Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oyku Eren Ozsoy, Embry-Riddle Aeronautical University - Prescott; Luis Felipe Zapata-Rivera, Embry-Riddle Aeronautical University

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Diversity

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Computers in Education Division (COED)

Paper ID #47831Enhancing Learning and Instruction through Structured Reflection in PairProgramming: A Feedback-Driven Approach in Computer Science EducationDr. Oyku Eren Ozsoy, Embry-Riddle Aeronautical University - Prescott Dr. Eren Ozsoy holds a Ph.D. in Health Informatics, along with an M.S. and B.S. in Computer Engineering. Her research interests include bioinformatics, machine learning, and linear optimization, with a specific focus on constructing biological networks and automating the classification of allergen proteins. Recently, Dr. Eren Ozsoy has also developed an interest in engineering education research and

Conference Session

Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sally Njoki Kimani, Tumaini Innovation Center ; Mary Wambui Muigai BSc. (Information Technology) – Ongoing, Tumaini Innovation Center; Claudia Chebet Chemweno, Tumaini Innovation Center; Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (PWL) (COE); Nrupaja Bhide, Purdue University at West Lafayette (PPI); Jennifer Deboer, Purdue University – West Lafayette (College of Engineering)

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Diversity

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Community Engagement Division (COMMENG)

University. Her research focuses on international education systems, individual and social development, technology use and STEM learning, and educational environments for ©American Society for Engineering Education, 2025(Engagement in practice): Collaborative Reflection on Evolution of an Engineering Community of PracticeAbstractCommunity-engaged practices must prioritize reciprocity [1] in university-community engagement, by centering thewants and needs of the community, as identified by the community themself. In this paper, we highlight thedevelopment and evolution of a Community of Practice, emphasizing the role of community members as experts inassessing their own community needs and developing solutions to

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto; Robert Irish, University of Toronto

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Liberal Education/Engineering & Society Division (LEES)

Paper ID #49205Building Sociotechnical Competencies through an Integration of EngineeringEthics and Science, Technology and Society Studies: A Reflection on InstructionalPracticesDr. Lisa Romkey, University of Toronto Lisa Romkey serves as Associate Professor, Teaching and Associate Director, ISTEP (Institute for Studies in Transdisciplinary Engineering Education and Practice) at the University of Toronto. Her research focuses on the development of sociotechnical thinking and lifelong learning skills in engineering.Dr. Robert Irish, University of Toronto Robert Irish is the author of two textbooks in Engineering Communication

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan Alvarez, University of Illinois at Urbana - Champaign; Max Fowler, University of Illinois at Urbana - Champaign; Cheryl Ann Cohen; Jennifer Martinez; Jennifer R Amos, University of Illinois at Urbana - Champaign; Yael Gertner, University of Illinois at Urbana - Champaign

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Computers in Education Division (COED)

Paper ID #46193BOARD # 95: WIP: Students’ reflections on their attitude and how it affectstheir performance in a CS Discrete Math course.Dr. Juan Alvarez, University of Illinois at Urbana - Champaign Juan Alvarez joined the Department of Electrical and Computer Engineering at University of Illinois faculty in Spring 2011 and is currently a Teaching Assistant Professor. Prior to that, he was a Postdoctoral Fellow in the Department of Mathematics and Statistics at York University, Canada, a Postdoctoral Fellow in the Chemical Physics Theory Group at the University of Toronto, Canada, and a Postdoctoral Fellow in the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christy Wheeler West, University of South Alabama; Nicole Carr; Eric Steward P.E., University of South Alabama

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NSF Grantees Poster Session

Paper ID #47382BOARD # 434: Reflections from S-STEM Scholars: Relative Importance ofIntegrating Transfer Students into University Culture or College of EngineeringCommunityDr. Christy Wheeler West, University of South Alabama Christy Wheeler West is an associate professor in the Department of Chemical and Biomolecular Engineering at the University of South Alabama, where she also serves as Director of the Office of Undergraduate Research. She holds a Ph.D. from Georgia Institute of Technology and a B.S. from the University of Alabama.Nicole CarrDr. Eric Steward P.E., University of South Alabama Associate Professor in the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy E. Allen, University of Virginia

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Diversity, NSF Grantees Poster Session

Paper ID #46306BOARD # 293: Reflection on Outcomes Data from Eight Years of a SummerREU Site in Systems Bioengineering and Biomedical Data SciencesDr. Timothy E. Allen, University of Virginia Dr. Timothy E. Allen is a Professor in the Department of Biomedical Engineering at the University of Virginia. He received a B.S.E. in Biomedical Engineering at Duke University and M.S. and Ph.D. degrees in Bioengineering at the University of California, San Diego. Dr. Allen’s teaching activities include coordinating the undergraduate teaching labs and the Capstone Design sequence in the BME department at the University of Virginia

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean S Larson, Arizona State University; Leah Folkestad, Arizona State University

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Diversity, NSF Grantees Poster Session

Paper ID #46429BOARD # 435: Reflections on a Decade of Engineering Workforce Developmentfor the Engineering Research Center for Bio-mediated and Bio-inspired Geotechnics(CBBG)Dr. Jean S Larson, Arizona State University Jean Larson, Ph.D., is the Educational Director for the NSF-funded Engineering Research Center for Bio-mediated and Bio-inspired Geotechnics (CBBG), and Associate Research Professor in both the School of Sustainable Engineering and the Built Environment and the Division of Educational Leadership and Innovation at Arizona State University. She has a Ph.D. in Educational Technology, postgraduate training in

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wayne L Chang, University of Illinois Urbana-Champaign; Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois at Urbana - Champaign; Shelby Hutchens, University of Illinois Urbana-Champaign; Callan Luetkemeyer, University of Illinois at Urbana - Champaign; Brian Mercer, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Kersh, University of Illinois at Urbana-Champaign

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Mechanics Division (MECHS)

for Advanced Science and Technology. Her research focuses on the use of experimental and computational methods to evaluate the interdependence of mechanical, compositional, structural properties of bone, ligament, and tendon to investigate the progression and treatment of musculoskeletal diseases. Her work has been funded by NSF, NIH, and industry/foundation sponsors. She has received awards from the US and Australian Orthopedic Research Societies and the Beckman Foundation in recognition of her scholarship. ©American Society for Engineering Education, 2025 Reflecting on Ten Years of Building a Community of Practice for Teaching Innovations in Fundamental Mechanics

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, University of Connecticut; Todd Campbell, University of Connecticut; Pamela C Detrois, University of Connecticut

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

the explicit meaningsexpressed by students in their interviews (Braun & Clarke, 2006). In the next two cycles of coding, weconstructed latent codes which focus on “deeper, more implicit or conceptual levels of meaning” (Braun& Clarke, 2021, p. 102). In latent coding, we drew on Braun & Clarke as well as Berg’s (2009)perspective of latent codes as interpretive codes that attend to the meanings encoded within or manifestthrough text or talk. In each cycle of coding, the three authors reflected on each assigned codeindividually and together to reach theoretical consensus. We used the latent codes to examine differentonto-epistemologies or the deeply entangled ways of being and knowing that are imbued with axiologicalperspectives that

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Howcroft, University of Waterloo; Kate Mercer, University of Waterloo; Julie Vale, University of Guelph; D'andre Jermaine Wilson-Ihejirika P.Eng., University of Toronto; Stephen Mattucci, University of Guelph

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

slow to change [6].Everywhere we look, the world is asking us as educators and engineers to design, innovate,address global issues, and prepare future engineers to meet the needs of tomorrow. This suggeststhat traditional ways of practicing and teaching engineering design are not enough and that newstrategies are needed. Important changes have already been made but more is needed to ensurethat tomorrow’s engineers are well prepared to work and design with the rest of society to ensurea sustainable, just, and equitable future for our planet.Taking a non-traditional approach to an academic paper, this paper will use a combination ofstorytelling, reflection, and commentary in which the authors will be having a conversation withreaders. Our goal

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jenna Tonn, Boston College; Brit Shields, University of Pennsylvania; Ryan Hearty, The Johns Hopkins University; Adelheid Voskuhl, University of Pennsylvania

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

Landscapes in Engineering EducationAbstractIn this paper, the four authors consider our roles as engineering educators teaching courses thatemphasize engineering practice as a sociotechnical endeavor. [1] [2] Situated in differentinstitutions and schools, we reflect on commonalities and differences in our approaches tosociotechnical education, particularly incorporating scholarship that illuminates the complexrelationship between science, technology and society into engineering and humanities courses.We draw heavily from disciplines such as science and technology studies, engineering studies,and the history of science and technology, among others. [3] [4] We also reflect on how ourvaried institutional homes have influenced how we approach

Conference Session

Computers in Education Division (COED) Track 2.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University at Raleigh; Madhur Dixit, North Carolina State University at Raleigh; Kavya Lalbahadur Joshi

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Diversity

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Computers in Education Division (COED)

? AbstractDual-submission homework approaches were developed as a way to foster reflectiveness andmetacognition in students while discouraging academic dishonesty. However, the rise of largelanguage models (LLMs) challenges this approach. This paper examines whether LLMs canreplicate credible reflections and, consequently, compromise the integrity of the dual-submission approach. Experiments were conducted using reflections generated by students andLLMs, analyzed by instructors and teaching assistants, with mixed results. We discussimplications, limitations of current strategies, and potential modifications to maintain academicintegrity in an era of LLMs. 1. IntroductionOver the past decade, dual-submission homework [1] has been developed, first of all

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kangxuan Rong, Cornell University; Campbell James McColley, Cornell University; Ted Karanja Mburu, University of Colorado Boulder; Alexandra Werth, Cornell University

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Computers in Education Division (COED)

]. Existingeducational AI tools face limitations in fostering meaningful conversations, as their responsesoften lack the natural interaction and adaptability of human communication [22, 23]. Thiswork-in-progress paper utilized an AI-driven survey tool to enhance STEM learning outcomes,with a focus on fostering collaborative skills that are critical in today’s educational landscape. Bycomparing traditional, static reflective prompts with dynamic, AI-generated survey prompts, thisresearch aims to evaluate how generative AI can promote deeper engagement and meaningfullearning in higher education. Effective teamwork is a fundamental component of STEM learning, especially given thegrowing emphasis on collaboration and communication skills in higher education

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ting Jun Lin, Royal Institute of Technology (KTH); Ibrahim H. Yeter, Nanyang Technological University

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Diversity

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Educational Research and Methods Division (ERM)

design process. The study analyses reflection journals from14 third-year material science and engineering students using a qualitative, inductive approach.Results identify four key aspects of problem scoping: (a) gathering information about clients,problem context, and the designers themselves; (b) setting goals based on gathered data; (c)developing solutions using divergent, convergent, and logical thinking; and (d) evaluating andmanaging design outcomes by reflecting on solutions by envisioning outcomes or creatingbackup plans. Both male and female students show similar approaches. Findings contribute tounderstanding students’ problem-scoping processes and highlight opportunities for futureresearch into engineering design education.Keywords

Conference Session

First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Josephine Adams, Purdue University at West Lafayette (PPI); Camden Love, Purdue University at West Lafayette (COE); Charis Armstrong; Devang Atul Patel, Purdue University at West Lafayette (COE); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Laura Starr, Indiana-Purdue University

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Diversity

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First-Year Programs Division (FPD)

development of intercultural competence goals. The study seeks tounderstand how effectively STEM students manage teamwork, how this behavior is reflected intheir perceptions, and how these elements contribute to the development of skills that facilitateintercultural understanding.Methods:This study is focused on twenty-four first-year computer science students living in a learningcommunity at a large midwestern university. These students participated in semester-longlearning community focused on helping students develop professional skills such as teamworkand intercultural competence. As a part of the learning community students participated invarious team-based activities and were regularly asked to reflect on two primary areas: theirteamwork

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

Alex George, Franklin W. Olin College of Engineering; Leslie Bostwick, Franklin W. Olin College of Engineering; Audrey Renaud, Franklin W. Olin College of Engineering; Emily Boyd, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering

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First-Year Programs Division (FPD)

uncertainty quantification to address a diverse set of problems, including reliable aircraft design and AI-assisted discovery of novel materials. ©American Society for Engineering Education, 2025 Research as Teaching: On Student Mindset and Voice in a Sustained Collaborative AutoEthnography on Mathematical ModelingAbstractIn this complete research paper, we advocate for a methodology with unique researchaffordances that also serve student mindset development. Mindset is an important element ofstudent development; in particular, metacognition helps students learn more effectively and is akey component of lifelong learning. Theory on reflective practice suggests that key elements ofmetacognition are best

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer S. Brown, University of Georgia; Landon Todd Smith, University of Georgia; Kristina Kennedy, The Ohio State University; Fred Richard Beyette Jr., University of Georgia; Julie P Martin, University of Georgia

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NSF Grantees Poster Session

ongoing study toinvestigate how our diverse mentoring group interacts to learn qualitative research methods inthe context of EER. Collaborative autoethnography is a qualitative research method that is“simultaneously collaborative, autobiographical, and ethnographic” [8, p. 17] in that it involves agroup of people collectively reflecting and documenting their perceptions of a shared cultural orlearning experience. It can be described as “a study of self [that is] conducted in the company ofothers” [8, p. 17]. In this work, we are a group of five academic researchers and practitioners atmultiple career stages collectively reflecting on our perceptions of mentoring relationshipswithin the context of the two RIEF projects that began in August 2024.A

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joe Dallas Moore, Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Allison E. Connell Pensky, Carnegie Mellon University

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Educational Research and Methods Division (ERM)

increasingly see in students, which is studentsarriving in our courses exhibiting unprofessional behavior. It is unclear if students recognize theimportance of professional behavior. To combat this trend, we sought to encourage students tothink about their own behavior and learning by emphasizing academic and professionalgoal-setting and monitoring progress towards goals. In our required undergraduate environmentalengineering course, we tasked students with setting multiple goals related to their academicperformance (e.g., I’d like to earn an A), course content to learn (e.g., drinking water,remediation), and their professional skills (e.g., build relationships with instructional staff).Students reflected on these goals and their progress toward them

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Harriss; Ian McGill; Elizabeth Gray; Aparajita Jaiswal, CILMAR Purdue University; Sakhi Aggrawal, Purdue University at West Lafayette (PPI)

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Diversity

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Educational Research and Methods Division (ERM)

tothis skill as it allows individuals to consider different people’s viewpoints. While perspective-taking is recognized as crucial for effective human interaction and conflict resolution, thereremains a gap in understanding how to effectively teach and assess these skills in highereducation settings. The goal of the study is to understand the perspective-taking abilities ofundergraduate students and inform curriculum enhancements to help students develop suchabilities.Methods: The study employed a case study approach to analyze reflections from 15undergraduate students enrolled in an honors course at a large midwestern university. Followingthe completion of a communication module, students wrote 200-word reflections on their keylearnings. A four

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evans Tang, Purdue University at West Lafayette (COE); Allyson Faith Miller; Olivia Guptill; Clara Elisa Hortua; Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Paul J. Thomas

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Diversity

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First-Year Programs Division (FPD)

culminates in acapstone reflection where students synthesize their learning and apply it to a realistic conflictscenario.Learning Objectives 1. Understand different conflict styles and their impact on team dynamics. 2. Reflect on personal conflict styles and how they influence interactions. 3. Explore the concepts of trust, including types of trust and their role in building psychological safety. 4. Develop strategies to bridge differences, shift frames, and manage emotions during conflicts. 5. Apply theoretical knowledge to practical scenarios through a capstone reflection.Module ComponentsTable 2 presents the description for each section within the PIM module.Table 2: Productive conflict module outline Module Section

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jack Nelson; Katherine Cheh; Akshat Garg; Atin Dewan, Purdue University at West Lafayette (COE); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI)

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Diversity

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International Division (INTL)

participants. Thisstudy explores the experiences of 15 senior-level engineering students who participated in asemester-long study abroad program. Students wrote a final reflection as a part of the studyabroad. The reflections were analyzed using a mixed-method approach. A rubrics was created toscore each reflection quantitatively across five key dimensions: Identification and Awareness ofICC, Self-Examination and Reflection, Critical Assessment and Reframing of Assumptions,Exploration and Adoption of New Roles, and Development of a Plan for Action and SkillAcquisition. Further qualitative coding was performed to identify patterns and student quotespertaining to each rubric criteria. The findings reveal that students demonstrated strongawareness of ICC

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Patten, Temple University; Avi Kaplan; Ruth Ochia, Temple University

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NSF Grantees Poster Session

Biodesign course that aimed to promote students’ transfer of design thinking from the course to their capstoneproject in the following semester.Design thinking: Design thinking (DT) reflects a professional orientation and skills considered central to thepreparation of engineers for solving complex engineering problems of the 21st century [8]. Learning standards inundergraduate engineering education call for training students in applying engineering design to engineeringproblems that include “one or more of the following characteristics: involving wide-ranging or conflicting technicalissues, having no obvious solution, addressing problems not encompassed by current standards and codes, involvingdiverse groups of stakeholders, including many

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University

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Diversity

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

Vanderbilt University, contributing to a group funded by the Department of Energy. Her primary research focused on the long-term evaluation of near-surface waste disposal under climate change impacts at nuclear waste sites. With a background as an environmental engineer/planner at Gresham, Smith, and Partners, as well as General Motors Corporation, Dr. Worthy brings a wealth of industry experience to her academic roles. She has a proven track record of addressing critical environmental challenges. In her recent endeavors, Dr. Worthy is actively collaborating with the Lemelson Foundation to institutionalize the Engineering for One Planet framework at Kennesaw State University. This initiative reflects her commitment to

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2025 ASEE Annual Conference & Exposition

Authors

Heather Michelle Phillips, University of Pittsburgh; Nicholas Anthony Nobile, University of Pittsburgh; Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Lee Allen Dosse, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul

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Diversity

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Design in Engineering Education Division (DEED)

. ©American Society for Engineering Education, 2025 Design Curriculum in Introductory Circuits Laboratory Assignments and the Influence on Innovation Self-EfficacyAbstractThis paper examines the impact of integrated design elements in a second-year introductorycircuits course on students’ innovation self-efficacy (ISE). Building upon a pilot study fromSpring 2024, this research focuses on the implementation of updated laboratory assignments inone section of the course while maintaining the original curriculum in a parallel section. Theupdated curriculum emphasizes experiential learning through active learning engagement,simulation exercises, open-ended design challenges, and reflection. This allows students tonavigate the full

Conference Session

Computers in Education Division (COED) Track 6.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jiaen Yu, University of California, San Diego; Anshul Shah, University of California, San Diego; John Driscoll, University of California, San Diego; Yandong Xiang; Xingyin Xu, New York University; Sophia Krause-Levy, University of San Diego; Soohyun Nam Liao, University of California, San Diego

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Computers in Education Division (COED)

achievement. However, no prior literature haspracticed an intervention that addresses all three phases of Zimmerman’s Cyclical Phases Modelof metacognition while aiming to help students better understand concepts in computing.Therefore, using CompassX we include 1) an initial forethought phase in which students plantheir studying, 2) a performance phase in which students self-monitor their progress, and 3) aself-reflection phase where students evaluate and adjust their strategies. In this paper, we share thekey features of CompassX that promote metacognitive study behaviors, how our users engagedwith those features, and how continued practice of metacognition using those features is related toimproved learning outcomes. Students used CompassX

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia

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Diversity

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Student Division (STDT)

. ©American Society for Engineering Education, 2025Bridging the Gap: Autoethnographic Insights into Project-Based Learning in Electrical EngineeringAbstractProject experience is crucial to electrical and computer engineering (ECE) education. Despitethis, many students are limited to extracurricular involvement or secondary opportunities to gainproject experience. This lack of a project-based curriculum creates a clear divide between thosewith and without access outside the classroom. This study focuses on the self-reflectiveexperience of an electrical engineering undergraduate designing, building, and programming arobotics project. Through autoethnography and reflective journaling, the data from this studyaims to demonstrate

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kushal Adhikari, Juniata College

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Diversity

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First-Year Programs Division (FPD)

. Keyactivities implemented to achieve these outcomes included – 1) guest speakers, 2)engineering passport, and 3) redesigned semester project. The grading structure wasrevised with activities spread throughout the semester. Table 1 below presents the gradingcomponents for Fall 2024. Table 1: Grading components for CEE 101 Graded Component Points Class Participation & Online Forums 200 Engineering Passport (50 each) 200 Speakers Reflection (100 each) 300 Final Assessment – Poster

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Viswajith Siruvallur Vasudevan, Cornell University; Shivaun D Archer, Cornell University; Jonathan T. Butcher, Cornell University

Tagged Divisions

Biomedical Engineering Division (BED)

is reflected in their output, which can be coherent, engaging,and, in some cases, strikingly human-like. LLMs exhibit a wide range of capabilities, which arelisted in Figure 1.While LLMs have shown remarkable performance on various tasks, they face several challenges.LLMs may generate plausibly sounding but factually incorrect statements. Secondly, LLMsstruggle with understanding and applying common sense or real-world knowledge despite theirimpressive capabilities. And LLMs can inadvertently perpetuate biases present in their trainingdata [23, 24].ChatGPT is a specific implementation of an LLM developed by OpenAI. It's designed to engagein human-like conversations, providing helpful, respectful, and honest responses while also beingable to

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Priyantha Wijesinghe, University of Vermont; Holly Ann Buckland Parker, University of Vermont; Ethan Zachary Stein, University of Vermont

Tagged Divisions

Civil Engineering Division (CIVIL)

civil engineering and architecture professions[2], while the second article explores the integration of human and artificial intelligence in civilengineering [3]. In their analysis, the instructor asked the students to discuss how GenAI couldenhance efficiency and safety in the field and the ethical challenges associated with GenAI use.Students were asked to critically assess the AI-generated output, verify facts, and document theirinteractions with the GenAI tool by providing all prompts. Additionally, students were asked toprovide a brief reflective analysis of the AI tools they used, such as ChatGPT, and how theseinfluenced their learning. II. The Course and the AssignmentsStructural Steel Design is a senior-level elective and one of

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana Adela Martin, University College London

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Diversity

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Engineering Ethics Division (ETHICS)

’. ©American Society for Engineering Education, 2025Exploring engineering students’ understanding of their social responsibilitythrough a living library of ethics case studiesIntroductionEthics education is increasingly recognized as a crucial component of the undergraduateengineering curricula. Nonetheless, many engineering students show reluctance or outrightdisengagement when exposed to ethical issues [1] [2]. Traditionally, the engineeringcurriculum privileges technico-scientific knowledge, seeing it divorced from ethics andsocietal considerations, and relegating ethics tends to standalone courses or ancillary topicswithin broader coursework [3], [4]. This hierarchization of disciplines reflects a deeper‘depoliticization’ of engineering programs