Conference Session

Building Engineering Identity and Practice in Rural and Pre-College Contexts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Natasha Wilkerson, Vivify, LLC; Joanne K Olson, Texas A&M University; Justin Wilkerson, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

study addressed three research questions: (1)How do students' reflections evolve over the course of the program? (2) Which engineeringdesign practices do students reference in their videos? (3) How do features of the designchallenge influence students' engagement with engineering design practices? Findings indicatethat student assessment videos primarily focused on the performance of the physical model inmeeting criteria, and despite explicit prompting, only 52% of students reflected on the designprocess, such as explaining design decisions. Additionally, two specific elements of the designchallenge —open-ended design constraints and the complexity of the building process —seem tohave promoted different types of engagement in the design process

Conference Session

ME Division Technical Session 2 - Harnessing AI and Machine Learning to Transform ME Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wenhai Li, State University of New York, College of Technology at Farmingdale; Yue Hung, Farmingdale State College; Gonca Altuger-Genc, State University of New York, College of Technology at Farmingdale; Sen Zhang, State University of New York, Oneonta; Akin Tatoglu, University of Hartford; Zhou Zhang, State University of New York, College of Technology at Farmingdale

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

this gap througha dual approach: weekly lectures tailored to MET students, focusing on accessible tools andpractical applications, and senior projects specifically designed to apply AI/ML concepts to solveengineering problems. A comprehensive assessment plan, incorporating pre- and post-courseidentical quizzes, topic-specific quizzes, self-evaluations and reflections, demonstrated significantlearning gains. The successful completion of these AI-focused senior projects highlights theeffectiveness of this approach in equipping students with essential AI/ML skills. This innovativestrategy not only addresses the curriculum gap but also offers a scalable model for integratingemerging technologies into undergraduate engineering

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., University of Florida; Ifeoma Mary Nwanua, University of Florida; Jasmine E. McNealy, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Divisions

Graduate Studies Division (GSD)

component of an interactive framework designed tosupport advisor-student dialogue and individual self-reflection. Second, it advances self-determination theory in engineering education by extending SDT constructs beyond researchmotivation to the development of communication necessary for academic and professionalsuccess. Pilot testing indicated that participants completed the 76-item tool within 20 minutes,with feedback confirming its engagement, clarity, and relevance.The findings have significant implications for graduate advising, curriculum design, andprofessional development programs in engineering education. By embedding COMM-FLOWSinto advisor training, communication workshops, and peer mentoring, institutions can fostermore autonomous

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Robert Bruce, University of Ottawa

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

examine if and when they have choices in the day-to-dayenergy use in their lives. They compile this data in the form of a collage that highlights the visualsignifiers of these usages and control mechanics, and they also differentiate how their choicescorrespond to how they act, what they are thinking, and what they feel when reflecting on thesechoices. The information is presented the following lecture in form of an online tableau asfacilitated by the program Miro in order to facilitate group awareness in the breadth of activitiesin the multigenerational and multidisciplinary cohort, and also to serve as a dataset to analyze inthe subsequent quantitative lecture. The quantitative lecture followed the approach of FUV andutilizing methodologies

Conference Session

First-Year Programs Division (FPD) Technical Session 2: Designing Creativity - Innovation Through First-Year Maker Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Artre Reginald Turner, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

Biological Engineering Phoenix Man Asian FYE Aerospace Reese Woman African American FYE Chemical Skyler Woman Caucasian FYE Industrial Note: FYE = First-year Engineering. Dakota and Oakley are transfer students into engineeringWe were fortunate that the diversity of participants reflected the broader population of first-yearengineering students. Each participant took part in a semi-structured interview, which lastedbetween 10 and 30 minutes depending on the depth of their responses. To acknowledge theirtime and effort, participants were compensated with a $20 cash payment upon completing

Conference Session

Engineering and Public Policy Division (EPP) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Monika Tomar, Purdue University at West Lafayette (COE); Mario Ventresca, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Engineering and Public Policy Division (EPP)

halo effects. The hybrid models blend individual quizzes or reflections withgroup performances. These methods impose an extra assessment burden on instructors.Game theory is the study of strategic interaction among rational decision makers. It models eachdecision maker as rational agents who select an action (strategy) from a set of actions in order tomaximize their individual payoff that depends on their actions as well as choices of others in thegame. A fundamental concept in game theory is the concept of Nash Equilibrium : a strategyprofile in which no player can improve her pay-off by unilateral deviation. In a classroomviewed as a strategic game, each student modeled as a rational player weighs the cost of effortagainst the benefit of

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

academic and professional skills. End-of-semester student reflections written by 80 students were qualitatively coded inATLAS.ti to understand the student experience in the course. Categorization of emergent themeswas guided by Self-Determination Theory, which consists of basic needs around autonomy,relatedness, competence, and motivation. Self-Determination Theory helped to guide findingsemerging from the data which included new soft and technical skills acquired by students,challenges faced, and growth throughout the course. Students described learning skills bothindependently and from peers, by persevering through challenges, and by working on real-worldprojects.Keywords: Interdisciplinary, project-based learning, vertically integrated

Conference Session

Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aya Mouallem, Stanford University; Trini Rogando, Stanford University; Sean Patrick Dougherty M.S., LightHouse for the Blind and Visually Impaired; Mirelys Mendez Pons, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

ofiterative tool design, prototyping, and evaluation, where design principles from inclusivelearning and design frameworks for an accessible tool design implementation, such as UniversalDesign for Learning (UDL) and ability-based design were adapted. We also discuss our datacollection methods, in the form of surveys, observation notes, and reflection entries. Wetriangulate the perspectives and experiences of different stakeholders involved in this co-designprocess, including the BLV participants, the community partner, and the research team. Afterthat, this work presents the findings resulting from the analysis of the collected data using thegrounded theory building approach. The final stage of this work synthesizes the findings byproposing

Conference Session

Minorities in Engineering Division(MIND) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of Cincinnati; M. Sidury Christiansen, The University of Texas at San Antonio; Karla Mariana Escobar, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

methodological approaches based on Chicana/o Epistemologies can helpcultivate critical consciousness among engineering students at a Hispanic-Serving Institution(HSI). Drawing on Paulo Freire's concept of conscientização, we focused on developingstudents' critical awareness of their sociopolitical context. Specifically, we utilized pláticas –collaborative and culturally-grounded conversations rooted in Chicana Feminist methodologies –to analyze readings on the history of engineering. Pláticas emphasize collective knowledge,storytelling, and participants' lived experiences, fostering critical reflection – the first componentof conscientização. This approach aims to empower students to challenge the status quo andsystemic inequalities by understanding how

Conference Session

ENT-3: Transforming Engineering Curriculum through Entrepreneurial Approaches

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, Ohio Northern University; Shuvra Das, University of Detroit Mercy; Kurt M Degoede, Elizabethtown College; Sara A. Atwood, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

MBL courses, a Likert-scale failuretolerance assessment was created by adapting two existing tools [7, 8]. Students rated each question ona scale from 1 (Totally False) to 6 (Totally True), where lower scores indicated greater failure toleranceand higher scores reflected a stronger fear of failure. Each student’s failure tolerance score wascalculated by summing their 11 responses. Scores ranged from 11, representing complete tolerance forfailure, to 66, indicating a total fear of failure, with 38.5 considered neutral. Results from all institutionswere aggregated, and average scores were calculated and compared. Students were also categorizedinto five groups based on their scores: High Failure Tolerance (11–21), Failure Tolerance (22–32

Conference Session

First-Year Programs Division (FPD) GIFTS Session 1: Human-Centered and Project-Based Innovation in First-Year Engineering Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Leyf Peirce Starling, University of Virginia; Esther Tian, University of Virginia

Tagged Divisions

First-Year Programs Division (FPD)

understand how to analyze GenAI generated code to see if it will achieve your goal? 4. How did you know if you could or could not “trust” the solutions provided by GenAI? 5. What role does GenAI have in acquiring knowledge or helping in an area you feel less skilled during the engineering design process? And, how did the second part of the project where you were allowed to use GenAI compare to the first part where you were not allowed to use GenAI?At the end of the challenge, when students presented their final parade float mechanisms, theywere also required to reflect and share what they learned about employing GenAI in their designprocess. More details of the assignment are available in Appendix A.Activity 2: Problem

Conference Session

ELOS Technical Session 6: BYOE (Bring Your Own Experiment): Engaging Students with Creative Hands-on Laboratory Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caroline Crockett, University of Virginia; Adam Barnes, University of Virginia; George Prpich, University of Virginia; Anne Marguerite McAlister, University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

the chief engineer that they are asked for. The technician takes measurements and reports results to the chief as directed and follow directions on what connections to change. • Record keeper: The record keeper documents the technician’s observations of the circuit, the measurements that the chief engineer directs and the reasoning behind making those measurements. The record keeper should facilitate communication, making sure that the chief’s directions are precise and the technician’s responses are clear. This allows the troubleshooting process to be documented so the team can reflect on the process afterward.Once the chief engineer figures out what is wrong with the circuit, they direct the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Swenson, University at Buffalo, The State University of New York; Mary McVee; Duncan H Mullins, University at Buffalo, The State University of New York

Tagged Topics

Diversity, NSF Grantees Poster Session

Mystery Bag Introduction to language ideologies (cont.) Novel Engineering: Snowy Day and Cohort 1 Teacher share* Reflection on learning and future reflection Community-based Engineering planning Introduction of Engineering Design Connecting Translanguaging and Communication of project Process Engineering expectations Introduction to Translanguaging Assignment of Reading Planning of future PLE days and Mindmap Assignment of Reading*Only included Year 2 and onwardIntroducing EngineeringOur introduction of engineering and the engineering design process builds on the expertise ofresearchers before

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

Matthew Thomas Garnett, Auburn University; Lucila Marcela Carias Duron, Auburn University; Maria Lujan Auad, Auburn University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

review report to the Canvas Learning Management System for the instructors to review. Quinncia is provided to all students at Auburn University.c) Career Fair Visit and Reflection (Objective 1 & 2) – Based on past comments from students, many students are nervous or struggle with communicating/selling themselves to potential employers, and this is often the first time some students are applying for a position. To help prepare students for future career and internship/co-op fairs, we required students to attend one of the engineering fairs on campus during the semester. As a first-year engineering student, many companies do not have open positions, or the students don't have the fundamental engineering skills/knowledge to

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wanpeng Xu, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

orientations, reflecting a broader range of challenges. Purposeful samplingensured that participants provided insights aligned with the study’s focus onintersectionality and minority stress in engineering education, allowing me to focus onparticipants whose narratives provided both depth and relevance to the researchquestions and aligned with the qualitative emphasis on rich, detailed data.Data Collection: In this study, I conducted semi-structured interviews with six AsianLGBTQIA+ engineering students. At the time of writing this WIP paper, I hadconducted one interview and reported preliminary analysis from that interview. Thesemi-structured format allowed for flexibility, enabling participants to share theirexperiences in depth while ensuring that

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erik Schettig, North Carolina State University at Raleigh; Marissa Franzen, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

drawings are valuable, they may not fully reflect the digitaltools and practices used in industry today. This study aims to bridge this gap by investigatingphysical and digital engineering notebooks in a technology and engineering education course. This research will examine the differences and similarities between physical and digitalnotebooks and evaluate their alignment with ITEEA Standards for Technological andEngineering Literacy. By investigating available resources, capabilities, and challenges of eachformat, this study seeks to inform effective practices for educators. Ultimately, this research willcontribute to developing an open-access digital notebook template, providing valuable resourcesfor educators to incorporate industry

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Adithya Jayakumar, The Ohio State University; Yuvraj Singh, The Ohio State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

Engineering at The Ohio State Universitywere asked to complete an anonymous survey about their experiences with the teams they havebeen a part of. The survey asks students about their background, role and level of involvementand their motivation to join the project. They were asked to reflect about their experience in theproject team (Figure 2). There were also questions about their perception on how well-supportedthey feel by team organization/leadership and faculty advisors (Figure 3). Students were asked toreflect on the impact of their involvement in the project on their social life, leisure time, andmental health (Figure 4). Additionally, they were asked questions about the outcomes of theirparticipation, their team’s performance at competitions

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deborah Moyaki, University of Georgia; Nathaniel Hunsu, University of Georgia; Dominik May, University of Wuppertal; Cheryl T Gomillion, University of Georgia

Tagged Divisions

Biomedical Engineering Division (BED)

biomedical labs. This range of experiences reflects theexperience level of the cohort, offering us a representative sample for understanding studentexperiences. Furthermore, our article focuses on depth rather than breadth, encouraging athorough exploration and understanding of learners' experiences.Data Analysis: We use a hybrid approach for our analysis, in which we conduct deductive andinductive analyses. We transcribed the audio recordings of our interview using Otter.ai andcleaned the data to ensure correctness and logical flow. We used the four-stage learning model ofELT as overarching themes for the deductive analysis. Under these themes, we intend to generatecodes that capture precise insights into learners' experiences in the VR labs

Conference Session

Mechanical Engineering Division (MECH) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sara Ellen Wilson, The University of Kansas; Emma Grob-French, The University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

instructions were shared using the websiteinstructables.com. Links to these instructions were then made available to the local 4-H programthrough a university website [9].Promoting Teamwork in DeliverablesTo promote teamwork, several elements were included in the weekly deliverables including ateam contract, weekly reflections on teamwork, and two mid-semester peer evaluations. Duringthe third week, the team was asked to create a team contract that included: 1. defining performance expectations for team members (such as showing up to team meetings of completing work by group identified deadlines), 2. defining roles for each team member (such as meeting planner, code manager, etc.), and 3. defining a meeting schedule.During week four, the

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

strategicallyintegrated into the entire TPP curriculum. A concerted effort to strengthen the TPP was enabledby a Noyce Track 1 project, with the goal that by graduation, our pre-service teachers are readyto teach as culturally responsive, effective and reflective educators. We piloted a new TPP coursefor pre-practicum experiences immersed in the community. While this paper is based on ourlocal context, some of our experiences and results might be transferrable or adapted for otherteacher preparation programs. STUDENT DEMOGRAPHICS: RACE/ETHNICITY K-12% Univ % 67.4 46

Conference Session

Self-Efficacy & Mindset

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Taylor, Clemson University; Lisa Benson, Clemson University; Nigel Berkeley Kaye, Clemson University; Makayla Headley, Clemson University

Tagged Divisions

Civil Engineering Division (CIVIL)

-efficacy, which in turn fosters resilience and motivation. As a result, problem-based learning provides frequent, lower stake opportunities for reflection and confidence building. However, it must be noted that other factors contribute to self-efficacy, such as verbal feedback, prior experiences, gender, or physiological state [14]. Building self-efficacy may also translate into more proficient problem solving. Liu et al. showed that students with high self-efficacy were more aware of what learning tools were needed to solve a problem [15].2.3 Theories of Problem Solving and Problem StructureProblem based learning is effective in building the confidence and abilities of students to applyto the real world. However, the structure of the problems

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Sudeshna Pal, University of Central Florida; Hyoung Jin Cho, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

via external factors that influence a student’s ability to adopt adaptiveSRL practices and encourage healthy mastery goal orientation/increased self-efficacy. Withinthis course, we implemented three distinct practices towards developing an environment thatfosters SRL to empower students to be motivated to complete their work in order to deeplyunderstand the material: multiple attempt testing, mini projects, and lecture videos. Each of these practices allow students to reflect on their learning (i.e., discover what theneed to adapt between test attempts), create metacognitive connections with past and future work(e.g., through mini projects), and identify concepts they need to practice further (e.g., viawatching and practicing through

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech ; Shea Fitzgerald Hagy, Chalmers University of Technology; Catarina Östlund

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

course participants return home, theinstructors adapted by continuing the course online. This transition allowed Nicewonger to gaininsights into how the participatory methods used in the course evolved in response to thelearning constraints imposed by the pandemic. Several debriefing meetings facilitated broaderdiscussions between Nicewonger and Hagy and Östlund about engineering and design education,as well as curricular challenges of teaching participatory design practices remotely.Consequently, Hagy and Östlund contributed valuable pedagogical reflections and curricularcontext based on their experiences as educators in the program being analyzed in this paper.Theoretically, this paper is inspired by ontological debates about design [1], [2

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics in ML/AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annika Haughey, Duke University; Brian P. Mann, Duke University; Siobhan Oca, Duke University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

Engineering & Materials Science Department Duke UniversityAbstractThe increasing use of artificial intelligence (AI) in recruitment, particularly through resumescreening algorithms, raises significant ethical concerns due to the potential for biaseddecision-making. This case study explores these issues by developing a synthetic datasetmimicking the Amazon hiring tool controversy, where biases in training data led todiscriminatory outcomes. Using artificial resumes that reflect a diverse applicant pool, studentstrained and interacted with a machine learning algorithm, which, despite excluding explicitdemographic information, exhibited biases against underrepresented groups. This exercisehighlights

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Carlos Quadrado, ISEL/IPL; ENTER; ISRC/ISEP/IPP, Portugal,; Kseniya Zaitseva, ENTER Network; Maria Isabel Doval, Universidade de Vigo; Breixo Martins-Rodal

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

through the lens ofthe EENTITLE (Ecuadorian ENgineering educaTors capacITy deveLopment andrEcognition) project, an EU-funded initiative aimed at fostering inclusivity withinEcuadorian engineering schools. By addressing systemic gaps in the recognition anddevelopment of educators, the project highlights the importance of empowering facultyto lead in ways that reflect the diversity of the world they serve. These efforts contributeto a more equitable academic ecosystem, ensuring that engineering education continuesto innovate and adapt to the challenges of our time.By prioritizing inclusivity, we not only elevate the quality of engineering education butalso strengthen its capacity to unite individuals and communities in solving globalchallenges.1

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lori Scarlatos, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

teaching that seeks out divergent and creative thinking5. Examples of stepswithin this process may be (a) revision of syllabus to reflect a more inclusiveenvironment, (b) revision of course materials and assignments to reflect a morediverse perspective (for example, choosing readings which reflect a diverseperspective), and (c) using teaching methods which promote openness andinclusivity (including use of non-agonistic rhetoric). These particular methodshave been successfully developed and employed in the authors’ iSTEAMworkshop program which has been applied to a wide variety of STEM courses.Reported results show an increase in student comfort and motivation, reflected inenhanced learning gains6. These rhetoric-based interventions can also help

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Madeleine Mickle, MoLSMAP; Tayo Obafemi-Ajayi, Missouri State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

: Expanding STEM opportunities for females is crucial not only to address longstanding gender disparities in science, technology, engineering and math (STEM) fields, but also to unlock a broader spectrum of innovation, foster inclusive economic growth, and ensure that future advancements reflect the diverse needs of society. Systemic barriers contributing to the gender gap in STEM disciplines are deeply embedded in societal norms, institutional structures, and cultural expectations, particularly for people of color. Race tends to amplify the gender gap in STEM for women of color by layering unique stereotypes, cultural expec- tations, and systemic exclusions. Addressing the gender

Conference Session

International Division (INTL): Measuring and Assessing Outcomes and Impact 

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua E. Katz, University of Illinois at Urbana - Champaign; Hannah Dougherty, University of Illinois at Urbana - Champaign; Ernest-John Ignacio, University of Illinois Urbana-Champaign; Molly H Goldstein, University of Illinois Urbana-Champaign; Brian Woodard, University of Illinois at Urbana - Champaign

Tagged Divisions

International Division (INTL)

-ended and Likert-scale questions. Thenineteen questions were then organized into the themes of new knowledge or skill development,technological improvements, pedagogical growth, collaborative environment with partners,obstacles and supports, teaching global learning experiences reflections, and overall reflectionsand impressions of their global classroom experiences. Each question's response was coded to aninductive thematic analysis or averages of each program type's Likert scales. The themes weretotaled to compare the across the program types. This study led to interesting findings for eachtheme, where there were slight differences among all the instructors between program types.New Knowledge and General Skill DevelopmentInstructors were

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samantha Hoang, Seattle University; Corin L. Bowen, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Shardul Panwar, California State University, Los Angeles

Tagged Divisions

Engineering Design Graphics Division (EDGD)

questionwill be compared by comparing the syllabi of the courses. Then, a thematic analysis ofreflections provided by the four faculty involved in teaching and developing the courses will bepresented. The analysis will compare the experiences of each faculty member and how thediffering implementation of the courses may have affected those experiences. The combinationof these experiences and reflections will give insight into the variety of ways that mastery-basedgrading and project-based learning can be implemented. The insights provided in the facultyreflections highlight important considerations for those implementing mastery-based grading andproject-based learning in engineering graphics courses.IntroductionDesign classes are an important part of

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hyena Cho, University of Illinois Urbana-Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign; Marcia Pool, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign

Tagged Divisions

Graduate Studies Division (GSD)

content (“KEEN Cards”)they have developed using EML.An optional following track to the Service-Learning project is made available where GTAs cangain additional credit in the course by modifying their first KEEN Card for applicability to a K–12 classroom. Undergraduate Teaching Catalysts (TCs), who are pre-service teachers from theCollege of Education, make connections with local K–12 teachers and create profiles of themand their classrooms. The TCs also lead workshops where they guide the GTAs to modify theircontent for delivery to the K–12 students. Near the end of the semester, the GTAs visit theclassrooms and lead the students through exercises they have developed.“Pre-flection” and reflection surveys are administered to the GTAs before and