Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Case Studies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cameron Michael Kim, Duke University

Tagged Divisions

Engineering Ethics Division (ETHICS)

presented by Rotolo, Hicks, and Martin[18] as possessing “radical novelty, fast growth, coherence, prominent impact, and uncertainty andambiguity.” In another framing of emerging technologies such as CRISPR/Cas9 and AI,Veluwenkamp et al. [19] discuss “socially disruptive technologies” that require us to reflect on thenomenclature and significance of novel technologies that can lead to ethical design practices. BothRotolo et al. and Veluwenkamp et al. emphasize the importance of discussing emergingtechnologies at all stages of innovation to prepare for an ethical future of responsible innovation,development, and deployment. In this paper, I will refer to emergent technologies as novel, underexplored, and rapidlyevolving technologies that are

Conference Session

ECCNE Technical Session 1 - Nuclear Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lily Ranjbar, Oregon State University

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

observing simulations without interaction. • Active Engagement: Copying experimental procedures and performing step-by-step tasks. • Constructive Engagement: Generating hypotheses, interpreting data, and reflecting on experimental outcomes. • Interactive Engagement: Engaging in discussions with peers to solve problems and co- construct knowledge. Fig. 4 presents preliminary questions to capture ICAP engagement elements within the virtual environment. Subject matter experts in Nuclear Science and Engineering, as well as Engineering Education, will review these questions to ensure that the survey effectively gathers the necessary data to assess cognitive engagement. 2. Construct Validation

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Engelke, NC State University / UNC-Chapel Hill; Zachary Wiebe; Daisy Huang, University of North Carolina at Chapel Hill; Spencer Dougherty, University of North Carolina at Chapel Hill; Margaret Elizabeth Ambrose

Tagged Divisions

Student Division (STDT)

encompasses a mixture of technical skills, reflective practice, interpersonalnetworks, and self-directed learning. [1] The formation of a professional identity is described asan ongoing process that encompasses both person and context, where an individual has agencyto self-determine sub-identities that compose their overall professional identity. [2] At BeAM,the professional identity of a PA or a PS is often defined by how they perceive their ability toembody professional roles and their interactions with other makerspace staff. For example, PAsmust be able to safely operate makerspace equipment, teach makerspace users, perform routinemaintenance, and provide support to other makerspace staff. As staff become more confident inthese roles, they

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Abdisa Bedane Halkiyu, Bule Hora University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

that improve the educational experience. Data were collected through quantitativesurveys (n=59) and qualitative, semi-structured interviews (n=4) to investigate students'experiences, strategies, and obstacles to time management in online learning environments. Thestudy identified six factors that significantly affect online students' time management skills: (1)lack of sufficient time management training, (2) challenges in balancing school, work, andpersonal life, (3) limited knowledge of effective time management strategies, (4) inadequateplanning, (5) insufficient self-assessment or self-reflection, and (6) a tendency towardprocrastination. Results reveal significant variations in time management practices acrossdemographic groups of students

Conference Session

ME Division 14: From M&Ms to Air Quality: Engaging Students in Energy and the Environment

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shehla Arif, University of Mount Union

Tagged Divisions

Mechanical Engineering Division (MECH)

the process. In this paper, I shall present their reflections along with the activity prompts andstudent representations. Students have indicated superior learning outcomes due to (i) having tothink about and enact physical representations; (ii) debrief information jot on the board after theactivity during the question-and-answer session. In the subsequent lectures during the semester,this activity is often referred to while discussing various specific topics of Heat Transfer. Havingperformed this activity in the first week of classes, students present deeper modes ofunderstanding and interest in the subject during the semester as evidenced by enhanced classparticipation and performance in the exams.Introduction:The study of heat is a

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Camila Olivero-Araya, The Ohio State University; Monique S. Ross, The Ohio State University

Tagged Divisions

Educational Research and Methods Division (ERM)

normalized high-stress levels and demanding workconditions, perpetuating these norms within educational programs [21], [22], [23], [24].Furthermore, engineers are often portrayed as heroic figures who have conquered the demandingeducation and now enjoy the rewards of a prestigious and well-compensated profession [25].This glorification of the engineering profession places additional pressure on individuals to liveup to these idealized expectations.Policy documents formalize ideas, set expectations, and establish institutional norms [26].Analyzing the language used in these policies can provide insights into how they might bereframed to challenge dominant power structures and better reflect the diversity of facultyidentities and experiences [27], [28

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Igor Stanojev, University of Wisconsin - Platteville; Xiaoguang Ma, University of Wisconsin - Platteville; Hynek Boril, University of Wisconsin-Platteville

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

-wise compared to the Vanilla cohort, and ii) Scrum cohort performed markedly bettercompared to the Vanilla exactly in the test topics practiced using the above techniques.Interestingly, despite the objective gains, the Expected Learning Outcome (ELO) survey resultsindicate that the Scrum cohort was more critical about their abilities, including those achievedwhile practicing Scrum methodologies. While we do not have a conclusive explanation for thisphenomenon, we provide several plausible hypotheses for the underlying rationales for suchresults. These include a heightened students’ awareness of the challenges and their knowledgegaps due to Scrum’s reflective practices, cognitive load and time constraints, and reducedcoverage of some technical

Conference Session

Generative AI and Its Role in Industrial Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IED)

otherwise unreliable.Additionally, relying too heavily on AI may hinder your independent thinking and creativity.Ultimately, you are responsible for guiding, verifying and shaping the results, and your workshould reflect your own understanding. Submitting AI-generated work as your own is not allowed.If you incorporate material produced by an AI tool, you must properly cite it as you would anyother source, bearing in mind that its quality may be questionable.”Additionally, expectations regarding effective generative AI use and permissible practices in thecourse were explained in detail during the first class session. Broadly, students were allowed touse generative AI to support all class assignments. For homework, they were permitted to use it

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

local actors. As instructors in engineering and anthropology programs, we were alsoconcurrently developing curricular approaches to guide students and design participants tocomparatively examine, map, and reflect on the relationships between the building projects, withan emphasis on collaborative design and incorporation of alternative perspectives. We see theselearning goals to be important for graduates who will engage with increasingly complexchallenges in their careers. Our curricular design addresses learning outcomes for students to beable to describe and compare different forms of “sociability” in cold climate housing projects,analyze challenges of building affordable, quality homes in communities impacted by climatechange, and explore

Conference Session

Developing an Interdisciplinary Master’s Program on Sustainability in Engineering and Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Subhasis Ghoshal, McGill University; Jim A Nicell ing., McGill University; Yaoyao Zhao

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

@mcgill.ca3 Associate Professor, Department of Mechanical Engineering; Associate Director, TrottierInstitute for Sustainability in Engineering and Design, McGill University, Montreal,yaoyao.zhao@mcgill.caThe Trottier Institute for Sustainability in Engineering and Design (TISED) of McGill Universityis a unit in the Faculty of Engineering. Historically, degree programs at the undergraduate andgraduate levels in the Faculty have been offered through six engineering departments plus twoschools focused on the design professions of architecture and urban planning. However, morerecently, in 2023, TISED recently launched a cross-disciplinary Master’s program on sustainabilitythat encompassing all areas of engineering and design from strengths reflected

Conference Session

ECCNE Technical Session 3 - Energy and Society

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Aldeman, Illinois State University; Connii Dyar, Illinois State University; Matthew Hagaman, Illinois State University

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

therenewable energy course then led the renewable energy class in a discussion about the pros andcons of several sustainable design attributes of the building, including building orientation andlayout features, efficient building envelopes, and estimated sizing and placement of aphotovoltaic system that could be integrated into the building design.AssessmentTo assess the renewable energy students’ work, students were required to submit a reflectionpaper. Expectations for the reflection paper were included in the project description given to thestudents at the beginning of the assignment, provided for reference in Appendix A. The reflectionpapers were expected to include the following minimum components: 1. Describe the project and the

Conference Session

Design in Engineering Education Division (DEED) - Foundations of Design Theory

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte

Tagged Divisions

Design in Engineering Education Division (DEED)

Paper ID #46650A Systematic Review of the Literature on Engineering Requirements and theFraming of Design Problems in Engineering EducationDr. Andrew Olewnik, University at Buffalo, The State University of New York Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection practices in supporting engineering undergraduates as they transition from student to

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zahra Saghafi, University of Guelph; Julie Vale, University of Guelph; Russell Kirkscey, Pennsylvania State University; Jennifer Howcroft, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

accountabilityalign with broader societal demands for Diversity, Equity, and Inclusion (DEI) and social justiceoutcomes; however, research shows that capstone courses predominantly emphasize technicalcompetencies, leaving limited room for the explicit teaching of values [2], [7], [8]. Thismisalignment reflects a broader trend within engineering education, often described as the"culture of disengagement."[2]The culture of disengagement, as articulated by Erin Cech (2014), is rooted in three dominantmindsets. First, the socio-technical divide reinforces the belief that engineering is strictly atechnical discipline, relegating social and ethical issues to peripheral concerns. This dividediscourages engineers from considering the broader implications of their

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University; Sarah E Zappe, The Pennsylvania State University; Ibukun Samuel Osunbunmi, The Pennsylvania State University; Shawna Dory, Pennsylvania State University

Tagged Divisions

Faculty Development Division (FDD)

within a College of Engineering, and was started well before doctoral degree granting programswere established. It is one of the pioneering centers for the enhancement of engineering education in theUnited States [2].As we enter the 35th year of the Leonhard Center’s existence, we reflect on its accomplishments. The purposeof this paper is to describe the Leonhard Center and its impact; utilizing an artifact analysis of advisory boardmeeting minutes and annual reports submitted by Leonhard Center-funded project grantees; as well as adiscussion of the lessons learned after decades of contributions to College of Engineering program faculty,curricula, and teaching and learning.Overview of the Leonhard CenterAt its launch, the Leonhard Center

Conference Session

DSAI Technical Session 1: K–12 and Early Exposure to Data Science and AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Faiza Zafar, Rice University; Carolyn Nichol, Rice University; Matthew Cushing, Rice University

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

tocater to individuals at any level and ensures participants learn something new regardless of theirbackground. Methodology Retrospective analysis of weekly reflective blog posts and a thirty-minute interview withthe elementary teacher after the program served as our primary data sources to help usunderstand the teacher’s experience in the program and how the teacher integrated machine-learning concepts into 3rd to 5th-grade classrooms. The weekly blog posts provided valuableinsights into the teacher’s thoughts, challenges, and growth throughout the program, and offereda detailed, ongoing account of how she engaged with the material and the ways in which sheprocessed her learning. For data

Conference Session

Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

internshipsare a primary vehicle for developing these skills, some students face scheduling challenges. Toaddress this, the Construction Engineering Program at The Citadel partners with Habitat forHumanity to offer a practicum that provides hands-on construction experience while fostering asense of service to the greater community. Many students are inspired to return on weekends,volunteering with their fraternity and building alongside future homeowners.BackgroundService-learning is a teaching strategy that integrates meaningful community service withinstruction and reflection, enriching the learning experience, teaching civic responsibility, andstrengthening communities [1-2]. Unlike volunteering, service learning includes a curriculum,and unlike

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile; Claudia Bascur, Universidad Andres Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Efficiency"),reflecting the perceived potential of AI to enhance teaching and learning processes; R_4("Risks and Threats - Perceived Risk - General"), indicating concerns about AI's negativeimpact on education; BI_2 ("Behavioral Intention - Professors’ Willingness"), showingfaculty members’ willingness, but also reservations, regarding AI adoption. Less centralcategories, such as FC_3 ("Facilitating Conditions - Policies and Regulations"), suggestthat institutional considerations were secondary in faculty discussions. Figure 2. Co-occurrence network for faculty members group.A deeper examination of the discourse analysis allows for the presentation of examples ofthe main co-occurrences. The interaction between At_1 and R_4 highlights

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda Vigdor, Advanced Science Research Center, City University of NY; Rosemarie Wesson, City University of New York, City College; JOSHUA Craig BRUMBERG

Tagged Topics

NSF Grantees Poster Session

howone thinks about a problem. Mentoring is critical, and both peer and senior mentors provideguidance and expand perspectives. Transdisciplinarity has recently entered the discourse aroundhow people learn when siloed, discipline-based learning is no longer sufficient in a world facingincreasingly complex problems [6]. Reflective practice [7][8], which involves questioning andunderstanding one’s own and others’ understandings, is not so much a learning theory but anorientation to being in the world, is central to adult learning [9] as well as to research andevaluation methodologies [10]. Each of these ideas were woven into our training and mentoring,albeit with varying degrees of success. One of the challenges seemed, upon reflection by the PI

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leah Maykish, University at Buffalo, The State University of New York; Oluwakemi Johnson, University of Michigan; Katelyn Churakos, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Aaron W. Johnson, University of Michigan

Tagged Topics

NSF Grantees Poster Session

. Aaron W. Johnson, University of Michigan Aaron W. Johnson is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Aaron holds a B.S. in Aerospace Engineering from Michigan and a

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; Gordon D Hoople, University of San Diego; R. Jamaal Downey

Tagged Topics

NSF Grantees Poster Session

)conducting a collaborative autoethnography; 2) creating a development program focusing onfostering and developing critical consciousness to reveal these underpinnings of engineeringculture; and 3) engaging engineering faculty, staff, and students to critically reflect on their ownpositionality, question structures of power (such as the social, cultural, historical and politicaleffects of Whiteness in engineering), and become change agents for racial equity in engineeringeducation. This paper focuses on the second goal, helping faculty develop their criticalconsciousness, as we launch our professional development program in Year 3 of the project.Using Critical Literacies to Develop Critical ConsciousnessOur development program aims to engage

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University at West Lafayette (COE); Nicholas D. Fila, Iowa State University of Science and Technology; Andrew O. Brightman, urdue University – West Lafayette (College of Engineering); Alison J Kerr, Colorado School of Mines; Sowmya Panuganti, Purdue Engineering Education; Tyler A Ramsey, Purdue University at West Lafayette (COE)

Tagged Topics

NSF Grantees Poster Session

ethical behavior or beliefs.5. Reflection Associations: Reflecting upon a phenomenon or critical moments in one’s own research journey. Through such reflection, one can reinforce one’s own research approach and beliefs or come to acknowledge others’ values and approaches.Following this analysis, we completed a second interview with 23 of the 25 participants. Theseinterviews focused primarily on exploring critical incidents (rather than ways of experiencingethics, more broadly) and prompting participants to interrogate the current set of incident types.Future analyses of these CIT-focused interviews may refine the above categories and inform thedevelopment of some additional incident types.Part 3: Education Heuristics for Promoting Ethical

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Figard, University of Georgia; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

” to reflect the collaborative nature of this research andemphasize the active role of disabled students in shaping knowledge production. This study draws from semi-structured interviews with 27 disabled engineering students(co-creators) across three institutions during the 2022-2023 and 2023-2024 academic years. Theco-creators’ shared lived experiences explicitized the important interplay between geography andtheir experiences of being disabled, which led us to further examine individuals’ experiences intheir situated contexts. This paper specifically presents the lived experiences of Leah, a disabled,Woman of Color and international student. At the time of data collection and analysis, Leah wasenrolled in an undergraduate engineering

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elisa Schlesner Alves; Nathalie Lavoine, North Carolina State University at Raleigh; Julio Enrique Teran, North Carolina State University at Raleigh

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

Graduate education in engineering often requires graduate students to balance multipleroles that shape their academic and professional identities. Indeed, in addition to developing theirresearch skills, graduate students are often asked to assume teaching and mentorshipresponsibilities. These responsibilities are seen as opportunities that can significantly contribute tothe student’s personal and professional growth [1]. However, these roles are sometimes viewed assecondary when compared to their research within the academic environment, reflecting a broadertendency to prioritize the latter over teaching in STEM opportunities/programs [2]. This limitationhas been reported to hinder the development of pedagogical skills in graduate students [3

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Carrie Kortegast, Northern Illinois University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Engineering Science (A.E.S.), is based on the state articulationrequirements which mirror the freshman and sophomore portion of a bachelor’s degree inengineering.Data SourcesThe two primary data sources were: 1) semi-structured interviews with individual students; and2) education journey reflection maps. Purposeful sampling was used to recruit participants whohad completed at least 36 credits at MWC prior to transfer, completed at least one semester aftertransfer, and continued to be enrolled in an engineering degree program or were a recentengineering graduate. Twelve individuals agreed to participate who successfully transferred toone of six different institutions (See Table 1). At the time of the interview, the participants’upcoming graduation

Conference Session

Construction Engineering Division: Best of Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Mohamed Khalafalla, Florida A&M University - Florida State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

throughactivities that involve concrete experience, reflective observation, abstract conceptualization, andactive experimentation [5]. Summer camps, in particular, serve as effective platforms for thismodel, as they provide immersive environments that blend structured learning with real-worldapplications. Studies by Yilmaz et al. and Hammack et al. have demonstrated that STEM-focusedcamps foster a lasting interest in engineering and related fields, especially when activities includefield trips, direct industry engagement, and project-based learning [6-7].Construction Engineering in STEM Outreach: The integration of construction engineeringconcepts into STEM outreach programs can provide students with a clearer understanding of thedesign and implementation

Conference Session

First-Year Programs Division (FPD) Technical Session 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brainerd Prince, Plaksha University; Sohan Panda, Plaksha University; Shubham Goel, Plaksha University; Tanmay Ravi Chowdhary, Plaksha University

Tagged Divisions

First-Year Programs Division (FPD)

project-based learning approach. Each part included an assessment, the first assessment was a traditionalassignment focused on conceptual and reflective thinking through the writing of scripts. Itchallenged students to envision the future of critical thinking, scientific reasoning, and inquiry,by writing out a 'Future Manifesto'. In contrast, the second assessment required students tocompare and revise Bloom's Taxonomy and build a taxonomy of engineering thinking in fourstages of a project. Through this exercise, students critiqued existing models and proposed a newtaxonomy tailored to engineering problem-solving. This project-based assignment necessitatedthat students apply their thinking skills in a concrete and hands-on manner, effectively

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Rhea Dutta

Tagged Divisions

Engineering Leadership Development Division (LEAD)

students to critically explore and reflect on learningexperiences with and through VR. Each week, students completed reflection activitiesresponding to the comparison of learning experiences (VR vs. traditional in-person instruction).The paper concludes by discussing lessons learned, offering practical recommendations foreducators, and suggesting additional instructional resources for institutions with or withoutaccess to VR technology. The guiding research question for this qualitative study is as follows:How do participant perceptions of virtual reality compare to in-person instruction, and how doesthis change over time?2. BackgroundThe demand for effective remote learning solutions has surged in recent years, largely driven bythe COVID-19

Conference Session

Enhancing Student Engagement and Support in ECE Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samuel Oluwagbenga Inuyomi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

benefits of hands-on learning are well-documented, there is limited research on itsimpact within the unique context of HBCUs, particularly among second-year pre-engineeringstudents. This study addresses this gap by focusing on the intersection of educational innovation,diversity, and equity, examining how hands-on physics preparation supports academic success andcareer readiness in underserved populations.2.5 Kolb’s Experiential Learning ModelThis consists of four stages: Concrete Experience, Reflective Observation, AbstractConceptualization, and Active Experimentation. In the study, this model was applied to hands-onphysics preparation for pre-engineering students at HBCUs in the following ways:2.5.1 Concrete ExperienceIn this experience

Conference Session

Systems Engineering Division (SYS) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Mendoza-Garcia, University of Florida; Andrea Goncher-Sevilla, University of Florida; Mengyu Li, University of Florida

Tagged Divisions

Systems Engineering Division (SYS)

systems thinking competencies incontexts extending beyond self-reported attitudes and behaviors. The problem scenario is ahypothetical vignette that requires students to evaluate multiple aspects within an ill-structuredproblem context. This scenario includes information that potentially encompasses engineeringand technical skills, economic feasibility, ethical considerations, and cultural sensitivity, all ofwhich should be taken into account when analyzing potential solutions [9]. "The Village of Abeesee has about 50,000 people. Its harsh winters and remote location make heating a living space very expensive. The rising price of fossil fuels has been reflected in the heating expenses of Yakutia residents. In fact, many

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wiline M Pangle, Central Michigan University; Itzel Marquez, Central Michigan University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

equitable model to STEM education.1. The InSciTE model1A. The InSciTE mission, values and program objectives:InSciTE was created in Spring 2022 from a coalition of 14 faculty from all 9 academicdepartments at CSE to form a truly multidisciplinary council. The council is formed by facultywith diverse ethnic and intersectional identities, a reflection of the authentic partnership andleadership of faculty impacted by enduring inequities in STEM and of the ethos of InSciTE. Thecouncil guided the creation of the program with all decisions reached through consensusbuilding. The council defined the mission of the program as “to create an equitable student-driven environment for undergraduate students to develop skills on interdisciplinarycommunication