Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign

Tagged Divisions

Faculty Development Division (FDD)

built through the CAE exercise also opened channels for supporting one another andcollaborating on future projects addressing how to overcome the challenges that emerged withthe major themes. For instance, the challenge to better address student needs from the equitableinstruction theme inspired some of the CoP members to teach reflective learning practices tostudents through focus groups. Others are entertaining the idea of peer observation andevaluation protocols specifically addressing equitable teaching practices.Moving forward, this research study invites the need to examine each of the three themes thatemerged from the collaborative autoethnography in depth, especially considering the relatedsub-themes more closely in practice (Table 3

Conference Session

Sustainability and Social Responsibility

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Heather Phillips, University of Pittsburgh; Joanne Kay Beckwith, Carnegie Mellon University

Tagged Divisions

Chemical Engineering Division (ChED)

ofcontextualization to build foundational skills and indicate real-world relevance.II.​ ContextualizationPORPs aim to improve first-year student engagement by using faculty research slides tocontextualize recitation problems. Contextualization in engineering education links technicalcontent to real-world applications, helping students grasp abstract concepts while emphasizingengineering’s societal impact [17], [18]. This approach fosters technical competence andinformed decision-making in global, economic, environmental, and social contexts [18], [19].Engineering curricula often achieve this through case studies, industry examples, andinterdisciplinary projects, which highlight the connection between technical knowledge andreal-world challenges [20].While

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Wood, University of Michigan; Berenice Alejandra Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Amber N Williams, University of Michigan; Lu Zhou, Tsinghua University; Lisa R. Lattuca, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

principle, we cite supporting literature andfindings from our interviews with equity-oriented engineering instructors, and we provideillustrative examples of implementation in a variety of course contexts. We also highlight theinteractions of curriculum and instruction across principles. Before describing our principles of equity-centered engineering curriculum andinstruction, we provide a project overview and description of our development process.Describing our development process involves information on how we identified relevantsupporting literature for the principles and gathered examples of how to enact the principles fromengineering instructors. Following that overview, we present the six principles, including thesupporting literature

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yun-Han Weng, The Ohio State University; Emily T Creamer, The Ohio State University; Jeffrey M. Bielicki, The Ohio State University; Matthew Judkins Mayhew, The Ohio State University

Tagged Divisions

Graduate Studies Division (GSD)

experience enhances their analytical and collaborative skills, preparing them for thedemands of the program. The Graduate Interdisciplinary Specialization (GIS) in Data-DrivenSustainable Energy Systems is the curricular component of the program. Consisting of sixcourses, the GIS includes a foundational sustainable energy course, a capstone on energyinnovation, and four elective courses selected from five thematic areas: (1) energy systemmodeling; (2) information systems; (3) energy policy, regulation, and economics; (4) energy-business modeling; and (5) energy technologies, components, and subsystems. The GIS allowstrainees to tailor their learning to align with their research interests and professional goals.2Beyond coursework, trainees participate