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)

Applications 11. Making and Microcontrollers (projects)* 12. Mobile Application Development (projects)* 13. Game Development with Unity and C# (projects)* 14. CS Teacher Certification Test PreparationSummer Institute with Youth Code Jam. CS4SA began with a three-week Summer Institute,where teachers were introduced to foundational CS topics, lessons, and culturally responsivepedagogy, alongside learning fundamental Java programming concepts using BlueJ, abeginner-friendly development environment [21]. Teachers engaged with the modules, completedprogramming exercises, discussed broadening participation in CS, and planned classroomactivities. As shown in Figure 3, one of the early exercises in the Data Structures (with BlueJ)module involved

Conference Session

Design in Engineering Education Division (DEED) - Emerging and Sustainable Design Practices

Collection

2025 ASEE Annual Conference & Exposition

Authors

Russell K. Marzette Jr., The Ohio State University; Bhavana Kotla, The Ohio State University; Cal King, The Ohio State University

Tagged Divisions

Design in Engineering Education Division (DEED)

reach, adoption, and long-term on this? Did you get any feedback value. effects. from your target audience about your proposed solution? Navigating challenges This might include teams that chose Name one thing you struggled with Testing ideas, recognizing barriers or a crucial pivot in their project due to or that didn't work at all. How did failures as important feedback a gap in knowledge or teams that you pivot your plan from there? moments, and pivoting accordingly. made changes to their project after How did you test

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)

outcomes, it was clear that, in order to address the college and universitygoals, there was a pressing need to engage with our program’s externalstakeholders—particularly the degree-granting departments in the college—to ensure strongalignment between updated GE learning outcomes and the curricular plans of the otherengineering departments.In response to the identified communication gap, DEE hosted a four-hour forum near the end ofthe Spring 2024 semester with representatives from all degree-granting departments within theCOE. The forum focused on the purpose and aims of the GE program and its alignment with theexpectations and needs of the degree-granting engineering departments. The Department Head(DH) of DEE tasked the Undergraduate Committee

Conference Session

Empowering Pre-College Students through AI and Computer Science: Standards, Self-Efficacy, and Social Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

S. Shailja, Stanford University; Thomas John Williams, University of California Merced; Ayush Pandey, University of California Merced

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

were taught in the course.Two surveys were conducted as part of the regular course instruction for continuous improvement.These surveys used a 5-point Likert scale to assess students’ outlook, career readiness, role models,comprehension of AI, programming usage, and the importance of math and calculus. The questionsalso covered the participants’ current school level, prior experience with computer programming,their planned major in college, and career interests and preferences. From the onset of the programto the focus group (refer to the timeline of activities in Figure 1), two years have elapsed, makingthis a two-year impact study. To study the impact of the program on student self-efficacy andcollege readiness, we conducted focus group

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

PCK to investigate connectionsbetween teacher backgrounds, personal PCK (pPCK), the personalized professional knowledgeheld by teachers, and enacted PCK (ePCK), the knowledge teachers draw on to engage inpedagogical reasoning while planning, teaching, and reflecting on their practice. Observation,interview, and survey data were triangulated to develop narrative case summaries describingeach teacher’s PCK, which were then subjected to cross-case analysis to identify patterns andthemes across teachers.Findings describe how teachers’ backgrounds translated into diverse forms of pPCK thatinformed the pedagogical moves and decisions teachers made as they implemented thecurriculum (ePCK). Regardless of the previous subject taught (math, science, or

Conference Session

Harnessing AI and Collaborative Platforms to Personalize and Innovate K-12 STEM Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University at Buffalo, The State University of New York; Siddharthsinh B Jadeja, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Carolyn S Giroux, Wentworth Institute of Technology; Shanna R. Daly, University of Michigan; A Lynn Stephens

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

alsofollowed by reflection including an engineer notebook where students could reflect on theirexperience with front-end design. For example, for a lesson focused on idea generation activities,prompts in the engineer notebook included the question “What parts of today's lesson helped yougenerate ideas? What worked for you? What didn't work?”The curriculum employed a backwards design approach [15], planning each lesson to align withthe final summative assessment so that students build the necessary knowledge and skills tosucceed at this final performance task. The final assessment was a presentation and a writtenreflection in which students presented key design ideas generated during the series of lessons andevaluated these designs based on their

Conference Session

Manufacturing Division (MFG) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenton Blane Fillingim, Oak Ridge National Laboratory; Lauren Heinrich, Oak Ridge National Laboratory; Ashley Gannon, Oak Ridge National Lab; Thomas Feldhausen, Oak Ridge National Laboratory

Tagged Divisions

Manufacturing Division (MFG)

, under contract DE-AC05-00OR22725 withthe US Department of Energy (DOE). The US government retains and the publisher, by accepting the articlefor publication, acknowledges that the US government retains a nonexclusive, paid-up, irrevocable,worldwide license to publish or reproduce the published form of this manuscript, or allow others to doso, for US government purposes. DOE will provide public access to these results of federally sponsoredresearch in accordance with the DOE Public Access Plan (https://www.energy.gov/doe-public-access-plan). Integrating Computer-Aided Manufacturing Users with Directed Energy Deposition Guidelines Kenton Blane Fillingim1, Lauren Heinrich1, Ashley Gannon1, Thomas Feldhausen1,2

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Edoarda Corradi Dell'Acqua, Illinois Institute of Technology; Jamshid Mohammadi, Illinois Institute of Technology

Tagged Divisions

Architectural Engineering Division (ARCHE)

onengineering students' education. It provides examples of current classroom implementation and studentwork. Additionally, it discusses the methods the authors are planning to use to assess students'achievement of the learning objectives and the effectiveness of using AR/VR technology on enhancingspatial visualization skills.By using a Creative Commons License and making modules available beyond our campus community viathe LibreTexts portal, this work aims not only to benefit a broader student audience but also to encouragethe creation of additional content and research on this topic. 1. Introduction and literature reviewDeveloping the ability to interpret 2D views and visualize 3D objects in space is an essential skill forengineering students. It

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kimberly Stillmaker P.E., California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Feruza Amirkulova, San Jose State University; Sue Rosser, San Francisco State University; Lalita G Oka, California State University, Fresno; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Younghee Park; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett, Association of Public and Land-grant Universities

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

DEI in engineering has shifted from focusing on individuals’needs to prioritizing systemic and cultural changes [3]. Despite numerous initiatives and fundingopportunities, systemic change remains elusive, often hindered by entrenched barriers withininstitutional structures and cultures, and may face challenges in the execution andimplementation of planned interventions.To better understand the obstacles to systemic change, this case study examines theimplementation of a multi-campus systemic change initiative undertaken by four California StateUniversity campuses (Fresno State, Cal Poly SLO, San Jose State University (SJSU), and CalState LA) titled ‘Kindling Inter-university Networks for Diverse Engineering FacultyAdvancement (KIND) [4]. The

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)

approaches to complexinstructional challenges.While these traditional models provide valuable insights into the process of pedagogicaltransformation, they tend to assume a more normalized and planned approach to educationalchange. They often overlook the complex, context-dependent factors that influence teachingpractices. Contemporary research increasingly challenges these linear models, suggesting thateducational transformation is a more dynamic and iterative process influenced by individualagency, institutional structures, and broader contextual constraints.2.5 Intersection of Mentorship and Instructional PracticesReflection is a key mechanism in pedagogical development, particularly in STEM highereducation. Research shows that critical reflection

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; David R. Gutierrez, University of Virginia; Anh D. Chau, Florida Gulf Coast University; Marina Figueiredo Muller, Florida Gulf Coast University; Felipe Ossio, Pontificia Universidad Catolica de Chile

Tagged Divisions

Architectural Engineering Division (ARCHE)

Paper ID #46988Comparing Project-Based Learning (PBL) Approaches in BIM Education:Student-Identified vs. Industry-Provided ProjectsDr. Daniel Linares, Florida Gulf Coast University Daniel Linares is Assistant Professor at the Stock Development Department of Construction Management at Florida Gulf Coast University. He holds a Ph.D. in Environmental Design and Planning with an emphasis in Smart Construction and the Smart Built Environment, an M.Eng. in Computer Science with an emphasis in HCI, and an M.S. in Civil Engineering with an emphasis in Construction Engineering and Management, from Virginia Tech. His research

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Cornell University; Michaela Pollock, University College London; John Mitchell, University College London; Alexandra Werth, Cornell University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

)orientation/question to center the phenomenon of interest, 2) hypothesis generation of sharedchallenges and opportunities, 3) planning for change, 4) investigation into how planned activitieswill or do work in context, 5) analysis/interpretation, 6) evaluation of the implementation of theefforts, and 7) communication of effort and results with stakeholders and research community[9]. Orientation/question involves creating a shared understanding of the phenomenon of interestand posing questions of it. Hypothesis generation is the formulation of relations between theconstructs of interest based on the starting understandings. We did this step by presenting dataabout the topic of discussion to the group. This effort grounded the assembled team in

Conference Session

Continuing Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Daniel Azofeifa, Institute for the Future of Education, Tecnologico de Monterrey, Mexico; Valentina Rueda-Castro, Tecnologico de Monterrey (ITESM); Luis Jose Gonzalez-Gomez; Mario Zaragoza, Universidad Nacional Autonoma de Mexico-UNAM; Julieta Noguez; Patricia Caratozzolo, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

establishes a structured roadmap for future implementation and validation. Planned pilot testingand stakeholder feedback collection will assess the framework’s effectiveness in improvingengagement, skill acquisition, and curriculum adaptability. Future research will explore itsscalability to other engineering disciplines, ensuring broad applicability beyond the INFOCOMMsector. This proposal lays the foundation for a data-driven, adaptive approach to lifelong learningin engineering education by providing a structured heuristic model for curriculum planning.IntroductionThe swift advancements in Industry 4.0 technologies and the advent of Industry 5.0 signify aprofound transformation in technological innovation and its application across diverse domains

Conference Session

ELOS Technical Session 2: Innovative Strategies for Fostering Deeper Learning in Engineering Laboratories

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter B Johnson, Imperial College London

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

) problem and make a and plan. Professionalism (5/80) Action plan Online One page outline of 10/80 submission plan when visiting the lab Lab session Lab activity, Make all - Mandatory but 3 hrs measurements not directly assessed. Report Online Detailed rubric 55/80 submission provided Feedback Online

Conference Session

Mechanics Division (MECHS) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kapil Gangwar, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

Customized Fixtures Lab Module UTM Thermal Stress in Hot plate or Thermocouples, Dial 6 Bimetallic Strips In Process Oven Gauges Lab ModuleBased on our findings and plans to develop these lab modules for SO6 assessment, we havecreated a brief description of each module in the following sections. Instructors are encouragedto use or disregard any part of it to implement these modules at their institution.2.1.1 Stress Concentration Analysis Around a Circular Hole (In Process)Objective: To investigate the effect of stress concentration around

Conference Session

Mechanical Engineering Division (MECH) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean Stephen Tolman, Utah Valley University; Matthew J Jensen, Utah Valley University; Israd Hakim Jaafar, Utah Valley University; Amanda Bordelon, Utah Valley University; Bennington J Willardson, Utah Valley University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

progressof the CAM project in each of these areas during the first year.Scholarship AwardsThe CAM project planned to award scholarships to 12 students for the first year’s cohort. Theprocess for awarding the scholarships is outlined in a previous paper [1]. However, there wereseveral challenges which affected the number of scholarships that were awarded. The firstchallenge was the funding date for the grant. Officially funded in February of 2024, the projectteam faced an accelerated timeline of posting the scholarship in the University financial aidsystem as well as being able to advertise the scholarship to new, incoming students. To advertisethe scholarship, a website was created as well as flyers, posters and digital signage on campusthat

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee Prymus, University of Pittsburgh; Irene B. Mena, University of Pittsburgh

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

bothclasses address multiple outcomes, they partner together especially to address Student Outcome#5: “an ability to function effectively on a team whose members together provide leadership,create a collaborative and inclusive environment, establish goals, plan tasks, and meetobjectives” [1]. Professional engineers work in teams on a regular basis, and ABET recognizesthat teamwork is an essential component of engineering education.Teamwork skills, however, are notoriously difficult to both acquire and teach [2]. Many studentsdetest mandatory teamwork in class, noting instances when they have had to do “all” of thework. Many teachers also decry assigning teamwork in the classroom, generally because of thestudent complaints. Within ASEE, Felder and

Conference Session

Student Services & Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maya Denton, The University of Oklahoma; Dominique Pittenger

Tagged Divisions

Civil Engineering Division (CIVIL)

?We interviewed 10 civil engineering undergraduate students and recent alumni during the Spring2022 semester (five graduated in December 2021 and the other five planned to graduate in May2022). Three women and seven men participated in the interviews, which took place at aninstitution highly ranked in civil engineering. The interviews focused on participants’ experiencewith the job search, including submission of job applications, attendance at the career fair, andparticipation in interviews with recruiters. We conducted several rounds of qualitative coding,using thematic analysis. Initial findings indicate different types of barriers, including difficultiesadvancing through certain stages of the process. Discipline-specific barriers include

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Breigh Nonte Roszelle, University of Denver

Tagged Divisions

First-Year Programs Division (FPD)

including the problemstatement, goals and requirements, conceptual designs, design matrix, and a plan for building andtesting a design prototype. During the presentation groups received feedback on their work so farand were given suggestions to help them be successful as they completed the final steps.Once they had received feedback, students began to finalize their designs and started buildingprototypes for testing. Groups were encouraged to start with low-fidelity prototypes andprovided with basic materials such as cardboard, paper, tape, and playdoh. As they moved intomore high-fidelity prototypes students were also provided access to the Innovation Labs whichincludes tools such as 3D printers, laser cutters, sewing machines, and the wood

Conference Session

Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways

Collection

2025 ASEE Annual Conference & Exposition

Authors

Heidi G. Loshbaugh, University of Colorado Boulder; Chris Anderson, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Janet Yowell, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

, our state ranked 49th in the U.S. forhigher education funding [32]. Thirty of 64 counties in our state are described as “educationaldeserts,” and only 49.9% of high school graduates enter post-secondary education—compared tothe national average of 61.8% [34],[35]. The state’s economy is relatively resilient and growing,but its workforce is supplied by inward migration of talent from other states [32]. The state’s2017 higher education master plan sets targets including to increase credential completion,improve student success, and invest in affordability and innovation [38]. This context frames ourwork on improving transfer into our engineering college.Of in-state students who matriculate, many begin in a community college. Only 14.1

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gouri Vinod, Cornell University; Allison Godwin, Cornell University; Trevor Franklin, University of Colorado Boulder

Tagged Divisions

Graduate Studies Division (GSD)

ongoing formation of their researcher identities.GRG Workforce Development ContextWithin the GRG, IBM theory underpins the workforce development plan and is a normal part ofhow all outreach and professional development activities for graduate students are structured. Theconcept of Action Readiness within IBM theory highlights how students in the GRG areencouraged to engage in interdisciplinary research that helps develop their personal and careergoals. Dynamic Construction is also highlighted, as students are encouraged to take the lead onprojects, transitioning from participants to leaders in their research. Additionally, they are guidedon projects through mentor feedback and peer collaboration through weekly meetings, fostering asupportive

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Ann Rockett, Clemson University ; D. Matthew Boyer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

of neurodivergence and a desire to prioritize it in theirlives.The interview results were then analyzed and classified into question categories to help finalizethe results and gather the proper data. Potential limitations to this study were the distribution ofthe primary survey among the university population. The survey was distributed to clubs andorganizations on campus, including honors societies, athletic groups, and additional class andresidential hall groups. To achieve a more significant faculty, staff, and administrationpopulation, we plan to distribute the survey institutionally to increase that specific demographicof participants. Additionally, the interview questions limited the interviewee to theirimplementation of knowledge

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holli Finnell, Missouri University of Science and Technology; Alexander Douglas, Missouri University of Science and Technology

Tagged Divisions

First-Year Programs Division (FPD)

Experimental Mine, the course uses active learning techniques and hands-on lab experiences. Student organizations such as the Mine Rescue Team and Mucking Teamprovide practical experience while introducing students to extra-curricular opportunities. Thecourse redesign demonstrates an enhanced first-year student experience measured by engagementand readiness for academia and industry. This paper will outline the course’s development, studentfeedback, and plans for further refinement.IntroductionMining is crucial to meet the global demand for mineral resources. Thus, introductory miningengineering courses are essential in preparing first-year students with the necessary skillset to besuccessful in their future courses, internships, and careers. The

Conference Session

Engineering Libraries Division (ELD) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Seth Vuletich, Colorado School of Mines; Brianna B Buljung, Colorado School of Mines; Adeline Greene, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

identifiedthemes that libraries can use to contribute to the academic success of students with disabilities.Results –We evaluated the composition of the dataset, determining the most highly cited authorsand publications related to this topic. We also used theme analyses to identify terms that haveincreased or decreased in usage over time. The results can also provide insights into futureresearch directions related to the transition to higher education for students with disabilities.Conclusions – Our analysis yielded several insights for librarians in higher education, includingfocus on universal design in both instruction planning and space allocation, opportunities foroutreach and engagement with campus entities supporting students with disabilities, and

Conference Session

Graduate College Industry Partnerships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reem Khojah, University of California, San Diego; Alyssa Catherine Taylor, University of California San Diego

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

operations. -​ This helps identify which skills are considered critical, important, or supplementary.Barriers and Challenges: -​ Open-ended questions allow respondents to highlight any challenges they face in adopting AI tools or training employees. This includes identifying bottlenecks in implementation, skill gaps, or the need for ethical considerations and regulatory compliance.Biodigital Twin Adoption and Potential:​Participants are asked about their familiarity with biodigital twins and whether their organizationis actively exploring or implementing such models. Questions are designed to understand: -​ Current or Planned Applications of Biodigital Twins:​ How biodigital twins, enhanced by AI and GenAI

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; April Dukes, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh

Tagged Divisions

Graduate Studies Division (GSD)

begins with students establishing Instructional Goals, where students and faculty collaborate todevelop Individual Development Plans (IDPs) using tools like the CliftonStrengths [6] and myIDP [7]platform by the American Association for the Advancement of Science (AAAS). The students’instructional goals are designed to align modular curricula with both short and long-term careeraspirations. To create a dynamic Task Environment, the model replaces traditional three-credit courseswith single-credit modules, offering students the flexibility to customize their education and lowering thefaculty's barrier to adapting course content to emerging trends. Additionally, the inclusion of ProfessionalDevelopment Streams tailored to industry, academia, and

Conference Session

Effective Teaching Potpourri

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Gao, Smith College; Glenn W Ellis, Smith College; Amy Azogue Irigoyen, Smith College; Chon-sa Cardona, Smith College

Tagged Divisions

Civil Engineering Division (CIVIL)

led by real-world engineers. Given that women aremore likely than men to leave engineering due to a lack of engagement, this study also attemptsto make the field more inclusive by showcasing diverse perspectives and experiences.Throughthese videos, students virtually visit construction sites and later test soils collected from the sites.An assessment plan will be implemented to measure the impact on engagement and students’ability to apply their understanding in near and far transfer.IntroductionEngineering courses typically focus on covering content while omitting the stories andmeta-narratives that bring meaning and coherence to a subject. Such an approach not only missesan opportunity to generate the student engagement needed for deep

Conference Session

DSAI Technical Session 8: Learning Analytics and Data-Driven Instruction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chuhao Wu, Pennsylvania State University; Sarah Zipf, Pennsylvania State University; Na Li, Penn State University; David Benjamin Hellar, The Pennsylvania State University

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

’ online activity increased on days with a planned activity (asindicated by NSSE codes) than on days without a planned activity. The differences aresignificant as suggested by the ANOVA test (𝐹(3,387) = 33.31, 𝑝 < .001, 𝜂𝐺2 = .21). Forexample, Figure 2 shows noticeable spikes on Nov 7, 2022, and Nov 6, 2023, in the onlineactivity. These spikes are associated with collaborative learning but potentially also with theexams scheduled for four days later. The difference in average activity levels between differentNSSE codes is not significant. Higher-Order Learning Quantitative Reasoning ICAs NSSE ICAs NSSE

Conference Session

Computing and Information Technology Division (CIT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hyeree Cho, Purdue Polytechnic Institute, Purdue University – West Lafayette; Woongbin Park, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

careers. Meanwhile, Lehman et al. [6] highlighted the underrepresentation of women in CSand explored the backgrounds of female students who chose this major. Their study showed thatfemale computer science majors had lower high school grades, but higher SAT verbal scorescompared to female students in other STEM fields. Additionally, these women often valuedthemselves lower on their academic and leadership abilities and struggled with deciding in clearcareer plans. Research on promoting computer science as a major has frequently explored whattypes of students choose to major in the field. On the other hand, there has been limited exploration into the backgrounds ofinternational students who pursue computer-related majors in the U.S. Zheng

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Shawanee' Patrick, The Ohio State University; Winifred Opoku, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

scholars being positioned as the first and/oronly faculty of their demographic in their engineering departments; historical resistance in thecollege to open conversations about issues of race; and a culture steeped in stereotypical ways ofworking (e.g., male-dominated and predominantly white). Culpepper et al. (2021) note similar structural barriers and institutional challenges thatoften impede the success of many postdoctoral conversion programs, too. Structural issues inFaculty Development Divisionthese programs include racial biases, unwelcoming environments, and limited definitions andconceptions of excellence. Institutional challenges might involve ambiguous plans about thepostdoc-to-faculty conversion process and inadequate mentoring