gives you [a] perspective to realize that all of the content the [guest speakers] come speak about is real and tangible work.”These results align with prior findings from PRiSE [17, 25], which show that students’ earlyeducational experiences significantly shape their STEM interests and self-efficacy. As PRiSEwas designed to examine the connection between the exposure of high school students to avariety

Conference Session

ELOS Technical Session 2: Innovative Strategies for Fostering Deeper Learning in Engineering Laboratories

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Sharpe, University of Colorado Boulder; Kai Amey, University of Colorado Boulder; Lauren Darling, University of Colorado Boulder; Heidi G. Loshbaugh, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

Teaching and Learning Program (ITLP) is located at the University of ColoradoBoulder, a large public research institution. Through workshops, laboratories, active learningspaces, and manufacturing and prototyping facilities, our ITLP team supports the College ofEngineering and Applied Science (CEAS) in growing students’ hands-on engineering skillsacross all disciplines in the college. In 2022, CEAS published strategic goals focused in largepart on improving the quality of instruction [13]. In support of students and to help achievecollege goals, our redesign aligned with key measures—including enhancing co-curricularopportunities, developing innovative educational offerings, and implementing inclusive learningexperiences to benefit students.In

Conference Session

Engineering Technology Division (ETD) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel G Rey, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Bharani Nagarathnam, Texas A&M University

Tagged Divisions

Engineering Technology Division (ETD)

Capstone Design. ASEE Peer. Retrieved from https://peer.asee.org/how-we-teach-capstone-design-2023 [2] Besterfield-Sacre, M. E., & Shuman, L. J. (2010). The Engineering Design Process. Pearson Education. [3] Bowen, G. A., & Wise, J. A. (2015). Designing Learning Activities for Undergraduate Engineering Students: A Practical Guide. John Wiley & Sons. [4] National Academy of Engineering. (2005). The Engineer of 2020: Visions of Engineering in the New Century. National Academies Press. [5] Forming Teams for Classroom Projects. (2014). Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL Conference. [6] ASEE. (2024). Capstone Projects for Self-Efficacy

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)

intrapersonalmechanisms: it engages self-efficacy as a determinant of action; it provides guidance on energyexpenditures; it illuminates perseverance thresholds; and it even guides emotional disposition inpotential challenges [6]. In sum, “[a]mong the types of thoughts that affect action, none is morecentral or pervasive than people’s judgments of their capabilities to deal effectively withdifferent realities,” [6]. Specifically, “[t]he metacognitive capability to reflect upon oneself andthe adequacy of one’s thoughts and actions is the most distinctly human core property of agency”that we seek to leverage in this faculty leadership development program’s design [5].The importance of reflection extends beyond theoretical frameworks into practical applicationsfor

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Patten, Temple University; Avi Kaplan; Ruth Ochia, Temple University

Tagged Topics

NSF Grantees Poster Session

mindset, task value, self-efficacy, stereotype threat) and contextual characteristics (e.g., reward systems, task characteristics, teacher-studentrelationship) [14]. Calls for integrating theoretical perspectives have led to recent frameworks that incorporate conceptsfrom various theories into comprehensive models that explain the diversity of student-motivated action. In the currentproject, we adopt an integrative motivational model that corresponds with current views of transfer as embedded insocial-cultural settings that frame students’ identities: The Dynamic Systems Model of Role Identity (DSMRI) [15].The basic premise of the DSMRI is that motivated action is based on the person’s construction of their role identity—who they believe they are

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Avimanyu Sahoo, The University of Alabama in Huntsville; Haejun Park, Oklahoma State University

Tagged Topics

NSF Grantees Poster Session

and mentorship provided Medium 4 2by the program were particularly valuable Low 2 –in fostering these positive outcomes. • Increased confidence in research abilities. All participants agreed or strongly agreed that the program boosted their confidence in their research abilities, attributing this growth to hands-on experience, mentorship, and opportunities to apply their knowledge. As shown in Table I, even participants with initially low confidence reported significant improvement in self-efficacy. • Enhanced technical skills. All participants reported gaining new technical skills and improving existing ones, with eight noting

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evelyn Sowells-Boone, North Carolina A&T State University; Ajeka Momoh Friday, North Carolina A&T State University; Pal Dave, North Carolina A&T State University

Tagged Topics

Diversity, NSF Grantees Poster Session

to a stronger sense of belonging and agency. These findingsalign with constructivist theories of learning, demonstrating that active, immersive engagementnot only improves knowledge retention but also enhances self-efficacy and academic motivation.Looking ahead, future efforts will focus on scaling VR integration across additional IET andSTEM courses, incorporating student feedback to refine inclusivity features, and implementingrobust longitudinal tracking to measure impact on course completion rates and long-term STEMretention. Through continued innovation and evidence-based refinement, North Carolina A&T isestablishing a scalable model for inclusive, effective online education—one that not onlyaddresses digital equity but also

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nichole Ramirez, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Lucas Galey, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

be launching a retrospective post-survey usingvalidated instruments, including sense of belonging, engineering design self-efficacy, mathperceptions, and career intentions. We are currently pursuing IRB approval for a more systematicevaluation of the course’s impact. In conclusion, this paper described the development and implementation of the first-yearEngineering Design Experience course at a Hispanic Serving Institution. By intentionallyintegrating activities that foster a sense of belonging across culture, the course itself, theengineering discipline, and the university, this course aims to improve student retention andpersistence in engineering. Initial instructor reflections and student feedback have alreadyyielded valuable insights

Conference Session

Advancing Educational Technologies: VR, AR & Simulation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gimantha N Perera, University of Arizona; Karen B Chen, North Carolina State University at Raleigh; Laura Bottomley, North Carolina State University at Raleigh; Robert Kulasingam; Emily H Fang, North Carolina State University at Raleigh; Julie Ivy, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IED)

, knowledgeretention, self-efficacy, and enjoyment of their educational experience. The study design and assessmentframework use longitudinal analysis and mixed methods instruments to present performance outcomes intandem with usability metrics. The details of the assessment framework and study design were iterativelydesigned for robustness and to address the gap in detailed methodologies within the educational AR-GBLapplication assessment space.The assessment framework and study design for AREEA are derived from previous study designsdeveloped by the authors and assessment techniques based on engineering education literature. Theassessment framework was developed to evaluate the usability of educational AR-GBL applications i.e.,Holographic Applications for

Conference Session

DSAI Technical Session 10: Research Infrastructure and Institutional Insights

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jordan Esiason, SageFox Consulting Group; Talia Goldwasser, SageFox Consulting Group; Rebecca Zarch, SageFox Consulting Group; Alan Peterfreund, SAGE

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

10 This web-based interactive document was designed to create 2-year to 4-year bridge programs 8 Positive identity development (for students) 8 a “Landscape Report” that provides the data sources and Positive self-efficacy development (for students) 7 means to describe the participation of people engaged in BIPOC mentoring programs 5 engineering pathways (from K–12 through employment), the Transfer coaching 3 Graduate–PhD bridge programs 1 capacity of the ecosystem to support engineering education

Conference Session

First-Year Programs Division (FPD) Technical Session 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy Michael Olivar Hill, University of Cincinnati; Jutshi Agarwal, University at Buffalo, The State University of New York; Jeff Kastner, University of Cincinnati

Tagged Divisions

First-Year Programs Division (FPD)

, effective teaching is more important, andan effective teacher does not always equate to high student satisfaction [42]. In recent years,different metrics have been used such as PTA reflections on various prompts, PTA stories told ininterviews, and PTA confidence or self-efficacy in their ability to do their job [17], [33], [43].Teaching portfolios were also used as a form of self-reflection [35]. While these measurementsmay well measure confidence and enhance their learning through reflection, these instrumentsstill do not completely measure teaching effectiveness: outside observation is limited. Melvin’spaper on undergraduate coaches in a lab course mentioned observations, and they were used intraining and continuous improvement [6]. D’Angelo and

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Neeko Bochkarev, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering; Michelle Soledad, Virginia Polytechnic Institute and State University; Catherine McGough Spence, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

development of a measure of engineering identity,” in ASEE Annual Conference & Exposition, 2016. Accessed: Jan. 13, 2025. [Online]. Available: https://par.nsf.gov/biblio/10042227[9]​ C. Zabriskie, R. Henderson, and J. Stewart, “The importance of belonging and self-efficacy in engineering identity,” AERA Open, 2018, Accessed: Jan. 13, 2025. [Online]. Available: https://par.nsf.gov/biblio/10058182[10]​ C. E. Foor, S. E. Walden, and D. A. Trytten, “‘I Wish that I Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, Apr. 2007, doi: 10.1002/j.2168-9830.2007.tb00921.x.[11]​ K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renisha Howard Jones, North Carolina A&T State University; Melissa Siegel Barrios, MSB Consulting LLC; Stephanie Luster-Teasley, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

contributing to the academic success of mid-range engineering studentsThis is a works-in-progress submission. In engineering, the expectation is that students oftenhave a 3.0 GPA or above to be eligible for internships and scholarships and are on track for acareer in the field. The present study seeks to examine how students can use forms of communitycultural wealth [1] to enhance their engineering identity and self-efficacy and increase thesupport of community and resources to increase their GPA performance and persistence inengineering. Using an assets-based approach to examine how students achieve academic success,this study will examine the effect participation in an academic program aimed at student successhad on mid-range

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Peter Rumsey, Stanford Building Decarbonization Learning Accelerator

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Theory (SCT) also guides this study, focusing onobservational learning and self-efficacy as critical components in faculty development [33]. Byblending these theoretical frameworks, the study aims to explore the initial implementation of afaculty development workshop on clean energy integration, understanding its impact whileidentifying areas for improvement. This paper presents the pilot study of this ongoing researcheffort.ObjectivesThe primary objective of this pilot study was to assess the effectiveness of the BDLA workshopin enhancing faculty expertise in decarbonization and clean energy integration. Specifically, thisstudy sought to: 1. Assess changes in faculty preparedness, confidence, and intent to incorporate decarbonization

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ratana Prinyawiwatkul; brian Warren, Southern University and Agricultural & Mechanical College; Shuju Bai, Clayton State University; Albertha Hilton Lawson, Southern University and A&M College

Tagged Divisions

Computers in Education Division (COED)

. Fatade, “Attitudes towards Computer and Computer Self-Efficacy as Predictors of Preservice Mathematics Teachers’ Computer Anxiety,” Acta Didactica Napocensia, vol. 10, no. 3, pp. 91–108, Nov. 2017, doi: 10.24193/adn.10.3.9.[10] D. Abubakar and K. H. Kmc, “Relationship of User Education, Computer Literacy and Information And Communication Technology Accessibility And Use Of E-Resources By Postgraduate Students In Nigerian University Libraries,” Library Philosophy and Practice (e-Jpurnal), 10-June-2017 [Online]. Available: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=4474&context=libphilprac [Accessed: 1-Feb-2023].[11] A. R. Henson, “The impact of computer efficacy on the success of

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Kan Li, University of California, Irvine; Farzad Ahmadkhanlou, University of California, Irvine; Tiejun Bai, University of California, Irvine; Liang Li Wu, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

between two institutions/departments to jointly develop a long-term programabroad to emulate successful programs at the home institutions [2, 5]. One benefit of these 1programs is allowing students to be educated by faculty members from abroad in a cohesiveprogram designed for international students. Additionally, many of these programs allowstudents to visit or study at the program’s home institution, allowing for an improved experience.Students and faculty who are involved in these programs have gained a global perspective, self-efficacy, and cultural competency [6].While there are many benefits to developing an academic program abroad, multiple