Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Udeme Idem, Purdue University at West Lafayette (COE); Senay Purzer, Purdue University at West Lafayette (PWL) (COE); Jason Morphew, Purdue University at West Lafayette (PPI)

Tagged Divisions

First-Year Programs Division (FPD)

, active learning. Three scholarlydatabases (Compendex, Scopus, and Inspec) provided the data for this analysis. We identifiedarticles that discuss how academic institutions have incorporated microelectronics andmicrocontrollers into first-year and sophomore curricula. Additionally, we identified theassessment methods and metrics these efforts have utilized to measure the efficacy of thecurricular efforts, such as learning, motivation, and retention. The search process resulted in twohundred and sixty-nine (269) papers. Thirty-two (32) provided applicable data regarding theinstruction of microelectronics and microcontrollers in first-year and sophomore undergraduateengineering curricula. The results suggest specific ways that microelectronics

Conference Session

Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fiona C. Zoutendyk, Worcester Polytechnic Institute; Kimberly LeChasseur, Worcester Polytechnic Institute

Tagged Divisions

Design in Engineering Education Division (DEED)

you areasked to solve,” “developing a logical argument to defend a proposed solution”) using a five-point scale from “no gains” to “great gains.” The survey also asks students how much specificaspects of the class helped their learning (eg, attending lecture), allowing us to isolate studentexperiences of the new tool in user testing.The SALG has been used by more than 22,000 instructors to assess nearly half a million studentsand has been validated as a measure of active learning, content mastery, and self-efficacy in thecontext of undergraduate mechanical engineering courses [29]. For this application to systemsthinking, which we believe is novel, we customized questions using the student learningobjectives for the course, as is customary

Conference Session

Preparing Future Chemical Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sourojeet Chakraborty Ph.D., EIT, Johns Hopkins University; Daniela Galatro, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

development of interpersonal skills towards Industry 5.0. Cogent Education, 11(1),2375184.[25] Joko, J., Putra, A. A. P., & Isnawan, B. H. (2023). Implementation of IoT-Based Human Machine Interface-Learning Media and Problem-Based Learning to Increase Students' Abilities, Skills, and Innovative Behaviors ofIndustry 4.0 and Society 5.0. TEM Journal, 12(1).[26] Karagül, A., & Kinay, İ. (2024). Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-ServiceTeachers: A Validity and Reliability Study. Cumhuriyet Uluslararası Eğitim Dergisi, 13(2), 527-542.[27] Keidanren (Japan Business Federation), "Toward realization of the new economy and society. Reform of theeconomy and society by the deepening of “Society 5.0”, 2016.[28] KOÇ

Conference Session

Student Services & Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Carnegie Mellon University; Kyle Nathan Winfree, Northern Arizona University; Corinna Marie Fleischmann P.E., United States Coast Guard Academy; Scott R Hamilton P.E., York College of Pennsylvania; Kaitlyn T Hanley P.E., New York University Tandon School of Engineering; Tanya Kunberger P.E., University of Pittsburgh at Johnstown; Monica Palomo P.E., California State Polytechnic University, Pomona; Jennifer Retherford P.E., The University of Tennessee, Knoxville; David A Saftner, University of Minnesota Duluth; Camilla M. Saviz P.E., University of the Pacific

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

” environment in engineering classrooms, much of which wasrelated to student-faculty interaction. Several studies through the 1990s and early 2000sevaluated the retention issues in engineering as related to interactions and experiences in theclassroom [9] [10]. Most students reported the learning environment as a significant reason forleaving engineering disciplines [11]. Findings from Vogt’s [12] research linked poor facultyinteractions to low retention rates among engineering students. Additionally, the study concludedthat negative experiences with faculty significantly impacted students' self-efficacy andconfidence. The results of negative rapport are consistently shown to be severe and should beconsidered detrimental to classroom engagement and

Conference Session

ENT-5: Pathways for Developing Entrepreneurial Skills Across Educational Levels

Collection

2025 ASEE Annual Conference & Exposition

Authors

Irene Reizman, Rose-Hulman Institute of Technology; Maysam Nezafati, Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech & Emory University; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Liping Liu, Lawrence Technological University; Mary Lauren Benton, Baylor University; Blake Everett Johnson, University of Illinois Urbana-Champaign; Mitchel Daniel, Rose-Hulman Institute of Technology; Jonathan Rylander, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

between thetwo groups. However, it was positive to see that the majority of the students who responded tothe follow-up survey continued their research, and those who did generated outputs that werevaluable to their own development, such as scholarships or awards, as well as the professionaldevelopment of their mentors, such as conference papers.Conclusions and future work:Research experiences support student skill development in a wide variety of areas, from researchplanning to data analysis to communication. However, mentors have limited time to spend withundergraduate mentees, and targeted training workshops have the potential to enhance studentskill development and self-efficacy during research experiences. By comparing an interventioncohort

Conference Session

Engineering Libraries Division (ELD) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Woods, University of Sheffield

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

have been published while Mercer et al.wrote their review, plus any published since then. Some older papers may also be includedwhere they provide useful context. The themes identified by Mercer et al. will be used as aframework for discussing the literature, along with the additional themes of measurement ofinformation literacy, and gender balance and differences.Student information behaviour mirrors that of professional engineersHistorically, LIS research into the information behaviour of engineering students has castthem into a deficit role, identifying their behaviours as inadequate when compared toinformation literacy standards [18]. Madden et al. [19] take a different view, arguing thatstudents with a preference for “hard” disciplines

Conference Session

New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

H. Schwab, The Ohio State University; Heidi A. Diefes-Dux, University of Nebraska - Lincoln; Anu Singh, The Ohio State University; Euclides Maluf, University of Nebraska - Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

particular focus on the VADERs project: Virtual/Augmented-reality Discipline Exploration Rotations. This initiative seeks to enhance self-efficacy, diversity awareness and engagement in engineering within the AEC (Architecture, Engineering, and Construction) curriculum by integrating immersive technologies into the learning experience. ©American Society for Engineering Education, 2025 Reflection for Development of Metacognitive Regulation Strategies: A Two-Year Implementation StudyAbstractEngineering students need to develop lifelong learning skills (ABET 7) so that they can be self-directed learners who employ metacognitive regulation strategies (MRSs, i.e., monitoring

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jina Wilde, The University of Texas at San Antonio; Michael Zawatski, The University of Texas at San Antonio; Darean Wilde, The University of Texas at San Antonio; Emiliano Beltran, The University of Texas at San Antonio; Amanda S. Fernandez, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

institutionalchange, leading some teachers to question the feasibility of long-term CS integration.To support teachers in their professional development, the program offered reimbursement for upto two attempts at the CS teacher certification exam, upon submission of receipts. One teacher,who taught business and math, successfully passed the exam after studying the program’smaterials and engaging with coding exercises. While passing the exam was a measurable success,many teachers explored and implemented engaging CS activities in their classrooms. Teachersintegrated CS concepts in various ways, such as through after-school clubs, free-time activities, orelective courses. Some used program resources to support projects like Unity game development,robotics, and

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

Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Daniel Newcomb, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

engineering majors and career opportunities, as well as comparing their major of interest to other similar engineering majors ●​ Developing academic plans of study which map out their course and degree requirements through graduation ●​ Assisting with a student’s transition from high school to college and helping students build academic self-efficacy to assume more responsibility for their undergraduate education prior to entering a majorApplication of Theory of Change: Forum DesignForum ParticipantsThe COE at Virginia Tech comprises 12 major-granting departments that collectively offer 14degree programs and 33 engineering majors. Reinholz and Andrews recommend that any theoryof change should begin with developing a working

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deniz Yaralioglu, University of California, Santa Cruz; Yuhui Wang, University of California, Santa Cruz; Kelly Lin, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

Tagged Divisions

First-Year Programs Division (FPD)

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicolas Ivanov, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Ferdinand Avikpe, University of Toronto; Ruonan Cao, University of Toronto; Derrick Lim, University of Toronto; Felicia Hope Mikrogianakis, OISE, University of Toronto; Kimberly Meredith Seaman, University of Toronto; Dawn M Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

time on one specific topic. Whereas when they're with me in a classroom, it might be 15 minutes, half an hour, maybe up to the 75 minutes, but then we're on to the next thing and because the Discovery program problem extends over an entire day, over a couple of months, they have a chance to really think deeply about the problem and engage deeply with each other. (Jeff)The benefits of iterative learning in STEM have been previously reported elsewhere: studentsreported significantly higher self-efficacy when engaged in semester-long, challenging pre-engineering experiences over shorter STEM programs such as single-day workshops or fieldtrips [26]. Similarly, students participating in Discovery continually work on

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

]. Moreover,students with mental and physical disabilities are more likely to report incidents of socialmarginalization and devaluation of professional capabilities [10]. Lezotte et al. explored the“otherness” experienced by students with disabilities and its impact on their sense of self-efficacy, belonging, and engagement in engineering [7].In comparison to the growing bodies of research reporting the experiences of other minoritygroups in engineering, such as gender and race minorities, research pertaining to the experiencesof people with disabilities remains relatively limited [10], [11]. Spingola reported a persistinggap in exploring the intersection of disability experiences and engineering education in ASEEproceedings [12]. Over the past