Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allyce Horan, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

graduate-affiliated programs and offices [3], a number which has only grown andlikely become more representative of various campus departments, including writing centers.Simpson’s 2013 call to further assess and publish boot camp information instead of only sharingit informally [1] is reflected in the current growth in publications on this subject and varieties ofwriting support offered to graduate students over a decade later.The concept of a thesis retreat, as we will call them in this paper, originally centered on two mainpractices—the “just write” model which focused on simply offering students a time and place towrite for stretches of uninterrupted time, and the “writing process” model, which encouragesstudents to engage more with the

Conference Session

Construction Engineering Division (CONST) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Behnam Shadravan, Florida A&M University; Doreen Kobelo Regalado, Florida A&M University - Florida State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

seniors formed the majority of 79% of the participants, due to their advanced academicpreparation. Strategies to engage more freshmen and sophomores could encourage earlierinvolvement, providing long-term benefits for their academic and professional journeys.The predominance of medium (58%) and low-income (38%) participants highlights the importanceof providing financial assistance to ensure equitable access to the competition for all students.4.2. University Coursework AlignmentOverwhelming agreement (90%) reflects the competition’s role in inspiring academic excellence.Participants reported that the challenge of the competition pushed them to excel in theircoursework. Motivation for Coursework Neutral

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eva Fuentes-Lopez, University of California, San Diego; Joseph Leon Henry, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Alegra Eroy-Reveles, University of California, Santa Cruz; Kameryn Denaro; Erik Arevalo; Stanley M. Lo, University of California, San Diego; Mike Wilton, University of California, Santa Barbara

Tagged Topics

Diversity, NSF Grantees Poster Session

. AcknowledgementsThis work is supported through funding by the National Science Foundation Grant No. 2113355.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation. ReferencesArevalo, E., Sato, B. K., Lo, S. M., & Wilton, M. (2025, April). Equitable faculty hiring: development and implementation of teaching faculty hiring rubrics. In Frontiers in Education (Vol. 10, p. 1560813). Frontiers Media SA.Auerbach, C., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis (Vol. 21). NYU press.Bensimon, E. M., Dowd, A. C

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lori Scarlatos, Stony Brook University; Gary P. Halada, Stony Brook University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

abilities(reflected as most and least effective) that will affect the progress of the facilities that they workin. Additionally, they have favorite foods; feeding them something other than their favorite willdecrease their hunger but won't completely satiate them. Reflecting complexities of humanbehavior, these diverse preferences, being randomly assigned, can sometimes appearcontradictory, such as when a villager's favorite job is the one they are least effective at. Ofcourse, all of these preferences can change periodically. Players need to carefully monitor thesevillagers and their preferences because unhappy villagers are likely to leave the village, makingit more difficult to achieve the goals of the game before the end of the timeframe.Figure

Conference Session

Design in Engineering Education Division (DEED) - Human-Centered Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines & Technology; Aaron Lalley P.E., Southeast Technical College

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

learningobjectives designed to cultivate students' ability to navigate ambiguity and complexity [4]. Byemphasizing empathy, creativity, and contextual awareness in project-based learning, theinitiative seeks to prepare graduates who are not only technically proficient but also equipped toaddress societal, environmental, and ethical considerations.A cornerstone of the initiative is the creation of a Faculty Learning Circle, aimed at enhancingboth Pedagogical Content Knowledge (PCK) [5] and Technical Content Knowledge (TCK) [6].Through collaborative discussions, case studies, and reflective teaching provocations, facultyhave aligned their instructional strategies with a unified set of HCD principles. This approachensures consistency across courses while

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jabari Kwesi, Duke University; Morgan bernstein, Duke University; Reagan Lenora Razon, Duke University; Andre Luis Barajas, Duke University; Brean Elizabeth Prefontaine, Duke University; Victoria E. Callais, Duke University; Shaundra Bryant Daily, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University

Tagged Topics

Diversity

Tagged Divisions

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

research focused on the racialization of digital campus spaces through the lens of undergraduate experiences and administrative reflection on organizational infrastructure and digital campus culture. Her other research interests include racial equity and STEM education, whiteness and organizational change, untangling whiteness in research approaches, and equity-focused research on higher education in the deep south.Shaundra Bryant Daily, Massachusetts Institute of Technology Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jason Yao, East Carolina University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

articles. For each The Undiscovered Mind, and Rational Mysticismstory, six questions on factual matterswere generated* (with the assistance of ChatGPT). The questions were divided into threegroups, each with two questions. A student must answer one question from each group. C. Constructivism and the Structure of the CourseA constructivist view of learning suggests an approach to teaching that gives learners theopportunity for concrete, contextually meaningful experience through which they can search forpatterns, raise their own questions, and construct their own models, concepts, and strategies.The classroom in this model is seen as a mini society, a community of learners engaged inactivity, discourse, and reflection [25]. Based on this

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rochester Institute of Technology; Ashish Agrawal, Rochester Institute of Technology; Mike Eastman Ph. D., Rochester Institute of Technology (CET)

Tagged Divisions

First-Year Programs Division (FPD)

between a function and its derivative (3) Applying Conducting a procedure Taking the derivative of a function (4) Analyzing Organizing material into palis and Differentiating integrals from then· detennining their relationships approximation methods ( 5) Evaluating Making judgments using criteria Perfo1ming a sanity check whether a or experience solution makes sense (6) Creating Generating or planning something Creating a function that reflects an novel observed behavior Figure 1. Annotated Taxonomy Table [12].Effective learning objectives for practice problems and

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Grace Hellen Ford, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

methods, and student mentoring strategies. They collaborated todesign all aspects of the course. The faculty member supported the peer instructor by beingpresent at each class and by meeting at least once a week to reflect and debrief on the previousweek’s class and to plan future class activities. The undergraduate instructor then led class andoffice hours sessions, graded student work, and supported students through their courseexperiences.The course learning objectives were based on skills needed to successfully join a research lab.The four course learning objectives were (1) to recognize what undergraduate research is, howundergraduate research works, and identify the value of undergraduate research; (2) to gain adeeper understanding of lab

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erica J Marti, University of Nevada - Las Vegas; David Earl James, University of Nevada - Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

rubric and grading specifications are provided asTables 1 and 2, respectively.Table 1. Example specifications rubric for an assignment on a problem description and need statement. Format – Submitted Correct Incorrect as Word document or Submitted as a single Word document or PDF with headings (problem Not submitted as a Word document PDF with headings description, needs statement, reflection) or PDF, or submitted as multiple documents, or missing headings for

Conference Session

WiP: Hands-on Learning and Safety

Collection

2025 ASEE Annual Conference & Exposition

Authors

Francis Ledesma, Cornell University; Allison Godwin, Cornell University; T. Michael Duncan, Cornell University

Tagged Divisions

Chemical Engineering Division (ChED)

. While recall of prior coursematerial can improve retention, students can struggle to connect and apply lessons learned yearsago to their present day, leading to higher levels of stress, frustration, and impeded learning [5],[6], [7], [8].The theory of social constructivism contrasts with this existing learning structure as it argues thatlearning is not a passive process of information absorption but rather an active process ofcollaboration and reflection [9]. Through this framework, the traditional curriculum structure canlead to student demotivation by passively teaching chemical engineering knowledge and skillsfirst and reserving the challenge of application for after these skills are gained [10]. By contrast,a curriculum that appropriately

Conference Session

First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

focused on the design and improvement of chemical processing plants. His research interests center on the scholarship of teaching and learning, collaborating with engineering faculty across disciplines to help assess and enhance their teaching practices.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Rabb, California State University Los Angeles; Corin L. Bowen, California State University, Los Angeles; Kenya Z. Mejia, San Francisco State University; Silvia Heubach, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Michael W. Ibrahim, California State University, Los Angeles; Yilin Feng, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. Reports providedto instructors on each of their classes at the end of the semester will provide useful feedback onwhich to reflect and design intentional changes for future courses.In this paper, we describe the development of the three component parts of the Eco-STEMStudent Opinion Survey as well as the proposed process of implementation. We also present theresults of confirmatory factor analyses on a pilot study of the Values and Experiences Surveys,which measures the construct reliability for the proposed constructs of climate, structure, andvibrancy. Evidence of validity will enable the institutionalization of a new process that iscentered around the voices of our students and supports the evolution of an educationalecosystem in which all can

Conference Session

First-Year Programs Division (FPD) Technical Session 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Umar Bin Asad, University at Buffalo, The State University of New York; Jasmine Epps, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M Burke

Tagged Divisions

First-Year Programs Division (FPD)

students. In such environments, metacognition, time management, and wellbeing are importantfactors that act as mediators for the personal development of first-year engineering students [16].In the context of engineering education, problem-solving, and self-directed learning are essentialto the learning experience of the students. Metacognition enables students to reflect on theirapproaches to completing complex tasks, thereby improving their academic performance [17].Moreover, developing effective time management strategies early in the academic journey iscrucial for long-term success. For instance, Adams and Blair [18] found that poor timemanagement can cause stress, lower academic performance, and increased drop-out rates.Finally, stress

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

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

AI, Technology, and Data-Driven Learning in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mercedes Terry, University of North Dakota; Abigail Tubbs, University of North Dakota; Brandon Fugger, University of North Dakota; Blair Dupre, University of North Dakota; Enrique Alvarez Vazquez, University of North Dakota; Ryan Striker P.E., University of North Dakota

Tagged Divisions

Biomedical Engineering Division (BED)

CD help students successfullyengage in innovation tasks. This study was conducted within a BME program with an IBL framework. Theparticipants included undergraduate and graduate students who completed surveys at thebeginning and end of the semester to capture changes in CD and ISE. The CD survey wasadapted from a validated scale to reflect IBL-specific scenarios, assessing students' psychologicaldiscomfort when confronting conflicting ideas or ambiguous challenges. ISE was measuredusing an established scale, which evaluates confidence in completing innovation-related taskssuch as generating creative solutions and addressing complex problems. Data collection wasfacilitated through the MOOCIBL platform (a custom LMS) to ensure

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cristian Eduardo Vargas-Ordonez, South Dakota School of Mines and Technology; Hector Enrique Rodríguez-Simmonds, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

, epistemic justice offers aframework for reshaping engineering education and practice to reflect global communities' diverserealities and needs.Introduction Experts possess a mindset supported by extensive knowledge, skills, and experiences in aparticular field (Berliner, 2008; Cross, 2004; Tan, 1997; Weinstein, 1993). They are considered powerfulbecause their expertise gives them authority and influence over others, particularly in decision-makingprocesses (Crawley et al., 2014). However, it is essential to recognize that knowledge is not merely apossession of experts but a shared resource that evolves through diverse epistemic contributions(Varghese & Crawford, 2021). Epistemic injustice refers to the systematic exclusion or

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - GenAI in ethics education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tianjiao Zhao, East Carolina University; Angela Whitehurst, East Carolina University; George C. Wang P.E., East Carolina University; Xi Lin, East Carolina University; Xi Wang, Drexel University; Ron Chance, East Carolina University; Chelsea Rebecca Buckhalter, East Carolina University; shahrooz Ghorbani, East Carolina University

Tagged Divisions

Engineering Ethics Division (ETHICS)

topreserve critical thinking and foundational writing skills. Both groups called for clearerinstitutional policies and structured guidelines for the ethical use of AI tools in educationalcontexts.The findings underscore the need for a balanced and proactive framework to leveragegenerative AI’s benefits while safeguarding educational integrity. Key recommendationsinclude: (1) establishing clear institutional policies on permissible AI use; (2) developing AIliteracy modules to foster critical engagement; (3) implementing process-oriented assessmentmodels, such as version history reviews and reflective writing logs, to emphasize students'intellectual contributions; (4) promoting active faculty involvement in guiding ethical AI use;and (5) adopting

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Anita Walz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

]‬‭. This step enabled us to identify recurring themes, patterns,‬ ‭and insights related to students’ perceptions and uses of the OER Deforms textbook, as well as‬ ‭the financial benefits of the textbook. The quantitative data was analyzed using descriptive‬ ‭statistics, which is valuable in education research to describe a situation without trying to address‬ ‭relationships between variables‬‭[25]‬‭. Additionally, the rank of academic strategies was analyzed‬u‭ sing a Mann-Whitney U test to compare differences in students' academic strategies between‬ ‭their reflections on Statics and Deforms, assessing whether certain strategies were ranked higher‬ ‭or lower across the different courses‬‭[26]‬‭. The analysis results are presented

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ari Sherris, Texas A&M University-Kingsville; Hua Li, Texas A&M University - Kingsville; Christine Reiser Robbins, Texas A&M University - Kingsville; Joel Reyes-Cabrera, Texas A&M University - Kingsville; jianhong Ren, Texas A&M University - Kingsville; David Ramirez, Texas A&M University; Kai Jin, Texas A&M University - Kingsville

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

-quality qualitative research brings forward every voice ratherthan seeks generalizability from findings, student researchers began developing a realisticunderstanding of the strengths and limitations of qualitative research. By focusing on thedevelopment of interviewing, active listening, rapport-building, and note-taking, as well asmemo-ing and inductive coding of data, students grapple with the phenomenal world of researchin a learning-is-doing mode. Finally, by understanding the emotional and attitudinal responses ofcampus community members students better understand themselves and provide a first step inexperiencing interviewing as they and those whom they interview reflect on recycling andenvironmental issues. Hence, our research questions

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meredith McDevitt, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

theimportance of inclusive practices and mentorship in cultivating environments whereunderrepresented communities can thrive.MethodsWorkshop Design and ObjectivesThis study includes a faculty development workshop series as the primary intervention. Theworkshops are designed to address the unique challenges faced by first-year women engineeringfaculty and to further explore how mentorship can enhance their sense of belonging in academia.Additionally, the study assesses the impact of these workshops on participants’ awareness ofmentorship benefits and their retention within engineering academia. The series integrates acombination of group mentorship activities, guided discussions, and reflective exercises to fostermeaningful engagement and collaboration

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston-Downtown; Henry Clyde Foust, University of Houston - Downtown; Dvijesh J Shastri, University of Houston - Downtown; Emre Yilmaz; Arash Rahmatian, University of Houston - Downtown; Mahmud Hasan, University of Houston - Downtown

Tagged Topics

Diversity, NSF Grantees Poster Session

effective resume and prepare for job interviews. The effectiveness of theseworkshops is reflected in the data presented in Figure 3. Fig. 3: Knowledge gained during the REU – How to prepare for a job applicationProgram MentorshipGiven that UHD offers only master's level programs and does not have PhD offerings, studentsbenefited significantly from direct mentorship with faculty members. These daily interactionsfostered strong mentoring relationships that extended beyond the summer program, providingongoing support and guidance. Figures 4 and 5 demonstrate high participant ratings regarding theeffectiveness of faculty mentorship, highlighting positive assessments of mentor accessibility,professional integrity, content expertise, and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ping Wang, The University of Tennessee, Knoxville; Shichun Huang, The University of Tennessee, Knoxville

Tagged Topics

NSF Grantees Poster Session

of the first two weeks was to get participants preparedfor the third week on AI/ML, particularly neural networks [3]. Our public lecture/workshopseries has been focusing on answering the participant’s questions. We found out that after thesummer program in 2024, we got more and more questions involving basic concepts in linearalgebra, for example, dot products used in convolutional neural networks. Some program alumnifrom our NASA-funded projects asked us to incorporate more linear algebra topics and informedus that their own school in the Bay Area has already offered a linear algebra course.Incorporating Linear Algebra in an AI Literacy Curriculum at the Request of YouthWritten reflections from our program alumni and classroom observations

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Faith Gacheru, University of Michigan; Karin Jensen, University of Michigan; Jeanne Sanders, University of Michigan; Eileen Johnson, University of Michigan; Joseph Francis Mirabelli, University of Michigan

Tagged Topics

NSF Grantees Poster Session

common experiences of participants when feelingoverwhelmed. These experiences were formed into two groups, one that focused on physicalexperiences and symptoms of feeling overwhelmed, while the other focused on emotions andstates of being when feeling overwhelmed. Each time point also included one to five openresponse questions for qualitative analysis. Demographic questions in the survey consisted offirst generation status, gender identity, financial status, and more. All questions were asked infirst person to encourage students to reflect on their personal experiences. Figure 1. Description of Survey Components Figure 2. Description of Additional Questions for Timepoint 7 Figure 3

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Lattanzi, George Mason University

Tagged Topics

NSF Grantees Poster Session

and directly connect it to civil engineering.Finally, each module included reflection questions for the student to encourage critical thinkingabout the data science topic. Two modules were designed and implemented as MATLAB [4] livenotebooks that allowed the integration of instructional content and dynamic interactiveprogramming exercises. A third module was more open-ended, as will be discussed.Tension testing was the first opportunity identified. The tension test module is designed to extendon conventional stress-strain curve parameterization by first introducing bi-linear models (Figure1). The concept of polynomial regression and error minimization are then introduced, and thestudent is encouraged to explore how polynomial model order

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tracie Ferreira, University of Massachusetts Dartmouth; Shakhnoza Kayumova, University of Massachusetts Dartmouth

Tagged Topics

Diversity, NSF Grantees Poster Session

reflected diversity in both gender and ethnicity, with 75% beingwomen and/or from underrepresented groups in engineering (Hispanic/Latino or Black/AfricanAmerican). The second cohort of College of Engineering students in their +1 year of their 4+1MS degree, included 13 students, 69% of students in the second cohort are either female oridentify with a minoritized racial or ethnic group. Of the second cohort, 85% are employed intheir field and 2 are finishing their MS degrees. The second cohort exit interviews and surveysreveal that the AccEL program helped cohort 2 students increase their sense of identity as ascientist/engineer by providing opportunities to engage in scientific research and developingresearch ideas and solutions. Students also

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

program was used,with mentors following a specific form for each meeting.The mentoring sessions involved:Meeting 1: Obstacles to Success and Opportunities for SuccessThis session involved a discussion on what went wrong during the first semester and whatopportunities are available for success. It provided an opportunity for the mentor and mentee tomeet each other and reflect on the previous semester, highlighting both achievements and missedopportunities.Table 1: Obstacles to success. Students were asked to complete this section by choosing the top5 obstacles (number them in order from most important to least important). Study Habits Finding a good place to Going to class study

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

growth in exam-related confidence suggests that practical makerspace skillsmay not directly translate to traditional assessment formats. This disconnect highlights the needfor educational strategies that better integrate experiential learning with academic evaluation.Future course designs should consider embedding exam-aligned makerspace activities ordeveloping reflective practices that bridge the practical and theoretical aspects of engineeringeducation. This study extends existing models of engineering identity development bydemonstrating that multidisciplinary makerspace activities can enhance identity dimensions evenoutside traditional disciplinary boundaries. By situating engineering identity development withina multidisciplinary

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