Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allison Antink-Meyer, Illinois State University; Matt Aldeman, Illinois State University; Jeritt Williams, Illinois State University; Jin Ho Jo

Tagged Topics

Diversity, NSF Grantees Poster Session

we leveraged that asset too through theincorporation of block coding in most activities. This blending of basic coding skills and theapplication of those skills to renewable energy related problems and phenomena also made theprogram accessible to students and reflective of some knowledge and skills they had alreadydeveloped.The design of the curriculum and program was influenced by Bronfenbrenner’s EcologicalSystems Theory [1]. Darling [2] describes three domains of this theory, one of which directlyunderlies our work. “[D]ifferent environments will have different affordances and will beresponded to in different ways by different individuals…one will find ecological niches in whichdistinct processes and outcomes will be observed” (p. 204

Conference Session

Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria L Espino, University of California, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

students’ lived experiences but critically engages them in questioningand transforming societal structures. Within the context of this study, CRP encourages studentsto reflect on their roles and potential as members of the STEM community, while also critiquingthe social, cultural, and economic barriers that may impede their success. It positions students asactive agents in their educational journey, with the power to make informed decisions about theiracademic paths and career trajectories. By acknowledging and addressing these broader societaldynamics, CRP advocates for a pedagogy that is deeply connected to the identities and livedrealities of students, which is vital in cultivating an equitable STEM workforce.Community Cultural WealthCommunity

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Dita Puspita Sari, Shibaura Institute of Technology; Gabriele Trovato; Eiji Kamioka; Darminto Darminto, ITS Surabaya

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

student cohorts now included undergraduates from Indonesia, Europe, andSouth America and from other Asian countries such as Thailand, China, and Taiwan,reflecting a more diverse and globally representative student body. The breakdown ofparticipants’ nationalities in each module was as follows: For non-COIL STEM modules, thestudent body at the Indonesian university consisted solely of Indonesian undergraduates,whereas participants in the STEM COILs were a mixture of ‘international’ students in Japan(attending in person) and Indonesian undergraduates attending online. Participants in thehistory modules (both COIL and non-COIL) were mainly from Europe and South America,partially from Asian countries such as Thailand, China and Taiwan attending from

Conference Session

Design in Engineering Education Division (DEED) - Embedding Industry in Design Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexa Ray Ronsairo Fernando, National University, Philippines

Tagged Divisions

Design in Engineering Education Division (DEED)

and current technologies or methods related to the problem. Design and Development Plan. This section details the design requirements, setting constraints and tradeoffs, and planning the solution and validation. Solve Design Results and Discussion. This part presents the outcomes of the solution development, validation through testing and evaluation, and reflection on challenges. Summary, Conclusion, and Recommendation. This section summarizes the project, draws conclusions, and provides recommendations based on the findings.3.4 Data AnalysisThe capstone design report was segmented according to the stages of CEP. Thematic

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Fay Booker, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College; Pat Burnett, Whatcom Community College; Eric Davishahl, Whatcom Community College; Anna Wolff, Whatcom Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

disciplines occurs in the latter half of the term when studentswrite the story of a site using the methods of a historian while simultaneously using newfoundmath and engineering skills to analyze the system and create a visual representation. We sharestudent feedback, reflections, and final assessment results demonstrating how skill acquisition inhistory, engineering, and mathematics can be woven together to foster connections betweenpeople and place while making the socially relevant connections crucial for students’ sense ofbelonging.The Historical Marker Project: IntroductionA historian, an engineer, and a mathematician designed a quarter-long Historical Marker Project(HMP) that integrates skills from all three disciplines by answering an

Conference Session

Design in Engineering Education Division (DEED) - Design Cognition and Self-Perception in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Simon Li, University of Calgary; Poornima Jayasinghe, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

students to utilize their knowledge and experience to complete the design tasks. We, asinstructors, can observe authentic design thinking from students and offer more direct guidanceto improve their design thinking skills.From the teaching of design methods to the emphasis of design tasks, it can be considered aprocess of Reflective Teaching [13-14]. Yet, to effectively improve our design education practice,we also want to start the journey from Reflective Teaching towards the Scholarship of Teachingand Learning (SoTL) [15-18]. The purpose of this paper is to reflect on our current capstoneteaching practice and propose preliminary theoretical frameworks to integrate the aspects ofdesign methods and design cognition for design education. We believe

Conference Session

DASI Technical Session 2: Artificial Intelligence in Higher Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Indu Varshini Jayapal, University of Colorado Boulder; James KL Hammerman; Theodora Chaspari, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

implementation before taking the class? (RQ2) How do these perceptionsdevelop or change by the end of the AI course?.2 Prior WorkPrevious scholars have developed curricula focused specifically on ethics in AI [15] or have adoptedan integrated approach, examining societal implications of algorithms alongside their technicalstructure and applications [16, 17, 18]. Courses that have introduced societal implications of AIto primary and middle school students have used lectures where instructors discuss risks associ-ated with AI and corresponding mitigation methods [17] and project-based learning where studentsimplement algorithms while reflecting on their societal implications [16]. Standalone courses onethical and responsible AI have centered around

Conference Session

Innovations and Inclusion in Pre-Service and Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Independent Researcher; Aaron Cortes

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

technical skills to solve real-worldproblems.Moreover, the program fostered growth in critical teamwork skills, including collaboration,communication, and leadership. Participants reported increased confidence in working within culturallydiverse teams, greater willingness to contribute ideas, and improved ability to navigate challengescollectively. These changes reflect the program's emphasis on creating a supportive and inclusivelearning environment, where students can build both technical and interpersonal competencies. 1. IntroductionIn today’s interconnected world, the integration of technology into education has become paramount.This paper explores an innovative educational initiative aimed at teaching microcontrollers and mobileapplication

Conference Session

Hands-on Learning and Industry-Relevant in ECE Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Syed Hassan Tanvir, University of Florida; Gloria J Kim, University of Florida; Philip Feng, University of Florida

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

, Exploration,Explanation, Elaboration, and Evaluation) teaching approach, as also recommended in [19]. Duringthe Engagement phase, students discuss their pre-noted questions and observations in the researcharticles they were assigned to read before class. In the exploration phase, students independentlyinvestigate concepts by maintaining a list of questions. In the Explanation phase, the instructor usesthe lecture materials to clarify key concepts and address the challenges identified during the explo-ration phase. The Elaboration phase extends learning by introducing advanced problems and casestudies in the lectures. Finally, in the Evaluation phase, comprehension was assessed by reviewingthe homework sets, reflective discussions, and final paper

Conference Session

The Real World-Project-Based & Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

Civil Engineering Division (CIVIL)

etiquette is not going out of style, and each student was required to sendthe interviewee a card by postal mail to sincerely thank them.5 Universities couldhardly exist without the loyalty and generous support of alumni and friends. Severalof the interviewees have even been repeat participants. Serendipitously, studentinterviewers have become job interviewees, and job offers have been made.Interview transcripts were put into a depository like Dropbox or Google Drive andmade available to the class. Students were required to read all transcripts andcompose reflections in approximately 500 words to describe the most remarkablepoints, common themes, and what they learned unexpectedly. To conclude, oneclass period of 50 minutes was allocated to discuss

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nandita Biswas, Washington State University; Emily Larsen, Washington State University; Jonathan Steffens, Washington State University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

engineering drawings with appropriateclearances to make their parts fit snugly together. Then all models were 3D printed using PLA,and students tested the 3D printed parts for ‘fit’. For puzzles that did not fit together or were tooloose, students did a reflection on their design problem. The team size was 2. The size limit foreach piece is 1” x 1” x ½”, not including the connector geometry. The blocks can be connectedin various ways. The connector pieces that link the blocks together must all have uniquelydifferent geometry. One must be round or elliptical, one must be triangular, and the other(s) thatthey choose, must be different. The project outcome was assessed, and some improvements wereincorporated in Fall 2024. For Fall ‘24, students were

Conference Session

ECCNE Technical Session 1 - Nuclear Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ira Harkness, University of Florida

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

Framework and Learning Theory ApproachIn our approach to implementing holistic energy education for nuclear engineering students, wegrounded our methodology in the constructivist learning theory to ensure a robust and effectivelearning experience. Constructivist learning theory emphasizes the importance of studentsconstructing their own understanding through active engagement and reflection [16]. To achievethis, we integrated interdisciplinary content and collaborative problem-solving activities thatreflect real-world scenarios. This way, students learn in contexts that mimic professionalpractice, enhancing the relevance and applicability of the concepts they study. Our educationaldesign also incorporates Kolb's experiential learning principles

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clausell Mathis II, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

this activity was thediscussion students engaged in afterward. Students shared their findings, contrasting them with their initialpreconceptions, allowing participants to present their discoveries and solidify their newly acquiredunderstanding through critical reflection and peer engagement.Jackson’s lesson plan fosters scientific literacy while considering students' local events by incorporatingcontextually relevant research. The goal is for students to connect energy concepts to their own lives andengage in discussions about how global issues affect their local environment. This is intended to empowerthem to make informed decisions about energy use and contribute to a more sustainable future.Through thematic analysis [23], we identified four

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrey Nikolaev, Stevens Institute of Technology (School of Engineering and Science); Emily L Atieh, Stevens Institute of Technology; Jan Cannizzo, Stevens Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

staff member, or supplies. At the end of the week, math circle leaders sharefeedback with math circle organizers.Current State of the Program and Community Engagement CourseOne of the key points of feedback the program received from the math circle leaders, from ourcommunity partners, and from our colleagues at large, is that the training we had been offering tomath circle leaders could be more substantial and systematic. To act on this feedback, weconverged on the idea to offer a credit-bearing course, wherein the enrolled students learn aboutmath circles, extracurricular mathematics, and teaching strategies; and then, for the majority ofthe course, lead math circles at a community partner site, all the while engaging in reflections ontheir

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)

-PS4-4).This curriculum unit introduces students to engineering, solving a real-world problem andcreating a seemingly complex device that all students succeed in finishing. The unit is roughly a20-hour scaffolded module in which high school students design a stereolithographic 3D printerfor additive manufacturing. Our approach ensures all students can succeed by focusing ondesigning to meet specific requirements, not to win a competition. The project is team-based andallows for built-in redesign opportunities, which reflects both the collaborative and the iterativeprocess of real-world engineering. Figure 1. SLA printer setup (left). The PowerPoint slides are projected onto the surface of the resin solution to build a part layer by layer

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Finn Morton, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

engineering coursework can be in high school [3]. Therefore,it is important to consider why aspects of engineering may resonate with this specific populationcompared to others.The following sections will first detail the framework we used to guide our study. We then detailthe Q-methodology, the method used in this study. We will present our current progress(development of Q-statements) before discussing our conclusions and future work. We will thenend with a self-reflection of the first author’s experience doing this work.Guiding Theoretical FrameworkThis work was guided by Eccle’s Expectancy Value’s Theory and Subjective Task Values (EVT-STV). EVT provides a robust framework for analyzing how students’ beliefs about their abilityto succeed

Conference Session

Instrumentation in Engineering Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cyril B Okhio P.E., Kennesaw State University; Theodore Orrin Grosch, Kennesaw State University; Austin B. Asgill P.E., Kennesaw State University; Saiyda N Bey

Tagged Divisions

Instrumentation Division (INST)

elements is their inherent circular polarization.The 20dBi boresight gain target is quite high, unnecessarily high for most terrestrial point-to-point communications. Gain of these levels is, however, common for satellite communications asare those that utilize circular polarization due to their hand-switching reflections that mitigate theeffects of reflective and imperfect signal paths. Ultimately, the frequency of 2.4GHz was chosenfor its commonality and ease of comparison with other designs from teams with lower access tosophisticated measurement equipment. The helical antenna was chosen for its easy scaling fordifferent operating frequencies, meaning that this design could be translated for use in the L-bandor other based on practical use case

Conference Session

Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy Wells, Arizona State University, Polytechnic Campus; Dina Verdin, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

connecting engineering tostudents’ lived experiences through the Sol y Luna storyline, whose family situations and culturalbackgrounds reflect those of our participants. This narrative framework, combined withdocumentary footage of real migrant workers, helped students recognize engineering’s potentialfor social impact. The characters and cultural representation throughout the modules affirmedstudents’ identities while demonstrating how engineering skills could address communitychallenges. The hands-on Arduino component strengthened students’ skill sets by transitioningfrom abstract understanding to practical application. Through guided construction and testing ofthe soil sensors, students developed technical skills while experiencing engineering’s

Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Farha Jahan, Ohio Northern University; Heath Joseph LeBlanc, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

write values on the cars. Several examples of Play-Doh trains constructed by students are shown in Figure 1. 3. Manipulation (20 minutes): Students are guided through a series of operations on their trains, simulating common linked list operations: • Insertion: Adding a new car to the beginning, middle, or end of the train. • Deletion: Removing a car from the beginning, middle, or end of the train. • Traversal: Following the links (toothpicks) from the head of the train to the end, simulating the traversal of the linked list. 4. Discussion and Reflection (10 minutes): Students engage in a guided discussion, reflecting on their observations and drawing connections between the Play-Doh

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

heard.FindingsThe Resilient InnovatorThe Resilient Innovator's story emphasizes the power of collaboration in transforming teachingcultures, even in the face of institutional resistance. Reflecting on his initial motivation, heshared, “I think a part of a big motivation for me initially…was that I wanted to work with otherpeople to do this.” His aim was to go beyond isolated efforts and create systemic improvements.“I didn’t just want to work on my class alone…I wanted to do something that was going toinvolve multiple classes and multiple instructors,” he explained. This aspiration drove him earlyengagement with teaching-focused communities.His lived experience underscored the power of collaboration in reshaping departmental culture.“This working with

Conference Session

Poster Session-Electrical and Computer Engineering Division (ECE)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mahmood Hameed, University of Washington, Seattle; Ken Yasuhara, University of Washington; Devshikha Bose, University of Washington-Seattle

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

Teaching andLearning (ET&L) at the University of Washington, Seattle. 1. Exit Slips: These were distributed to students who attended the AGOH throughout the quarter. The purpose of the exit slips was to capture immediate feedback and reflections from students on their learning experiences and the specific assistance they received during AGOH. 2. End-of-Term Course Evaluation: A comprehensive course evaluation form was made available to all students at the end of the term. This evaluation aimed to assess various aspects of the course, including the effectiveness of teaching methods, the utility of office hours, and overall student satisfaction.Both measurement tools were designed to be anonymous. This ensured

Conference Session

Engineering Libraries Division (ELD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Barbrow, University of Michigan; Kelly Durkin Ruth, United States Naval Academy; Amber Janssen, California State University Maritime Academy; Christina Mayberry, University of California San Diego; Sarah Over, Virginia Tech; Sarah Parker, University of British Columbia, Vancouver

Tagged Divisions

Engineering Libraries Division (ELD)

disciplines thatlists a comprehensive, discipline-specific suite of key resources, and enhancing discovery ofOER in NAMOE. In this work-in-progress article, in addition to sketching out some of theresources we plan to create and share, we will discuss the formation of this group and reflect onhow it has impacted our work. By combining our efforts, we will enhance teaching and researchfor NAMOE programs, deepen our expertise in NAMOE library services, and present aframework for other specialized librarian communities to follow.IntroductionEngineering librarians throughout the United States, Canada, and beyond strive to support theirpatrons, from building collections to developing specialized instruction to helping students andfaculty alike succeed

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bruce Wellman, Purdue University at West Lafayette (COE); Yash Ajay Garje, Purdue University – West Lafayette (College of Engineering); Morgan M Hynes, Purdue University at West Lafayette (COE)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

associated with thoseindustries. The research team drew upon Social Cognitive Career Theory (SCCT) for guidingthe design of the two-week student experience. SCCT emphasizes the interplay betweenpersonal attributes, environmental factors, and behavior in shaping career choices and outcomes.Participating high school students received a stipend of $1,500 to participate in their two-weeksummer program. Our research question was, “What impact did the stipend have on students’participation in this program?” This study utilized a qualitative research methodology. Studentresponses from an initial application to attend the program and student comments made during afinal focus group reflection activity were analyzed to identify themes and evidence of

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela L Dickrell, University of Florida; Louis S. Nadelson, University of Central Arkansas

Tagged Topics

Diversity, NSF Grantees Poster Session

Nos. 2315229 and 2315230.Any opinions, findings, or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Long, Rice University

Tagged Divisions

Biomedical Engineering Division (BED)

• Neither agree nor disagree (3) and grading in this course: • Somewhat agree (4) • I am confident I will understand topics in • Strongly agree (5) this course. • I believe I can master skills in this course. • My grade in this course will reflect my effort. • My grade in this course will reflect my understanding. (Fig. 2) • Strongly disagree (1) Rate the extent to which you agree or disagree • Somewhat disagree (2) with the following statements concerning learning • Neither agree nor disagree (3) and grading in bioengineering courses other • Somewhat agree (4) than this course

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeff Wolchok, University of Arkansas; Timothy J. Muldoon, University of Arkansas

Tagged Topics

NSF Grantees Poster Session

(MS or PhD) and continue to pursue working in a research lab during the rest oftheir undergraduate tenure. The participating students were asked to rate how much they learned as a resultof their summer UofA REU experience. Learning lab techniques and how to prepare research posters werethe two highest rated outcomes. The variation across the other outcomes may reflect the ways in which thestudents were engaged in their summer research labs.BMES Presentation and Conference AttendanceThe students were sent a one-question survey about their experiences at the fall BMES conference. Five (5)students responded to the survey. Networking with other researchers and presenting a poster were thepredominate activities.ConclusionOverall, students

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ying Wang, FHI 360; Emily Bolger; Rachel L Renbarger; Taylor Boyd, Western Michigan University; Noah D Finkelstein, University of Colorado Boulder; Charles Henderson, Western Michigan University ; Andrea L Beach, Western Michigan University; Scott P. Simkins, North Carolina A&T State University; Marcos Caballero

Tagged Topics

NSF Grantees Poster Session

findings from the qualitatively coding showed that most articlesimplemented a dissemination change strategy focusing on telling or teaching individuals aboutnew teaching practices; the predominant target for disseminating pedagogy was individualfaculty and developing reflective teachers-focused strategies, whereas departments andinstitutions tended to be the target for developing a policy or a shared vision. Additionally,preliminary findings from the quantitative machine-learning clustering analyses showedgroupings related to specific science disciplines (e.g. engineering, chemistry). Next steps of theproject are discussed.Introduction The previous review requires an update and expansion to address both the progress made inthe last decade and

Conference Session

Aerospace Division (AERO) Technical Session 5 - Pedagogy & Aviation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Joshua Shila, Bowling Green State University; Shantanu Gupta, Ph.D., Bowling Green State University; Catherine Smith, Bowling Green State University

Tagged Divisions

Aerospace Division (AERO)

knowledge before  Pre- and post-content assessments and after workshop  Reflective logs and teacher journals HS teachers’ interest level and attitudes  Attitude survey provided to the HS toward teaching aviation curriculum teachers before and after they are exposed to the workshop  HS teachers’ reflections on their own learning during the process Effectiveness of immersive hands-on  Pre- and post-topic-specific assessments

Conference Session

Focus on the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elin Jensen, Lawrence Technological University

Tagged Divisions

Civil Engineering Division (CIVIL)

projects, subdisciplines and stakeholders within the industry. The majority of sessions weredesigned for all students with 20 % of the class content designed and delivered by major. Thestudents are expected to attend the weekly 75-min class meeting and spend about 120 minutesper week to develop reflection statements about topic presentations, local field trips, professionalmeetings, exploratory research, and project reports and presentations. The semester is 16-weeksin length including a 110-min meeting during finals week.The course is design around five modules and they are: Foundation and Awareness (Weeks 1-5) – serves as an introduction to sustainability, systems thinking, and professional skills through guest lectures and

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

AraOluwa Adaramola, Cornell University; Alexandra Werth, Cornell University; Campbell James McColley, Cornell University

Tagged Divisions

Biomedical Engineering Division (BED)

methods through this pilot, we seek toensure that future research yields meaningful insights into the role of flexible attendance policiesin engineering education.Course Context. The Experiential Learning Seminar II is a 14-week, ½-credit required course forBME majors at Cornell University. Students often take this course in the fall semester of their thirdyear at Cornell University. During the Fall 2024 semester, 54 students were engaged in weeklyteam-based design activities and reflections on BME design, research, and practice. The course 1aims to help students develop engineering design skills, equip them to become reflectivebiomedical engineers