Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University; Sue Ellen Huffman; Stefani Jenkins, Arizona State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Paper ID #48869An Experience Designed to Onboard New Students into a Multiyear Co-CurricularProgram, the Grand Challenges Scholars ProgramDr. Haolin Zhu, Arizona State University Dr. Haolin Zhu earned her B.S.E. in Engineering Mechanics from Shanghai Jiao Tong University and her Ph.D. in Theoretical and Applied Mechanics from Cornell University, with a focus on computational solid mechanics. Dr. Zhu is an Associate Teaching Professor of the freshman engineering education team in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU). In this role, she focuses on designing the curriculum and teaching

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

claimed literature, including literary history, criticism, andphilology, as the distinctive intellectual territory of their discipline. In the meantime, theproblems posed by teaching composition in college were experienced particularly acutely inengineering schools and colleges. As Teresa Kynell (1996) notes in Writing in a Mileu of Utility:The Move to Technical Communication in American Engineering Programs 1850-1950,awareness of the communication deficits of graduating engineers and attempts to remedy themhave existed since preparation for engineering moved from an apprenticeship model to a fouryearuniversity curriculum in the 1850s. Kynell’s work, like much scholarship on the history oftechnical communication, seeks to establish technical and

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadya Shalamova, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; James Lembke; Maria Pares-Toral, Milwaukee School of Engineering; Derek David Riley, Milwaukee School of Engineering; Daniel Bergen, Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

pivotal moment inAI adoption driving rapid transformation across many fields. For higher education, the newtechnological wave demands a reevaluation of traditional teaching and learning models to remainapplicable in an AI-driven world [2]. Higher education institutions now face a monumental taskof embracing AI literacy as a core competency, akin to such fundamental competencies ascritical thinking and effective communication. However, integrating AI into higher educationpresents several challenges, including the lack of standardized guidelines for curricularintegration and established governance structures, ethical and safety concerns, facultypreparedness, quality and reliability of outputs, and the potential of increasing the digital divideand

Conference Session

Engineering Technology Division (ETD) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael Routhier, University of New Hampshire; Barrett Nelson Rock, University of New Hampshire

Tagged Divisions

Engineering Technology Division (ETD)

Pimlico State High School,” Research in Geographical and Environmental Education | International, 15(3):278-282, 2006. Published online: 22 Dec. 2008.[34] A. J. Milson and B. E. Earle, “Internet-Based GIS in an Inductive Learning Environment: A Case Study of Ninth-Grade Geography Students,” Journal of Geography, 106(6):227- 237, 2007. doi:10.1080/00221340701851274.[35] E. King, “Can PBL-GIS Work Online?” Journal of Geography, 107(2):43-51, 2008. doi:10.1080/00221340802202237.[36] J. J. Kerski, “The role of GIS in Digital Earth education,” International Journal of Digital Earth, 1(4):326–346, 2008. doi:10.1080/17538940802420879.[37] J. K. Rod, W. Larsen and E. Nilsen, “Learning geography with GIS: Integrating GIS into

Conference Session

Innovative Pedagogies and Assessment Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, Trine University; Alexandra M Davidson, Trine University

Tagged Divisions

Chemical Engineering Division (ChED)

Paper ID #46805High reading participation using an interactive textbook for a first engineeringthermodynamics course: A study at two universitiesProf. Matthew W Liberatore, Trine University Matthew W. Liberatore is a Professor and Department Chair in the McKetta Department of Chemical and Bioprocess Engineering at Trine University in Angola, Indiana. He previously served on the faculty at the University of Toledo and at the Colorado School of Mines. Professor Liberatore earned his B.S. degree from the University of Illinois Chicago (UIC) and his M.S. and Ph.D. degrees from the University of Illinois Urbana-Champaign, all in

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University

Tagged Topics

NSF Grantees Poster Session

Paper ID #47247BOARD # 321: An Investigation of Team Conflicts Among First-Year EngineeringStudents (Year One of NSF PFE: RIEF)Dr. Haritha Malladi, University of Delaware Haritha Malladi is an Assistant Professor of Civil, Construction, and Environmental Engineering and the Director of First-Year Engineering at the University of Delaware. She received her Bachelor of Technology degree in Civil Engineering from National Institute of Technology, Warangal, India, and her MS and PhD in Civil Engineering from North Carolina State University. She is a teacher-scholar working in the intersection of undergraduate engineering

Conference Session

Materials Division (MATS) Technical Session 2: Activities with Impact! Special Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Asher Barnsdale, University of Victoria; Olivia Daugela, University of Victoria; Joel L Galos, California Polytechnic State University, San Luis Obispo; Elisabeth Hülse, ANSYS, Inc.; Kaitlin Tyler, ANSYS, Inc.; Bosco Yu, University of Victoria

Tagged Divisions

Materials Division (MATS)

the usage of Ansys tools in academia, with an emphasis on materials teaching and pre-university engagement. She is also the lead for the Ansys Academic Content Development Program, which focuses on developing instructional content to support integration of Ansys tools in curriculum. Her background is in materials science, with a PhD in the subject from the University of Illinois Urbana-Champaign. She is very involved in ASEE. At the publication of this paper, she is the Awards Chair (past Division Chair) for the Materials Division and Chair Elect for the Corporate Members Council.Dr. Bosco Yu, University of Victoria Dr. Bosco Yu joined the Department of Mechanical Engineering at UVic as an Assistant Professor in

Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh; Ann Marie Tamayo, North Carolina State University at Raleigh; Evelyn C. Brown, North Carolina State University at Raleigh; Dominick Stephenson

Tagged Divisions

Faculty Development Division (FDD)

(Internal)When our team transitioned with leadership and new staff in early 2023, our office was known asEngineering Faculty Advancement. At this time, we began discussing the identity developed byour predecessors. This identity was formed before COVID-19 and under previous leadership inthe college. We realized that faculty development had expanded, now encompassing well-beingand that our identity needed to be more prominently integrated into what we do and value.The first activity for our five-person team was to create a story titled, “What does it look likewhen our office is doing its best work?” Next, we underwent an analysis process where weexamined each story by highlighting key elements such as places, people, and discussions of ourwork, as

Conference Session

Mechanics Division (MECHS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anyerson Cuervo-Basurto, Purdue University at West Lafayette (COE); Hong Tran, Purdue Engineering Education; Edward J. Berger, Purdue University at West Lafayette (PWL) (COE); Fredy Rodriguez, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

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Mechanics Division (MECHS)

it to the ample DEI spectrum. This research explores the navigation and decision-making processes of two instructorswho integrate their DEI principles while implementing an instructional active learning system. Wefocus on how these instructors implemented and adapted the system, in which DEI themes emergednaturally, and how these instructors’ views align with a framework for equitable and effectiveteaching. Theoretical FrameworkThis study is guided by a framework for equitable and effective teaching in undergraduateSTEM education (Holmes et al., 2023). The framework defines equitable and effective teachingas the provision of learning experiences that are student-centered in which course goals are

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Miriam E. Sweeney, The University of Alabama; Claire Major, The University of Alabama

Tagged Divisions

Engineering Ethics Division (ETHICS)

lack of sufficient information to show thatactive, problem-based learning is more effective for teaching ethical reasoning and decisionmaking in college-level engineering courses than traditional lecture styles or other activelearning styles. Problem-based learning is an “instructional (and curricular) learner-centeredapproach that empowers learners to conduct research, integrate theory and practice, and applyknowledge and skills to develop solutions to a defined problem” [8]. The PBL approach helpsstudents determine their own learning needs and the strategies they need for learning [9]. Thiscontrasts with traditional approaches to teaching that only introduce problems after students haveacquired the relevant content knowledge and skills

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samuel B Mazzone, Marquette University; Dennis W Brylow, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Angeles, ECS expandednationwide with NSF support. However, teachers in Milwaukee encountered challenges inadapting the ECS curriculum, particularly Unit 3 on web development, due to virtual settings,rising truancy, and Chromebook limitations. Many teachers opted for web-based alternatives withautomated coding activities, despite these being less effective for underrepresented students.These platforms lacked project submission and feedback features, increasing teacherworkload.In response, we developed the ECS Web Lab (ECS-WL), a Chromebook-compatible web tooldesigned to facilitate HTML and CSS learning while preserving ECS’s core principles: CScomprehension, inquiry-based learning, and educational equity.ECS-WL integrates features such as an in

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, University of Cincinnati; Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of California, Los Angeles ; Joe Roy, American Society for Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

structure, informal values, and social integration of underrepresented members Psychological Perception of how others in the workplace will respond to [28, 29]safety climate risk-taking behaviors, such as taking initiative or speaking up about problems in the workplace Mastery climate Perception that efforts, sharing, and collaboration are valued, [30, 31] and learning and skill development are emphasized in an organization Performance Perception that competition with comparison to, and [32, 33] climate recognition from others are the standards for success. Authenticity Perception that the

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marlee Jacobs, Utah State University; Daniel Kane, Utah State University; Rosemary Yahne, Utah State University; Wade H Goodridge, Utah State University

Tagged Divisions

Computers in Education Division (COED)

various groups in engineering.Dr. Wade H Goodridge, Utah State University Wade Goodridge is a tenured Associate Professor in the Department of Engineering Education at Utah State University. His research lies in spatial thinking and ability, curriculum development, and professional development in K-16 engineering teaching. ©American Society for Engineering Education, 2025 Challenges and Opportunities: A Systematic Review of AI Tools in Engineering EducationIntroductionThe integration of Artificial Intelligence (AI) into engineering education is transforming howstudents approach complex technical concepts and solve problems. With engineering disciplinescovering a wide

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susannah Cooke, ANSYS, Inc.; Kaitlin Tyler, ANSYS, Inc.

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

give students a springboard into their careers.Dr. Kaitlin Tyler, ANSYS, Inc. Kaitlin Tyler is currently a Senior Academic Program Engineer at Ansys. Her role focuses on supporting the usage of Ansys tools in academia, with an emphasis on materials teaching and pre-university engagement. She is also the lead for the Ansys Academic Content Development Program, which focuses on developing instructional content to support integration of Ansys tools in curriculum. Her background is in materials science, with a PhD in the subject from the University of Illinois Urbana-Champaign. She is very involved in ASEE. At the publication of this paper, she is the Awards Chair (past Division Chair) for the Materials Division and

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gerald Tembrevilla, Mount Saint Vincent University; Mohosina Jabin Toma, University of British Columbia, Vancouver

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

climate anxiety through educational technologyand experiential learningDr. Gerald TembrevillaGerald Tembrevilla is an Assistant Professor in the Faculty of Education at Mount Saint VincentUniversity in Halifax, Canada. He teaches and conducts research on the integration of emerging,learning, and collaborative technologies to enhance hands-on science, experiential learning,scientific argumentation skills of K-12 students, preservice, and practicing teachers. He alsoinvestigates the complicated impacts of such technologies in the design, assessment, andimplementation on K-12 STEM curriculum, pedagogy, and institutional policies in thePhilippines and Canada.Mohosina Jabin TomaMohosina Jabin Toma is a PhD student in the Department of Curriculum and

Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Rossi, University of New Haven; Alice E. Fischer, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

listed above. This paper will begin by discussingthe IDEs that were examined, it will then proceed to discuss the criteria that were selected andused by the faculty, and then evaluate the IDEs against the criteria. We will conclude byindicating our winner and the reasons why it was chosen along with some minor shortcomings wehave noted.2 Background2.1 Integrated Development EnvironmentsThe Integrated Development Environment (IDE) is a one stop shop for programmers. It providesall of the tools necessary to write, debug, and run code in one place. For this survey, several IDEswere examined. A brief description of each one is provided below.2.1.1 Visual Studio CodeVisual Studio Code is an IDE developed by the Microsoft Corporation

Conference Session

Innovative Pedagogies and Assessment Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura P Ford, The University of Tulsa; Janie Brennan, Washington University in St. Louis; Heather Chenette, Rose-Hulman Institute of Technology; Matthew Cooper, North Carolina State University at Raleigh; Kevin D. Dahm, Rowan University; Luke Landherr, Northeastern University; David L. Silverstein P.E., University of Mississippi; Stephen Ward Thiel P.E., University of Cincinnati; Troy J. Vogel, University of Notre Dame; Jacqueline Gartner Ph.D., Campbell University

Tagged Divisions

Chemical Engineering Division (ChED)

Paper ID #47605How We Teach: Transport Phenomena and ApplicationsDr. Laura P Ford, The University of Tulsa Laura P. Ford is an Associate Professor of Chemical Engineering at the University of Tulsa. She teaches engineering science thermodynamics and fluid mechanics, separations/mass transfer, process control, and chemical engineering senior labs. She is an advisor for TU’s student chapter of Engineers Without Borders - USA.Dr. Janie Brennan, Washington University in St. Louis Janie Brennan is a Senior Lecturer of Energy, Environmental and Chemical Engineering at Washington University in St. Louis. Her research

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary J Combs, Quality Measures, LLC; Codjo AC Akpovo, Quality Measures, LLC; Gwen Lee-Thomas, Quality Measures LLC

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

-construct, Academic Integration, encompassed experiences involving faculty interaction withstudents, faculty, alumni and peer-to-peer mentoring, professional development, and researchopportunities. Using Tinto’s Model in this way allowed the paper to examine how each project’sdesign and implementation supported students’ persistence in STEM.The evaluation plan for the S-STEM projects at participating institutions employed a quasi-experimental design [6] involving two groups: an experimental group consisting of projectparticipants and a comparison group of non-participants. Students in the experimental groupwere enrolled in the S-STEM project and required to engage in key project activities, while thosein the comparison group had access to these

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher J. Lowrance, United States Military Academy; Edward Sobiesk, United States Military Academy; Jean R.S. Blair, United States Military Academy; Christa M Chewar, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

and opportunities,” “I can analyze the role and effect of cyberspace in a given applicationsetting,” “I can apply a critical mindset to analyze technologies for their risks, challenges, andopportunities,” and “I can explore and integrate technology for advantage.”The surveys were anonymous and optional, with all 16 students from this single-section coursecompleting the pre-course survey and 14 students completing the post-course survey. Althoughtwo students did not participate in the post-course survey, the response rate was 87.5%, making ita reasonable indicator of overall trends.The results, summarized in Figure 3, show an increase in mean scores across all five statements.Error bars indicate standard deviations, and responses generally

Conference Session

Manufacturing Division (MFG) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Prakruthi Hareesh, Birla Institute of Technology and Science; Arunkarthik Thangaraj, Birla Institute of Technology and Science

Tagged Divisions

Manufacturing Division (MFG)

vendors to deploy digitalisation solutions, which results in high vendor dependence and possible data privacy issues. This reliance typically leaves subject matter experts (SMEs) within the company powerless, since they do not possess the competency to apply, manage, or change these solutions on their own [5]. This encouraged us to create an academic curriculum integrating Project-based learning (PjBL) to upgrade manufacturing professionals. PjBL, investigated globally since the 80s [6], is a method of teaching that has participants discover real-world problems and practical problems, and resolves them through practical projects. This technique, in addition to an increased understanding of theoretical concepts, also develops necessary skills

Conference Session

Minorities in Engineering Division(MIND) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eva Theresa Singleton, The Citadel Military College ; Oguzhan Oruc, The Citadel; Deirdre D Ragan, Pennsylvania State University; Nahid Vesali P.E., The Citadel; Andrew B. Williams, The Citadel

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Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

. Williams is an alumni of the National Academy of Engineering Frontiers in Engineering Symposium and the National GEM Consortium Ph.D. in Engineering Program. He received both his Ph.D. in Electrical Engineering with an emphasis in AI and his BSEE from the University of Kansas. ©American Society for Engineering Education, 2025 The First AI+ Health & Humanoids Camp for Underrepresented Minority Middle School Girls in South Carolina (Work in Progress)AbstractThe purpose of this paper is to provide an overview of the first AI+ Health and Humanoids Campfor underrepresented minority middle school girls in South Carolina hosted by the ArtificialIntelligence, Algorithmic Integrity, Autonomy Innovation

Conference Session

Computers in Education Division (COED) Track 4.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hossein Jamali, University of Nevada, Reno; Andrew L DeBolt; Henry Dalton, University of Nevada, Reno; Jenavieve K Layosa, University of Nevada, Reno; Ilana Rose Macy; Ponkoj Chandra Shill, University of Nevada, Reno; David Feil-Seifer, University of Nevada, Reno; Frederick C Harris, University of Nevada, Reno; Sergiu Dascalu, University of Nevada, Reno; Rui Wu, East Carolina University

Tagged Divisions

Computers in Education Division (COED)

robotics in industry and society highlights the importance ofrobotics education as part of the STEM curriculum. The barriers presented by the costand complexity of physical robots have led to the exploration of alternative solutions, suchas simulation-based learning. The FORE platform represents a significant advancementin this area, providing an accessible, scalable, and comprehensive solution to teachingrobotics. By integrating coding, simulation, and interactive lessons, the platform em-powers students to develop the skills needed for success in the evolving field of robotics.2 Related WorkRobotics education has long been a challenging field due to the high costs associated withphysical robots, limited access to resources, and the

Conference Session

Computers in Education Division (COED) Track 2.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deana Delp, Arizona State University

Tagged Divisions

Computers in Education Division (COED)

addresses the integration of artificial intelligence (AI) topics intointroductory engineering courses. With the proliferation of AI in everyday life, it is important tointroduce the topic early in the engineering curriculum. This paper focuses on generative AI andmachine learning topics using two different educational strategies. The objective of this researchwas to explore students’ comprehension of AI and their motivation to engage in AI learning afterbeing introduced to AI tools.In a first-semester project engineering course, generative AI was introduced as a tool. Studentswere guided on the ethical and effective use of generative AI and were encouraged to discuss itslimitations. Students had the option to use generative AI for their writing

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, University of Oklahoma; Saira Anwar, Texas A&M University; Asefeh Kardgar, Texas A&M University

Tagged Divisions

Computers in Education Division (COED)

model is an effective tool for creating engaging content forstudents. Similarly, another study [9] demonstrated its ability to evaluate students’ essays likehuman graders.As LLMs continue to transform various aspects of education, one critical area where theirpotential remains largely unexplored is their ability to help in curriculum design, particularly inevaluating learning objectives (LOs) [10]. Writing and implementing good LOs are essential foraligning the three aspects of curriculum design: course content, assessments, and instructionalstrategies [11]. The LOs provide a framework for students and instructors to ensure that learningoutcomes are clearly defined and achievable. These basic building blocks can guide towards thesequence that

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Griffin Pitts, University of Florida; Viktoria Medvedeva Marcus, University of Florida; Sanaz Motamedi, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

and develop curriculum around AI literacy. With these in place, practitioners caneffectively develop and implement educational systems that leverage AI’s potential in areas suchas immediate feedback and personalized learning support. This approach can enhance the qualityof students’ educational experiences while preserving the integrity of the learning process with AI.1 Introduction and BackgroundArtificial intelligence (AI) chatbots have emerged as a growing resource in educational settings.Advances in large language models (LLMs) have enhanced AI chatbots’ ability to understand andrespond to academic queries, driving their increased adoption in educational settings and sparkinggreater research interest. Open online models such as OpenAI’s

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hannah Oluwatosin Abedoh, Morgan State University; Blessing Isoyiza ADEIKA, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Abiola Olayinka Ajala, Morgan State University; OLUWATOYOSI OYEWANDE, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

enables the creation of personalized learning content, automated feedback, and real-timeacademic support. A notable example is OpenAI’s ChatGPT, a large language model trained togenerate human-like text responses, assisting students and educators in various academic tasks,including writing, coding, and content summarization [4]. While several generative AI models,such as Google Bard and Anthropic's Claude, offer similar capabilities, ChatGPT is known for itswidespread adoption in educational contexts, its advanced natural language processingcapabilities, and its frequent integration into learning management systems and academicworkflows. These factors position ChatGPT as a leading AI tool in education, making it an idealcase for examining the

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

MALEK EL KOUZI, Queen's University; Omar I.M Bani-Taha, Carleton University; Richard Reeve, Queen's University

Tagged Divisions

Computers in Education Division (COED)

, which encompass actively engaging withsociety and adequately preparing students for academic success. The value ofcollaborative research lies in its capacity to enhance students' social management skills.According to El Kouzi and McArthur, students develop a positive attitude towardslearning activities enhanced with augmented reality, exhibiting enthusiasm andliveliness [16]. Augmented reality's primary benefit lies in its capacity to merge digitalelements with the physical world, providing users with an immersive experience thatseamlessly integrates virtual sensations into their environment, as opposed to solelydisplaying information [17]. The study conducted by Iqbal et al. [18] underscored theimportance of augmented reality (AR) in

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Audrey Marie DeHoog, University of Florida; Jeremiah J Blanchard, University of Florida; Amy Wu, University of Florida; John R. Hott, University of Virginia

Tagged Divisions

Computers in Education Division (COED)

fill out an online surveyregarding their course curriculum. The instructors self reported their institution name, coursename, course department, and average number of students enrolled in the class at one time. Thesurvey also included multiple choice, select all, and free response questions to gain further insightinto the introductory programming courses currently offered. The data collected from thesequestions included: • Programming language(s) used in the course. • Environments and tools used for instruction; e.g., Integrated Development Environment (IDE). • The strengths and weaknesses of these tools/environments. • Instructor policies on collaboration within the course.Once the surveys were completed, courses were grouped

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zhou Zhang, SUNY Farmingdale State College; Wenhai Li, Farmingdale State College; Khosro Shirvani, State University of New York, College of Technology at Farmingdale; Yue Hung, Farmingdale State College; Yizhe Chang, California State Polytechnic University, Pomona; Sven K. Esche, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

, hands-on project work during in-person sessions. Similarly, CSCL facilitates cloud-based collaboration, mimicking modern engineering environments where team-based virtualdesign and real-time feedback are essential 16,17,18. By aligning instructional strategies with thecompetencies required in applied engineering fields, these pedagogical methods enhance studentengagement, strengthen technical proficiency, and better prepare MET graduates for workforcechallenges 19.2.2. Curriculum Integration: Bridging Theory and PracticeA typical knowledge structure is illustrated in Figure 2, showing the hierarchical organization ofkey disciplines and their subcategories in Mechanical Engineering Technology. This structurehighlights the interconnected areas of

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, Tecnologico de Monterrey; Vianney Lara-Prieto, Tecnologico de Monterrey (ITESM); Rebeca Maria Garcia, Tecnologico de Monterrey (ITESM); Jorge Membrillo-Hernández, Tecnologico De Monterrey; Maria Ileana Ruiz-Cantisani, Tecnologico de Monterrey (ITESM); Valentina Rueda-Castro, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

) practices, COIL emphasizes mutual learning throughcarefully designed collaborative tasks, providing students with an authentic internationalexperience without requiring physical mobility [2]. This method aligns seamlessly with thedemands of Industry 4.0 and Industry 5.0, allowing engineering students to approach complex,multidisciplinary challenges from a global perspective [3].Intercultural competencies are regarded as vital components for academic achievement, personalgrowth towards becoming a global citizen, and relevance in the labor market [4]. The COILmethodology aims to cultivate digital and intercultural competencies as an integral component ofthe academic curriculum. Typically, COIL projects are characterized by a shared