Conference Session

DSAI Technical Session 5: Educational Technology and Innovative Tools

Collection

2025 ASEE Annual Conference & Exposition

Authors

Handan Liu, Northeastern University

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

Paper ID #46592A Unique Course Designed for Graduate Students: Integrating High-PerformanceParallel Computing into Machine Learning and Artificial IntelligenceDr. Handan Liu, Northeastern University Handan Liu is a Full Teaching Professor of Multidisciplinary Master of Science (MS) programs (Software Engineering, Data Architecture, Information Systems) in the College of Engineering at Northeastern University. Her research interests include heterogeneous high-performance computing, programming structure and algorithms, machine learning and AI, NLP research and development, LLM reasoning and AI agent in engineering courses

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rochester Institute of Technology; Ashish Agrawal, Rochester Institute of Technology; Mike Eastman Ph. D., Rochester Institute of Technology (CET)

Tagged Divisions

First-Year Programs Division (FPD)

SetsAs we sought to understand the latent objectives of AI-generated engineering-calculus problems,we adapted the descriptions of knowledge typologies (Appendix 2) and cognitive processesNext, we coded Problem 2, regarding transoceanic fiber optic cables, as C-3: a) Using the attenuation coefficient for the selected cable, derive an expression for the rate at which the signal power loss (in decibels) increases with distance. Compute this rate. b) Determine the maximum allowable distance between amplifiers if the signal power cannot drop by more than 20 dB between amplifiers to maintain signal integrity. c) Based on your findings, calculate the number of amplifiers required for the 6,000 km cable.This problem gives

Conference Session

Tech Session 3: Emerging Trends in Engineering Education: AI, Clean Energy, and Curriculum Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Yukio Takara, Carnegie Mellon University; Fethiye Ozis P.E., Carnegie Mellon University; Allison E. Connell Pensky, Carnegie Mellon University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

. While computational fields such as computer science and electrical engineering havelong embraced data-driven approaches, interdisciplinary domains like civil and environmentalengineering (CEE) are increasingly integrating data science into their education and practice. Inaddition, while the programming skills used in computational fields often lend themselves well todata science practice, there is more often a gap in skills for practitioners in other interdisciplinarydomains. For instance, the traditional CEE curriculum could benefit from a greater emphasis onpopular open source programming languages such as Python. This shift reflects a growing needfor future CEE practitioners to have the skill sets and tools to analyze and understand

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael J McGinnis, LeTourneau University; Jeff Johnson, LeTourneau University

Tagged Divisions

First-Year Programs Division (FPD)

two courses. Withthat many faculty involved there is bound to be some scope creep as many have their own ideasabout what content would be best in the course. It became time to take a hard look at theobjectives and curriculum of these courses to ensure they were still relevant, engaging, andaccomplishing the overall objectives.While the curricular elements of the first-year experience are important, it must be recognizedthat there are additional non-curricular and co-curricular elements of the first-year experiencethat have an influence as well. The ones in which the SEET has some control can be seen infigure 1. The next sections will expand on all three of these categories in more detail. Figure 1: SEET elements of the

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jorge R Lara, Texas A&M University; Sunay Palsole, Texas A&M University; Mark Weichold P.E., Texas A&M University

Tagged Divisions

First-Year Programs Division (FPD)

compression desalination system. He worked with building technologies design and optimization for his M.S. in Mechanical Engineering from Texas A&M University. He received his B.S. in Mechanical Engineering from the National Polytechnic Institute of Mexico. His research interests include the various aspects of Sustainable Complex Energy Systems Design, Engineering Education for Sustainable Development, and Theory Design and Optimization of Energy Systems Components. He worked with the aero-dynamical design of an axial turbo-compressor and wind tunnel assessment. Before joining the College of Engineering at Texas A&M, he managed the energy program for the Texas A&M University System Utilities and Energy

Conference Session

ENT-4: Experiential Approaches to Developing Entrepreneurial Mindsets in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amanda Y Bao P.E., Rochester Institute of Technology; Yewande S Abraham, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

, “Design Essential #2: Professional Skill Development,” in Teaching the Entrepreneurial Mindset Across the University: An Integrative Approach, L. Bosman and S. Fernhaber, Eds., Cham: Springer International Publishing, 2021, pp. 55–63. doi: 10.1007/978-3-030-79050-9_6.[4] “Civil Engineering Body of Knowledge: Preparing the Future Civil Engineer.” Accessed: Jan. 15, 2025. [Online]. Available: https://ascelibrary.org/doi/epdf/10.1061/9780784415221[5] A. L. Welker, K. M. Sample-Lord, and J. R. Yost, “Weaving Entrepreneurially Minded Learning Throughout a Civil Engineering Curriculum,” presented at the 2017 ASEE Annual Conference & Exposition, Jun. 2017. Accessed: Jan. 15, 2025. [Online]. Available: https://peer.asee.org

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Pranathi C Amballa, Georgia Institute of Technology; Stacy Ross, Georgia Institute of Technology

Tagged Divisions

First-Year Programs Division (FPD)

shiftedtheir abilities to successfully solve engineering problems. In recent years, industry employershave reported a gap in academic vs industry performance standards, attributed to new graduatesfulfilling technical skills, but falling short in other attributes of real-world practice. Core designcompetencies refer to a set of fundamental skills that, if acquired, ensure student success in bothacademic and industry environments, given that any deficiencies are identified and addressedwith interventions early in the design curriculum [6]. Semi-experiential learning is a documentedapproach to strengthen competency as a practicing engineering, so an integrated program tointroduce students to the nuances of design early in their academic careers would be

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

YongChun Lin, Zhejiang University; Wei Zhang, Zhejiang University; peiyun xu

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

Republic of China, the talent gap in the new-generation informationtechnology industry, represented by the chip industry, is projected to reach 9.5 million by 2025 [17].InAugust 2019, the University of Chinese Academy of Sciences (UCAS) launched the “One Student, OneChip” open-source processor chip teaching and physical practice project. The curriculum, which is basedon experiential learning and is designed around the complete chip design workflow, stresses both theoryand practice, with the goal of developing full-stack chip talents that are proficient in both chip designthinking and manufacturing.This study adopts an exploratory case study approach, using Kolb’s “Learning Cycle Theory” as thefoundational analytical framework and the “One Student

Conference Session

Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marc Weissburg

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

sustainable practices [35]. They learn to createproducts and systems that not only fulfill human needs but also adhere to ecological principles,thereby contributing to the reduction of environmental impacts [35]. In a study by Fried et al.(2020), the authors investigated how integrating biomimicry into a design-based learningcurriculum within an evolution course affected students’ understanding of evolution,sustainability, and design thinking. The authors found that the biomimicry curriculum improvedstudents’ comprehension of evolutionary concepts, such as adaptation, natural selection, andevolutionary processes. Further, it influenced students' awareness and understanding ofsustainability and the potential of nature-inspired solutions to address

Conference Session

Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Marc Weissburg

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, management, and research.References 1. J. K. Nagel, R. Pidaparti, C. S. Rose, C. L. Beverly, “Enhancing the pedagogy of bio- inspired design in an engineering curriculum,” Proceedings of 2016 ASEE Annual Conference and Exposition, New Orleans, LA, 2016. 2. Full, H. A. Bhatti, P. Jennings, R. Ruopp, T. Jafar, J. Matsui, M. Estrada, “Eyes toward tomorrow program enhancing collaboration, connections, and community using bioinspired design,” Integrative and Comparative Biology, vol. 61, no. 5, pp. 1966-1980, 2021. 3. M. E. Helms, H. Ehsan, E. Kim, R. Moore, M. Alemdar, C. J. Cappelli, J. Rose, M. Weissburg, “Getting beyond the hairy house: Using structure-function-mechanism to advance biologically inspired design

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Lofton, University of Evansville

Tagged Divisions

Mechanical Engineering Division (MECH)

the effectiveness of simple prompts and modified prompts that provideadditional detail/constraint. Opportunities and challenges are also noted.MethodologyAs a first approach at integrating generative AI in the course design process, the instructorlimited themselves to Microsoft 365 Copilot, an AI-powered productivity tool that is availablewith a Microsoft account. The free version of the tool with enterprise-grade security, privacy, andcompliance, was accessed using the instructor’s university email address and Microsoft 365account. The version of Microsoft Copilot used to generate materials was based on GPT-4architecture. Additional features and upgrades may be accessed by purchasing the Pro version formore experienced users were not

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Varsha Kesavan, University of Alberta; Thomas Mekhaël, Ecole de Technologie Superieure; Animesh Paul, University of Georgia; Branislav RADELJIC, Aula Fellowship for AI Science, Tech, and Policy; Sara Kodeiri; Sreyoshi Bhaduri, Private Corporation

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

actions and decisions. It goes beyond merecompliance with rules to consider what is morally right or good. In the field of engineer-ing, for example, an ethical decision might involve prioritizing public safety even if it meansexceeding minimal compliance requirements. In summary, compliance focuses on adherenceto external rules, while ethics encompasses the internal principles of right and wrong thatinfluence choices and actions beyond legal obligations (21). In the field of engineering education, compliance is present throughout the curriculum, asit ensures that future engineers learn to adhere to the standards and regulations that governtheir practice. By integrating compliance into training, it ensures that engineers will knowand respect

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Elaine Ott-Monsivais, University of Illinois at Urbana - Champaign; Joe Muskin, University of Illinois Urbana-Champaign

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

decisions.Evaluations of this curriculum unit have been extremely favorable, with over 80% of 200+participants reporting a significant increase in engineering interest and 95% reporting at leastsome increase.Curriculum Unit Overview Introduction: How does an SLA 3D Printer work? (3 hours) Students familiarize themselves with the SLA 3D printing process and work with a partner to print a part using the provided SLA printer. Activity: 3D Print with the SLA 1.0 Printer. Scan to access the full curriculumArduino Programming and Circuit

Conference Session

Engineering Management Pedagogy: Teaching for Real-World Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kumar Yelamarthi, Tennessee Technological University; Mazen I. Hussein, Tennessee Technological University; Elizabeth A. Powell, Tennessee Technological University

Tagged Divisions

Engineering Management Division (EMD)

Paper ID #46145Streamlining an Engineering Summer Camp with Engineering Managementand Operational MethodologiesDr. Kumar Yelamarthi, Tennessee Technological University Kumar Yelamarthi received his Ph.D. and M.S degree from Wright State University in 2008 and 2004, and B.E. from University of Madras, India in 2000. He is currently the Associate Dean and Professor in the College of Engineering at Tennessee Tech University. In the past, he served as the Director for School of Engineering and Technology, and Professor of Electrical & Computer Engineering and at Central Michigan University (CMU). He served as the chair for

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rujun Gao, Texas A&M University; Hillary E. Merzdorf, Cornell University; Xiaosu Guo, University of Texas at Dallas; Sami Melhem, Texas A&M University; Kristi J. Shryock, Texas A&M University; Arun R Srinivasa, Texas A&M University

Tagged Divisions

Mechanical Engineering Division (MECH)

generative capabilities ofLLMs to produce questions that are “similar to” the concept inventory questions and use this tohelp deepen student insights.Implications for pedagogy: Given these considerations, a two-pronged strategy can be implemented to channel thepotential of AI in education, while addressing ethical issues related to cheating and underminingthe learning process. Converting real-world situations into idealized images and then reasoningwith them is a critical part of the mechanical engineering curriculum. Given that LLMs arecurrently unreliable for these tasks, instructors can pose more of these questions, havingconfidence that the students may not be able to use an LLM to answer them. Even if an LLM isable to carry this out in

Conference Session

ERM Technical Session: Improving Assessment in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sama Ghoreyshi, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

aerospace engineering course at an R1 institutiontransitioning to integrate PBL into its curriculum. Specifically, this paper presents the assessmentframework that emerged from analyzing students’ constructed artifacts during the PBL experience.Through development of the assessment framework this study sought to address the followingresearch question: How can instructors assess the problem-solving process within the product inproblem-based learning (PBL) environments in engineering context?To address our research question, we detail the methodology used to analyze and code studentartifacts from an ongoing PBL implementation project, leading to an assessment framework widelyapplicable in engineering. We illustrate the application of the framework

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - GenAI in ethics education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bernd Steffensen, University of Applied Sciences Darmstadt/European University of Technology; Bettina von Römer, University of Applied Sciences Darmstadt

Tagged Divisions

Engineering Ethics Division (ETHICS)

description of the course in the official course catalog of the university. The course is or-ganized in such a way that the one-day seminar is held on a Saturday in the sixth or seventhweek of the semester. The case study is organized as an integral part of this Saturday, with atime slot scheduled from 9:00 a.m. to 4:00 p.m. This extended time span allows for a differentdidactic approach and the detailed treatment of a comprehensive topic.3.1. Part one: The Morning Session – Warm up and the PPPTo start the seminar and get some movement and attention of the group the day starts after ashort welcome with a group activation of a “living statistic”. This activation includes 10 ques-tions that can be answered with simple answer categories. It is about

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Trevor McChesney, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Kelly Tatone, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

four-point Likert-type frequency response options were provided ranging from “Never”, to“Sometimes”, to “Often”, to “Always”. These responses were graded numerically 1-4(respectively). In the inclusive practices domain, there were also two item sets. The first item setused the stem “How willing are you to include an activity in your classes that”. An example itemis: “Increases social belonging for all students?”. The second set used the stem: “How willing areyou to” followed by items like: “Incorporate something new in your classes, given theconstraints of your curriculum?” Response options for these item sets included “Not at all,”“Slightly,” “Very,” and “Extremely” which were coded 1-4 respectively. In the equity practiceself-efficacy domain

Conference Session

ENT-4: Experiential Approaches to Developing Entrepreneurial Mindsets in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie G Wettstein, Montana State University - Bozeman

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

cultivate an EM in engineeringeducation by promoting the three Cs. These approaches engage students in active learning byproviding partial information and foster independent problem-solving, require teamwork tointegrate knowledge, and provide deeper connections to real-world applications. Studies haveshown that jigsaw methods, whether applied in digital communication systems,[7] biomedicalengineering,[8] or online game-based learning,[9] enhance engagement, critical thinking, andcreative problem-solving. Santiago and Guo[7] applied the KEEN EM framework to a digitalcommunication systems course using jigsaw activities that were integrated into learningmodules, requiring students to research emerging topics such as the Internet of Things

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gayle E. Ermer, Calvin University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

programs since 2006.This project involves an examination of the landscape of accredited engineering programs thatare described as general or inter/multi-disciplinary. Periodic analysis and comparison of trends inthe number of programs that focus on providing breadth relative to disciplinary program depthhelps to identify patterns within engineering education. General programs exist for a variety ofreasons. Some prioritize flexibility for students, others the integration of one or more topics (e.g.mechatronics), and others the development of truly interdisciplinary skill sets in students. Someinstitutions might also use a general program to incubate curricula for later transition totraditional disciplinary programs. Previous papers have classified

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

clear that this kindof thinking contributed to his advocacy of cooperative courses.His analysis of the curriculum into discrete and isolated courses that allowed of nointerconnection led him to the same view (exhibit 3). A generation later Richard Culver inseveral papers at ASEE conferences was pointing out that the same defect could be remediedby a course design based on Perry’s model of intellectual development [15].Mann understood that a curriculum that met his various requirements would be difficult todesign but he considered that four types of work would be included in such a curriculum.These were 1. An integrated industrial experience which he thought should begin at thebeginning of the freshmen year (a finding supported by research in

Conference Session

Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexis Daniels, The Johns Hopkins University; Michael L Falk, The Johns Hopkins University; Rachel E Durham, Notre Dame of Maryland University; Alisha Nicole Sparks, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Margo K Williams, The Johns Hopkins University; Karen Watkins-Lewis, Morgan State University; Emily J Yanisko, American University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

includes four sections: an‘intro’ session; a ‘play’ session in which students experiment with materials; a ‘learn’ session inwhich students review and practice relevant algebra standards; and a ‘build’ component, inwhich students build a design using algebra skills, following the Engineering Design Process[20]. Example mission topics are technical rescue, machine learning, soundproofing, businessoptimization, and urban heat islands. The course was conceptualized as an Algebra I applicationscourse; each mission integrated relevant Algebra I standards (refer to Appendix A) and built onthe Engineering Design Process (Ask, Research, Imagine, Plan, Create, Test, Reflect, andImprove). Moreover, the course functioned as a survey course to engineering

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #46475Can I Be An Engineer? Factors Influencing Women’s Decisions to PursueUndergraduate Engineering Studies in Lebanon (Fundamental)Rasha Malaeb, American University of Beirut Rasha Malaeb (she/her) is a Computer and Computer Engineering student at the American University of Beirut. She is a research assistant and event coordinator at the Pipeline and Mentorship Initiative at the American University of Beirut where she works on student support-projects as the Peer2Peer Mentorship . Rasha is an applicant of the Women Leader’s in Engineering Full Scholarship and her research is focused on enhancing women’s

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Laura E. Ray, Dartmouth College; Scott Pauls, Dartmouth College

Tagged Topics

NSF Grantees Poster Session

programming, datavisualization, and curriculum development allow interns to apply their knowledge in practical,transferable ways. Student C remarks, “I learned Python for the first time, which was an excitingaddition to my skill set,” while Student B notes, “I gained exposure to many different aspects ofdata science, which broadened my understanding of its applications.” Student D, who adaptedmodules for healthcare contexts, shares, “I reinforced my personal interest in data science andlearned to use data tools effectively.” Survey results further illustrate this growth, withconfidence in technical skills such as data visualization rising from a mean of 3.5 to 4.2. Theseexperiences highlight DIFUSE’s emphasis on applied learning, enabling interns to

Conference Session

Aerospace Division (AERO) Technical Session 4 - Teaching Methodology

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Kuester, University of Mary Hardin-Baylor; Maria Smith, University of Mary Hardin-Baylor

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

social andhistorical context [8], and narratives can help learners form complex connections betweentechnical and non-technical content. For example: Halada and Khost [9] used narrative shortstories and case studies to encourage student reflection on the interactions between engineering,technology and society. Finally, narratives put humans at the center of the story, instead oftechnical content. Stolk and Martello [10] showed that integrating a human-centered approachinto their course project increased student motivation and encouraged higher use of criticalthinking. All of this supports ABET student outcome #4: “an ability to recognize ethical andprofessional responsibilities in engineering situations and make informed judgments, which

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kim L Paige, Georgia Institute of Technology; Bianca Bernada Chuma, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

and science disciplines. The use of critical incident analysis, as employed in thePALs-RISE program, provides a structured approach for peer leaders to engage in reflectivepractice [25,26]). By analyzing specific events and their own responses, peer leaders can gaindeeper insights into their leadership behaviors, the impact of their actions, and areas forimprovement [25]). The critical incident analysis process fosters self-discovery, criticalreflection, and community building among peer leaders [19,26].Future WorkThis Work in Progress (WIP) paper provides an exploratory process to integrate a researchcomponent, Researching Inclusive Student Engagement (RISE), to an existing Peer AdvisingLeaders (PALs) program. In the program, peer leaders

Conference Session

Sustainability and Social Responsibility

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Marie Padros, Rowan University; Marcella McMahon, Rowan University; Barnabas Gao, Rowan University; Brendan Weil, Rowan University; Robert P. Hesketh, Rowan University; C. Stewart Slater, Rowan University; Kirti M Yenkie, Rowan University

Tagged Divisions

Chemical Engineering Division (ChED)

activity was designed as a part of an outreach program during the summer of 2024 to exposeK-12 students to engineering concepts. This activity is designed to bridge this educational gap,targeting middle and high school students who are developmentally ready to grasp theinterconnected concepts of energy use, waste generation, and sustainability. However, this activitycould be easily adjusted to target students of a younger age as well. The targeted age groups areparticularly suited for this activity, as they are beginning to explore more complex systems andenvironmental issues in their science education. According to the current science curriculum forthe state of New Jersey, the activity already aligns with the goals to emphasize systems

Conference Session

First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corrie Walton-Macaulay, Pacific University; Bailey A Weber, Pacific University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

process, implementation strategies, student‬ ‭outcomes, and assessments. Specifically, it examines how collaborative learning supported the‬ ‭achievement of both engineering and first year community-based learning objectives. Both direct‬ ‭and indirect assessments performed indicated students believed they contributed to their‬ ‭community, Pacific University, and progressed in educational development and personal growth.‬ ‭This paper provides valuable insights for educators seeking to integrate interdisciplinary and‬ ‭community-engaged approaches into their engineering curricula.‬‭Introduction‬I‭ n 2023, Pacific University (PU) started an Engineering-Physics program

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alex Gonce, Texas A&M University; Abigail Tran, Texas A&M University; Advay Bhattacharya, Texas A&M University; Meet Mahesh Gamdha, Texas A&M University; Michael S Rugh, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

increase their presence in standardized curriculum.This type of tool is primarily seen in K-8 environments, decreases utilization in high schoolsettings, and becomes even more scarce when reaching higher curriculum. Primary schoolstudents (includes middle school) benefit most with results significantly better than secondaryand higher educated students (Wang et al., 2022). Compared to paper-and-pencil activities, theuse of an EVG has higher overall engagement and higher behavioral and emotional engagementfrom students (Chang et al., 2016). Despite this, an observable, gradual increase is occurring inall three educational pools due to their specialized potential for augmenting and supportingclassroom engagement. Our definition for EVGs will be

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); MaeRianna Artang, Purdue Engineering Education; Lauren Elizabeth Graves, Indiana University - Purdue University in Indianapolis; Iori Honzawa; Jennifer Deboer, Purdue University – West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

a Localized Engineering in Displacement (LED) ProgramAbstractThis work-in-progress paper explores how queer youth experiencing housing insecurity navigateidentity and agency through participation in an alternative engineering education program calledLocalized Engineering in Displacement (LED). This study stems from a three-year Design-BasedResearch (DBR) initiative that developed the LED curriculum, integrating community-drivenproblem-solving, digital tools, and microelectronics to empower LGBTQIA+ youth experiencinghousing insecurity. Drawing on Holland et al.'s [1] theory of figured worlds, we investigate howthe LED program creates a space where queer identities are not only welcomed but also informengineering engagement. Using semi