Conference Session

Design in Engineering Education Division (DEED) - Human-Centered Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brock Craft, University of Washington; Alexander Pagano, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Cristian Eduardo Vargas-Ordonez, South Dakota School of Mines and Technology; Hadi Ali, Embry-Riddle Aeronautical University - Prescott; Micah Lande, South Dakota School of Mines & Technology; Georges Y. Ayoub; Sebastian Dziallas, University of the Pacific; Taylor Parks, University of Illinois Urbana - Champaign

Tagged Divisions

Design in Engineering Education Division (DEED)

] ​ Y. B. Kolikant, A. McKenna, and B. Yalvac, “The emergence of a community of practice in engineering education,” New Directions for Teaching and Learning, vol. 2006, no. 108, pp. 7–16, 2006.[22] ​ R. Graham, “The global state of the art in engineering education,” Massachusetts Institute of Technology (MIT) Report, Massachusetts, USA, 2018.[23] ​ C. Henderson, A. Beach, and N. Finkelstein, “Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature,” J Res Sci Teach, vol. 48, no. 8, pp. 952–984, 2011.[24] ​ H. Ali, “Attitude Toward Context and Self-Efficacy in and Willingness for Adaptability of Engineering Faculty in Two Divergent Curricular Change Contexts: A

Conference Session

Minorities in Engineering Division(MIND) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, The University of Texas at Austin; Andrea Lidia Castillo, Arizona State University; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

of College Student Development, vol. 53 (5), pp. 636-655, 2012.[16] M. Vuong, S. Brown-Welty, S. Tracz, “The effects of self-efficacy on academic success of first-generation college sophomore students,” Journal of College Student Development, vol. 51 (1), pp. 50-64, Jan.-Feb. 2010.[17] S.L. Kohler, “Persistence personified: Understanding the experiences of female first- generation doctoral students,” Ph.D. dissertation, Grad. Prog. in Ed., Culture & Society, Rutgers, The State Univ. of New Jersey, New Brunswick, NJ, 2023.[18] L.L. Phillips and R.L. DeLeon, “Living testimonios: How Latinx graduate students persist and enact social justice within higher education,” IEEE Transactions on Professional Communication

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Max Wu-Blouin, McGill University; Kennedy Grace Olsen, McGill University; Manish Malik, Canterbury Christ Church University; Lawrence R Chen, McGill University

Tagged Divisions

Student Division (STDT)

motivated first-year engineering students,”American Society for Engineering Education Annual Conference & Exposition, June 26-29,2016, New Orleans, LA.[28] R. Clark and J. Andrews, “From trailing & failing to learning & progressing: a bespokeapproach to failure in engineering education,” 7th Research in Engineering Symposium, July 6-8,2017, Bogota, Columbia.[29] A. Zeidmane and T. Rubina, “Causes of failures in mathematics by engineering students atLatvia University of Agriculture,” International Scientific Conference on Rural Environment,Education, and Personality, May 12-13, 2017, Jelgava, Latvia.[30] F. B. Tek, K. S. Benli, and E. Deveci, “Implicit theories and self-efficacy in an introductoryprogramming course,” IEEE Transactions on

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jordan Min Peyton, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

a PhD program, it was determined that all students must meet the minimumqualifications to be successfully admitted, but there was no significant difference in GPAs amongthe admitted students [22]. The researchers proposed that a high commitment to completing aPhD, previous research experiences, self-efficacy, and science identity were key predictors ofsuccess in a PhD program [22]. Researchers also emphasize that intersectional traumas impacthow skills and competencies are framed in applications, and that applicants of color have beensocialized to present their skills as valuable in different ways compared to their white peers. [11].The factors that impact student pathways to graduation between master's and doctoral programsare markedly

Conference Session

Engineering Technology Division (ETD) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, University of Houston - COE; Tomika W. Greer, University of Houston - COE

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

certificates. Ms. Mateeralso follows up with these PSTs on the course module implementation in the long semester. Theprogram assessment was led by a professor in human resource development at UH. Besides the official RE-PST site website set up by the research team, a Facebook pageand a LinkedIn page have been established for the RET site program to disseminate the activitiesinformation. 4. RE-PST Program Assessment Each PST was given one pre-program survey at the beginning of the summer and onepost-program survey after the summer program was over. Both the pre-program survey and thepost-program survey measured the participants’ perceptions of their knowledge of IotFtechnologies and their perceptions of self-efficacy and intentions

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan J Ely, University of Southern Indiana; Matthew J. Ely, Indiana University-Bloomington; Milad Rezvani Rad, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

better understand the students’ choosing to engage with these experiencesand how their experiences meet their desire to engage with a global community while makinguse of their technical skills. Through data gathered by an international humanitarian non-profitorganization serving developing nations, this study examines how underrepresented populationsin engineering programs experience increases in self-efficacy and motivation to pursueengineering careers through these projects. These students resonate deeply with both thecommunity of fellow students who share values for bettering their world and with the globalcommunity with whom they work alongside in completing engineering endeavors. Theirexperiences correlate to indicators for higher levels of

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azadeh Hassani, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska Lincoln; Jordan M Wheeler, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

concerns regarding thesignificant role of educators in diligent handling of GenAI. As such, educators need professionaldevelopment training to efficiently integrate GenAI into their teaching practices, learn about thepotential capabilities of GenAI, and raise students’ awareness of responsible and ethical adoptionof GenAI. In support of these findings, Deng et al. [20] showed that ChatGPT improved academicaffect, motivation, and performance. Concurrently, it was found to reduce mental effort and hadno significant effect on self-efficacy. Existing reviews underscored the need for responsiblestrategies to implement GenAI and for equipping educators with evidence-based guidance on itsuse to enhance student learning. They also pointed to

Conference Session

Computers in Education Division (COED) Track 4.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Tressler, University of Florida; Jeremiah J Blanchard, University of Florida; Laura Melissa Cruz Castro, University of Florida; Amanpreet Kapoor, University of Florida

Tagged Divisions

Computers in Education Division (COED)

the southeastern US during Spring 2024. Ineach course, we randomly assigned students to an experimental group, who were tasked withcreating SCRVs, and a control group, who were not. We compared the exam scores of students bycondition. We also compared the exam scores of students based on whether they submitted in thelast 3 hours before the deadline or not. We found that, in Course B, the average exam score washigher in the experimental group, while in Course A, there was no significant difference inaverage scores. We also found that early video submission (before 9 PM on the due date) wascorrelated with higher exam scores and vice-versa.IntroductionHistorically, prior programming experience and self-efficacy have been shown to lead students

Conference Session

AI, Technology, and Data-Driven Learning in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Lai, Tufts University; Kavon Karrobi, Boston University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

studentadoption of genAI for technical writing. Our study results showed that BME students adjustedtheir usage of GAI for technical writing after receiving a lecture on genAI prompting techniquesfor writing, editing, and assessing its efficacy. The students changed their usage of genAI indifferent ways and fell into two categories: 1) those who adopted it willingly and used it morefrequently, and 2) those who decided to abstain from using it at all. The latter group of studentsreported strong feelings for self-efficacy and to be independently proficient at technical writing.By examining the ways in which students adopt genAI for technical writing and the underlyingintentions, we hope to identify areas in curricula that may require greater emphasis. This

Conference Session

Engineering Leadership Development Division (LEAD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

. Xie, “A bamboo ceiling in the classroom?,” Proceedings of the National Academy ofSciences, U.S.A., vol. 119, no. 22, p. e2203850119, May 2022, doi: 10.1073/pnas.2203850119.[5] L. Akutagawa, “Breaking stereotypes: An Asian American’s view of leadershipdevelopment,” Asian American Journal of Psychology, vol. 4, no. 4, pp. 277–284, Dec. 2013,doi: 10.1037/a0035390.[6] C. M. Kodama and J. P. Dugan, “Understanding the role of collective racial esteem andresilience in the development of Asian American leadership self-efficacy,” Journal of Diversityin Higher Education, vol. 13, no. 4, pp. 355–367, Dec. 2020, doi: 10.1037/dhe0000137.[7] J. Hyun, Breaking the bamboo ceiling: career strategies for Asians: the essential guide togetting in, moving up, and

Conference Session

Design in Engineering Education Division (DEED) - Student Motivation and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Silas Ifeanyi, University of Waterloo; Mary A. Robinson, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

for student reflection and have achieved some level ofintegration and/or embedding into a program [15]. These open-ended events were intended tobuild intrinsic motivation in students through the three mechanisms identified in self-determination theory (viz. satisfying the needs for competence, relatedness, and autonomy) [9]by developing student self-efficacy in engineering design, introducing them to their discipline,classmates, and instructors, and connecting their classroom learning to real-world problems.The event described in this paper is similar to the concept of “designettes” but was of longerduration at 12-16 hours of student contact time [18], and focussed on the latter implementationphases of design, with correspondingly less

Conference Session

Curriculum Development and Pedagogical Innovations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kate Manion, Northwestern University; Jordan Denzler, Northwestern University; Tyson Matthew Strong, Northwestern University; David P O'Neill, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

Similarities,” Proc. 54th ACM Tech. Symp. Comput. Sci. Educ. V 1, pp. 959–965, 2023, doi: 10.1145/3545945.3569777.[12] P. Glynn-Adey, “Public Space Office Hours,” Coll. Teach., vol. 69, no. 3, pp. 180–181,2021, doi: 10.1080/87567555.2020.1845599.[13] A. Joyce, “Framing Office Hours as Tutoring,” Coll. Teach., vol. 65, no. 2, pp. 92–93, 2017,doi: 10.1080/87567555.2016.1189393.[14] M. Micari and P. Pazos, “Connecting to the Professor: Impact of the Student–FacultyRelationship in a Highly Challenging Course,” Coll. Teach., vol. 60, no. 2, pp. 41–47, 2012, doi:10.1080/87567555.2011.627576.[15] M. Micari and P. Pazos, “Fitting in and feeling good: the relationships among peeralignment, instructor connectedness, and self-efficacy in undergraduate

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jasmine A Smith, University of Florida; Jeremy A. Magruder Waisome, University of Florida

Tagged Divisions

Educational Research and Methods Division (ERM)

Department at the University of Florida (UF). Her research focuses on self-efficacy and critical mentoring. She is passionate about broadening participation in engineering, leveraging evidence-based approaches to improve the engineering education environment. ©American Society for Engineering Education, 2025 Self-Awareness and Mentoring in STEMM Research: Faculty PerspectivesBackground Self-awareness is a psychological construct described within the confines ofphilosophical underpinnings of psychology, and its definition is generally accepted by manydisciplines. Self-awareness is our ability to see ourselves by becoming the object of our attention[1], [2], [3

Conference Session

Materials Division (MATS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah A Goodman, Georgia Institute of Technology; Louis Oh, Stevens Institute of Technology (School of Engineering and Science); Elizabeth Zarr Paolella, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

Tagged Divisions

Materials Division (MATS)

Analytics.” Accessed: Oct. 06, 2024. [Online]. Available: https://lit.gse.harvard.edu/makerspace-analytics[2] J. Eckhardt, C. Kaletka, B. Pelka, E. Unterfrauner, C. Voigt, and M. Zirngiebl, “Gender in the making: An empirical approach to understand gender relations in the maker movement,” Int. J. Hum.-Comput. Stud., vol. 145, p. 102548, Jan. 2021, doi: 10.1016/j.ijhcs.2020.102548.[3] A. M. K. Schauer, H. Schaufel, and K. Fu, “The Makeup of a Makerspace: The Impact of Stereotyping, Self-Efficacy, and Physical Design on Women’s Interactions with an Academic Makerspace,” Eng. Stud., vol. 15, no. 2, pp. 122–143, May 2023, doi: 10.1080/19378629.2023.2224016.[4] I. Decker, “Knitting and Crochet Today: Statistics, Trends, and More

Conference Session

ERM Technical Session: Improving Assessment in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Coulter Jangraw, University of Vermont; Anneliese Marie Shoudt; Courtney D Giles, University of Vermont

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

week’s classes? Figure 1. Sample Ticket Home form. 3. How could we make this week’s classes more effective?Question 1 is a “muddiest point” reflection to promote metacognition and anchor responses inthe material [1]. Question 2 encourages positive feedback, which can support self-efficacy andacceptance of feedback [17]. Question 3 solicits barriers to learning. Instructors’ substantive useof these survey responses may improve students’ sense of belonging by helping students’ voicesto be heard and valued [14], [15].We administered this survey at a scale unprecedented in our college. Nine instructors of elevenclasses in five departments (primarily Biomedical Engineering and Computer Science),requested to use the Ticket Home system in Fall

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Hadley Perkins, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

aside the part of themselves that wants to be a "teacher" in favor ofbecoming a "researcher." Since "good teaching comes from the identity and the integrity of theteacher." [1], overlooking teacher identity could negatively impact the academic experiences ofengineering students. In general, identity studies have become more prevalent in engineeringeducation research, particularly as they relate to engineering identity or other related roleidentities such as research, math, or physics [2], [3], [4]. Identification with a role or profession,such as engineering, contributes to motivation, self-efficacy, and improved performance in thoseroles [5]. Understanding engineering graduate students' identification with the role of teacher andhow that

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kayt Frisch, George Fox University; Chris Sharp, George Fox University; Jeffrey Walters, University of Washington

Tagged Divisions

Educational Research and Methods Division (ERM)

explore the long-term effects on student learning and faculty researchproductivity.INTRODUCTIONIntegrating research into undergraduate engineering pedagogy has many benefits, includingimproving both students’ technical skills and self-efficacy [1]. Studies have shown that studentswho participate in undergraduate research have more enthusiasm towards STEM research, reportincreased feelings of belonging in their field, and demonstrate improvement in their ability tothink like a scientist [2], [3]. These benefits are especially meaningful in the case of developingunderrepresented or minority students [4], [5], [6]. Undergraduate research experiences also leadto greater retention rates [7], more students pursuing graduate level education [8], [9

Conference Session

Games & Competitions for Civil Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Z. Dymond, Northern Arizona University; Matthew K Swenty P.E., Virginia Military Institute

Tagged Divisions

Civil Engineering Division (CIVIL)

needed to solve problems. Competitions provide an avenue to learnmany other ‘soft skills’ that are not the focus in most engineering curricula [16, 17, 9]. Inaddition, competition projects provide intrinsic benefits such as an increased sense of belongingand community, increased sense of self-efficacy and accomplishment, broadening participationof underrepresented groups (particularly women), increased self-drive, and improvedmanagement skills [18]. Furthermore, participation in innovative competitions has shownincreases in creativity, initiative, leadership, and entrepreneurial spirit [19]. Students enjoy theopportunity to gain recognition for the work they have done and receive feedback fromprofessional engineers [17]. Many students also have

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Narjes Khorsandi Koujel, Rowan University; Sowmya Panuganti, Purdue Engineering Education; Justin Charles Major, Rowan University

Tagged Divisions

Educational Research and Methods Division (ERM)

mentorship. Observingher siblings' success provided her with tangible examples of academic achievement and timemanagement, reinforcing her sense of belonging and self-efficacy in STEM. This aligns withpsychosocial support functions in mentoring theory, where mentors help mentees developconfidence and manage stress.Subtheme 2: Providing Mentorship to Younger SiblingsWhile many students received mentorship from older siblings, others found themselvestransitioning into the role of mentor for their younger siblings. This shift was particularlysignificant as it reinforced their own academic knowledge and leadership skills.For instance, Savannah described her experience mentoring her younger brother: Cole is a junior in high school, I think. And

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Mehmet Egemen Ozbek; Papa Ansah Okohene, Colorado State University; Zachary Lopez

Tagged Divisions

Construction Engineering Division (CONST)

about the FWV on day one of class in a video that setsthe stage for an exploratory semester of learning. The findings showed that 59% chose FWV-related resources over the traditional readings, which is an extremely high level of engagement.In-class assignments regarding FWV scenarios, like the Floating City, created a real atmosphereof creativity and investigation.Bielefeldt [4] also pointed out the motivational theories of the course design. Using theExpectancy Value Theory, a mix of self-efficacy, intrinsic interest, and utility values promotedstudent motivation. The choice was a valued factor to be used for increasing engagement.Students could choose contexts or themes that meant something to them, which gave a degree ofautonomy- a

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Maya Menon, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. Research-driven academic cultures often prioritize productivity over teachingexcellence, creating systemic disincentives for pedagogical innovation [7]. Faculty facechallenges balancing their research responsibilities, administrative duties, and the effort requiredto redesign courses and implement new instructional strategies [8]. Individual barriers, includingfear of failure and lack of self-efficacy, further complicate the adoption of EBIPs [6]. Manyengineering faculty members lack formal training in pedagogy, relying on their own pastlearning experiences to guide their teaching methods [9]. Furthermore, the technical nature ofengineering disciplines, with their emphasis on content depth, and departmental cultures resistantto change create

Conference Session

Military and Veterans Division (MVD) 3 - Moving Beyond the Uniform

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Alyson Grace Eggleston, Pennsylvania State University; Robert J. Rabb P.E., The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Division (MVD)

veteran Veteran veteran + GZT + No Recogn + GZT + No GZT GZT Non-Vet 2.503 1.938 2.575 Non-Vet 2.343 1.938 2.394 Level 1 2.091 2.537 Level 1 2.000 2.111 Level 2 1.600 2.561 Level 2 1.800 2.621DiscussionNegative perceptions about student veterans can affect how faculty and staff interact with studentveterans and non-veteran students, alike. Although this study does not investigate the extent thatnegative perceptions affect student veteran performance, self-efficacy, and

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samuel Sola Akosile, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Tolulope Abiri, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

]. It promotes a student-centric pedagogical approach that acknowledges themultifaceted literacy practices that students contribute to the university environment and theinterpretations they attribute to academic writing [20].The ability to critically assess digital content and use it to create knowledge is increasingly linkedto academic literacy in contemporary situations [25, 26].Academic literacy capability is made up of the following elements: 1. Approaches to academic literacy encompass the development of self-evaluation, self- regulation, metacognitive skills, self-esteem, and self-efficacy as a writer. Additionally, it involves fostering persistence and tolerance for frustration [27]. 2. The ability to manage suitable

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Salvatore Enrico Paolo Indiogine; Nasiha Lachaud, Texas A&M University; Wei Lu, Texas A&M University; Mohammad Affan Khokhar

Tagged Divisions

Computers in Education Division (COED)

"...I don't have a fear of it, or anything ease of use effort, self-efficacy/knowledge, like that, ... but trying to figure out interaction with interface, user where the right productive middle experience, familiarity ground of where that was going to be". Output Effective, efficient, usable, higher, “...It was now feasible to use voice Quality faster, clear, correct cloning and AI-generated or synthetic voices, which are indistinguishable from the real voice”.Results and Discussion of InterviewsFindings and interpretations of data from the

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Northeastern University

Tagged Divisions

First-Year Programs Division (FPD)

Communities Brandeis University. https://www. first inspi res. org/sites/defau lt/files/uploa ds/resou rce_ libra ry/impact/first-longi tudin al-study-impactsumma ry-findi ngs-at-96-months. pdf, 2022.[4] R.-A. Popa and L. Ciascai, "Students' Attitude towards STEM Education," Acta Didactica Napocensia, vol. 10, no. 4, pp. 55-62, 2017.[5] J. Han, T. Kelley, and J. G. Knowles, "Factors Influencing Student STEM Learning: Self- Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness," Journal for STEM Education Research, vol. 4, no. 2, pp. 117-137, 2021/09/01 2021, doi: 10.1007/s41979-021-00053-3.[6] College Board. "AP Computer Science A: Score Distributions." https

Conference Session

First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Erin A Hostetler, The Pennsylvania State University; Bradley J. Sottile, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

-economic disparities, inadequate K-12 preparation, and social isolation[8-9]. Studies have shown that these students often experience lower self-efficacy and a weakersense of belonging, which can negatively impact their persistence in engineering programs [10-11]. According to researchers, well-structured first-year seminar courses permit students toexperience a better transition from high school to college, understanding the new expectationsand work demands, developing time-management and study skills, particularly for students atrisk [12]. Besides, small group seminars facilitate the interaction with faculty and peers creatinga community of support leading to a better outcome of persistence and performance [13]. First-year seminars offer also an

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods Division (ERM)

evidence-based practices targeting the participants’ sense of belonging, self-efficacy beliefs, goal-oriented motivation, and engineering identities. With respect to engineeringidentity and recognition, the cohort program aimed to reduce barriers and create access to co-curricular activities including research and internships. Activities included career fair attendance,career panels, resume and networking workshops, and career-oriented mentoring. By graduation,11 of the 14 participants had worked at least one industry internship. Although this populationrepresents a higher percentage of students who had an internship experience compared to thenational average [38], these participants emphasize the value of these experiences when they canaccess

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leslie Bondaryk, The Concord Consortium; Aaron Kyle, Duke University; Ido Davidesco, University of Connecticut; Chad Dorsey; Bianca Montrosse-Moorhead, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

control. The classroom experience revealedgains in students’ self-efficacy in engineering design and improvements in ability to recognizekey components of feedback-control systems. Class tests also revealed challenges associatedwith scaffolding both students and teachers at these grade levels and levels of experience orinterest in computational subjects. Students struggled with algorithmic design in particular,which made it harder for them to complete the capstone projects in the curricula. There werealso lessons learned about robust design and instrumentation of physical devices in classes thatmight only use them for a short period of time, posing hurdles for both students and teachers.Software affordances developed for programming and analyzing

Conference Session

Minorities in Engineering Division(MIND) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiuhao Ding, University of Illinois at Urbana - Champaign; Delu Zhao, University of Illinois at Urbana - Champaign; Alan Tao, University of Illinois Urbana-Champaign; Meghana Gopannagari, University of Illinois at Urbana - Champaign; Pablo Robles-Granda, University of Illinois at Urbana - Champaign; Yang Victoria Shao, University of Illinois Urbana Champaign; Chrysafis Vogiatzis, University of Illinois Urbana - Champaign; Ann Jeanne Fredricksen; Jennifer R Amos, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign; Hongye Liu, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

STEM Contents more accessible in college Engineering coursesAbstractMaking digital content accessible is essential for student success in engineering courses.Previously, we found that the digital books generated from lecture videos with transcriptions as aUniversal Design for Learning (UDL) approach helped all students retain course content,particularly for Students with Disabilities (SWD). Furthermore, we found Students withAccessibility Needs (SWAN) improved their sense of belonging, self-efficacy, and perceivedlearning significantly. However, we recognize there is a common unmet need to makemathematical equations, terms, or subject-specific diagrams more accessible. In addition, there isa lack of understanding of the Math accessibility

Conference Session

Computers in Education Division (COED) Track 6.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sandra Monika Wiktor, University of North Carolina at Charlotte; Mohsen M Dorodchi, University of North Carolina at Charlotte

Tagged Divisions

Computers in Education Division (COED)

cannot capture. These comments identify a broader range of negative andpositive course-related issues, providing deeper, student-centered, context-specific insights thathelp improve teaching outcomes [7, 13]. Free-response feedback can also unveil difficulties stu-dents experience during the course [14]. Moreover, the style of feedback itself can significantly shape the student experience. For in-stance, reflective writing can reveal “personal learning experiences” [8]. Research finds that re-flective journaling improves content comprehension and promotes self-analysis, encourages self-efficacy, fosters student engagement (especially when faculty respond to comments), and strength-ens career skills [4]. While collecting student feedback