Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert FIET, University of Arkansas; Carol S Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Jennie S Popp Ph.D.; Chunhua Cao, The University of Alabama; Leslie Bartsch Massey, University of Arkansas; Thomas Carter III, University of Arkansas

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NSF Grantees Poster Session

more information, resources, and structure than they were originally provided.Training materials and information packets were created for the second cohort’s peer mentors.Faculty Mentoring: Each INNOV student also has a faculty mentor, in addition to their facultyadvisor, to provide a one-on-one relationship for academic support and career guidance. Thesefaculty also help students explore research and professional opportunities. Lesson learned:Students and faculty both needed direct information on expectations for their role in the mentoringrelationship.Professional Mentoring: INNOV scholars meet regularly with non-faculty staff mentors who helpthe students navigate academic and social challenges. Lessons Learned: 1) These mentors wereable to

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Scott Rowe, Western Carolina University

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Diversity, NSF Grantees Poster Session

resources to this mission. To date, theprogram has provided eighty-three semesters worth of tuition support to thirty-six students.Additionally, the program provides financial support to promising student projects that havebeen vetted by the scholar cohort and undertaken as class projects in the host department’sProject-Based Learning (PBL) curriculum. This paper outlines the program and activitiesundertaken in 2024.2. Program ObjectivesThe FLiTE scholarship program is strongly motivated by the financial needs of students and thecommercial needs of the western North Carolina region that WCU serves. Frequently, studentsfrom the region who obtain STEM degrees will choose to build their careers elsewhere due to adearth of local employment

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lizandra C Godwin, University of New Mexico; John K. Wagner, University of New Mexico; Benjamin Jose Aleman, University of Oregon; Elizabeth A Wentz, Arizona State University; Donna M Riley, University of New Mexico

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NSF Grantees Poster Session

tenure reviewer perceives the portfolio's research quality, with higherscores indicating greater excellence.For the factorial experiment, we used independent variables that were dichotomous, as describedin the list below. • Viewpoint: Peer comparison in rating the portfolio (reviewers perception of research excellence vs. their colleagues). • Ph.D.: Prestige of the candidate's degree-granting institution (high vs. moderate). • Field: Mainstream vs. out-of-the-box field in a discipline. • Journal: High-impact vs. lower-impact publication venues. • Publications: High (30) vs low number (5) of publications since appointment. • h-index: High (25) vs. low (5) research impact. • Funding: NSF CAREER grant vs

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shana Lee McAlexander, Duke University; Catherine Brinson, Duke University; Richard J. Sheridan, Duke University; Junhong Chen, University of Chicago; Jennifer Nolan, University of Chicago

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NSF Grantees Poster Session

Paper ID #49403BOARD # 455: Stimulating Interdisciplinary Graduate Research Across NSF-NRTInstitutionsDr. Shana Lee McAlexander, Duke University As Associate Director, Shana leads grant operations for the Harnessing AI for Understanding and Designing Materials (aiM Program), a Research Traineeship program supported by the National Science Foundation. Shana’s research interests revolve around STEM Education; representation in science and engineering careers; access to internships; team science, convergence, and interdisciplinarity.Prof. Catherine Brinson, Duke UniversityDr. Richard J. Sheridan, Duke University Richard

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University; Stephanie Tubman, Michigan Technological University; Luke Bowman, Michigan Technological University; Marianne Semones; Joseph Lubig, Northern Michigan University; Christi Underwood Edge, Northern Michigan University; Cody T Williams, Western Michigan University; Jacqueline E. Huntoon, Michigan Technological University

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Diversity, NSF Grantees Poster Session

interest in STEM careers byempowering teacher leaders to enhance their own and their colleagues' effectiveness.Faculty and staff at MTU and NMU are collaborating for MTP to enact long-standing plans forcollaboration to improve teaching and learning in Michigan schools. The partnership betweenNMU and MTU leverages NMU’s strengths in teacher education in pedagogy and praxis andMTU’s strengths in STEM. The project is managed by the PI team at MTU in coordination withrepresentatives from NMU and an external evaluator from Western Michigan University.Program ObjectivesTwenty teachers with master’s degrees are supported as a cohort in their development asteacher-leaders. Years 1-2 of the teacher leadership programming will include training onleadership

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Tim Wells, Arizona State University, Polytechnic Campus; Ulises Juan Trujillo Garcia, Arizona State University; Andrea Lidia Castillo, Arizona State University

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Diversity, NSF Grantees Poster Session

)IntroductionAccess to enriching engineering experiences remains a challenge, particularly for Latinx highschool students with one or more parents who are migratory seasonal farmworkers, herein referredto as migratory students. A migratory student is a child/ whose parent(s) is a migratory agriculturalworker. There are approximately half a million migratory children navigating the Americaneducation system, and they face unique challenges—including frequent relocations, Englishlanguage learners, and disrupted schooling—that significantly impact their academic outcomesand career aspirations [1], [2]. Migratory students have limited access to engineering learningexperiences and also encounter curricula that often fail to connect meaningfully with their

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

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael W. Thompson, Baylor University; Anne Marie Spence, Baylor University; Nathan F Alleman, Baylor University; William A Booth, Baylor University; Sarah E Madsen, Baylor University; Taylor Wilby, United States Military Academy; Pacey Ham Mitchell, Baylor University

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Diversity, NSF Grantees Poster Session

were at acomparable point in their degree program. Of the 22 students in the two cohorts, 10 graduatedwithin 4 years, 10 are on track to graduate within 4 years while 2 are progressing toward degreecompletion within an extended timeline of 4.5 years. Key successes included full placement ininternships or research experiences, which proved to be vital for both professional and academicdevelopment. Additionally, graduates of the program achieved high rates of professionalplacement or entry into graduate programs. These outcomes underscore the program’s ability toeffectively prepare students for success in their careers or further education, reflecting the robustsupport and opportunities provided throughout their participation in the ECS Scholars

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Michigan; Larkin Martini; Karin Jensen, University of Michigan; Jeanne Sanders, University of Michigan; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research.Jeanne Sanders, University of Michigan Jeanne Sanders (she/her/hers) is a researcher in Engineering Education. She graduated with her Ph.D from North Carolina State University in the Fall of 2020 and works as a staff researcher in the Thrive Lab at the University of Michigan.Dr. Mark Vincent Huerta, Virginia Polytechnic Institute and State University Dr. Huerta is an Assistant Professor in the Department of Engineering Education at Virginia Tech. He earned his PhD in Engineering Education Systems & Design at Arizona State University and has a BS/MS in Biomedical Engineering. His research group

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

courses. The Postsecondary Instructional Practices Survey (PIPS) revealed severalcore strategies consistently employed by instructors. These included guiding students throughmajor topics, connecting course content to their lives and future careers, and crafting detailedsyllabi that provided clear expectations. Immediate feedback emerged as a key practice whichenabled students to quickly correct misconceptions. Additionally, instructors frequentlyacknowledged and built upon students’ prior knowledge and created a foundation for deeperlearning. Peer and instructor interaction were also emphasized that fostered collaborative andinteractive learning environments.Classroom observations offered further evidence of thoughtful course design and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kathleen Dinota, Stony Brook University; Monica Bugallo, Stony Brook University

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NSF Grantees Poster Session

Paper ID #48338BOARD # 315: A Customizable Engineering Outreach Program for Elementarythrough High School Students (EDU/DRL)Mrs. Kathleen Dinota, Stony Brook University Kathleen Dinota received her B.S. in Marine Science and M.S. in Secondary Education, retiring in 2017 after teaching in public schools on Long Island, NY for 31 years. During her career, she taught earth science, biology and chemistry as well as science research. Kathleen has also worked in test development at NY State Education Department as an Education Specialist for the Regents Physical Setting Chemistry exam for the past 20 years. She is a former NYS

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Lakshmi Krishna, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

worth investing time into amidst their stressful schedules. Particularly in thefield of engineering, graduated students find work everywhere from the oil and gas industry inHouston and Qatar to civil engineering projects in Flint, Michigan and the Dominican Republic.We believe that framing teaching about the variety of people they will work with intoprofessional-skill career preparation [13] will engage students further. Through this mechanism,we will still engage trained peer leaders to have mentorship groups for discussion, reflection, andsupport, but teaching all students communication and conflict resolution skills will hopefullyreach a broader student population.AcknowledgmentsWe would like to thank the National Science Foundation for the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nuria Jaumot-Pascual Ph.D., TERC; Maria Ong; Tiffany Smith, American Indian Science & Engineering Society

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Diversity, NSF Grantees Poster Session

Paper ID #48436BOARD # 357: ECR: Core. Identity Intersections of Indigenous Engineersand Computer ScientistsNuria Jaumot-Pascual Ph.D., TERC Nuria Jaumot-Pascual, Ph.D. is a Research Scientist at TERC. She leads studies on the experiences of people of color in STEM education and careers through creative methods and meta-synthesis, methods that she provides professional development on. She is Co-PI in four NSF-funded projects and a Spencer Foundation project, two of which focus on the experiences of Native students and professionals in STEM. She has a Ph.D. in Qualitative Research Methodologies from the University of

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Victoria Rose Garza, The University of Texas at San Antonio; Joel Alejandro Mejia, University of Cincinnati; Teja Guda, The University of Texas at San Antonio

Tagged Divisions

Biomedical Engineering Division (BED)

Cincinnati Dr. Joel Alejandro (Alex) Mejia is a Professor of Engineering Education in the Department of Engineering and Computing Education at the University of Cincinnati. His work examines the intersections of engineering, social justice, and critical pedagogies. He focuses on dismantling deficit ideologies in STEM, centering Latino/a/x student experiences—especially of those along the U.S.-Mexico border. His work draws on Chicana/o/x studies, raciolinguistics, and bilingual education to explore how language, race, and socialization shape engineering pathways and engineering practice. In 2025, Dr. Mejia received the Presidential Early Career Award for Scientists and Engineers (PECASE) Award for his contributions to

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois Urbana - Champaign

Tagged Divisions

Engineering Leadership Development Division (LEAD)

service-learningparticipation, students reported increased awareness and understanding of others, strongerconnections with peers and community members, and the ability to apply academic knowledge inreal-world settings. Additionally, students gained practical experience in their fields of study andexplored potential career paths. Many participants also expressed significant personal growth asleaders.Rose-Hulman Institute of TechnologyAt Rose-Hulman, leadership principles from The Seven Habits of Highly Effective People areincorporated into a freshman civil engineering design course [6]. Students work in teams,interact with clients, and produce a final report in the form of a feasibility study and preliminarydesign. This experience enhances their

Conference Session

Innovative Pedagogies and Assessment Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Spencer Johnathan Sabatino, Cornell University; Allison Godwin, Cornell University; Trevor Franklin, University of Colorado Boulder

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Chemical Engineering Education William H. Corcoran Award, 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award, and the 2023 AIChE Excellence in Engineering Education Research Award.Trevor Franklin, University of

Conference Session

ENT-8: Mentorship, Creativity, and Ethics in Academic Entrepreneurship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Voichita Maria Dadarlat; Yi Wang, Purdue University at West Lafayette (COE)

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

, which can have important implications for faculty andgraduate student research, publishing, funding, and careers. Literature ReviewAcademic EntrepreneurshipAcademic entrepreneurship refers to the activities in which faculty, students, and researchersbecome involved to translate research, knowledge, and innovations into commercially viableproducts, services, and entities. These activities include patenting, the founding of startupcompanies, consulting, and licensing agreements with industry, all of which generate economicdevelopment and societal impact from academic science (Etzkowitz, 2003; Rothaermel et al.,2007). Shifting attention to entrepreneurial outcomes represents a change in how universities

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Molly H Goldstein, University of Illinois Urbana-Champaign; Rick Hill, University of Detroit Mercy; Imani Adams, Purdue University – West Lafayette (College of Engineering); Vanessa Blas, University of Illinois at Urbana - Champaign; Victoria Constantine, Purdue University at West Lafayette (COE); Emily M. Haluschak, Purdue University at West Lafayette (COE); Rachel E. Higbee, Purdue University – West Lafayette (College of Engineering); Joshua E. Katz, University of Illinois at Urbana - Champaign; Maxwell Lee Beach, University of Illinois Urbana-Champaign; Deana Lucas, Purdue University at West Lafayette (COE); Christine H. McDonnell, Purdue University at West Lafayette (PWL) (COE); Azizi Penn, Purdue Engineering Education; Brian Povilus, University of Illinois at Urbana - Champaign; Bruce Wellman, Purdue University at West Lafayette (COE); Tugba Abanoz, Visiting Scholar to Purdue University at West Lafayette (COE), Ankara University Faculty of Educational Sciences; JaKobi Burton, Purdue University – West Lafayette (College of Engineering); Anne DeLion, Purdue Engineering Education; Jennifer Heap, Purdue Engineering Education; Rena Ann Sterrett, Purdue Engineering Education

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Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. McDonnell, Purdue University at West Lafayette (PWL) (COE) Christine is a PhD student in the school of Engineering Education at Purdue University. Christine is interested in exploring the connections between integrated STEM education in K-12 classroom settings and the impact on student learning, career interests, and reducing premature departure from STEM pathways.Ms. Azizi Penn, Purdue Engineering Education Azizi Penn is a professional software engineer, a professor at California State University, Sacramento, and an engineering education Ph.D. student. Prior to and during her graduate work, she developed a passion for providing engineering practice experiences to pre-college students.Brian Povilus, University of

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 3: Integration of Math, Computing, and AI in First-Year Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; James Bittner, Michigan Technological University

Tagged Divisions

First-Year Programs Division (FPD)

University. His recent courses focus on foundational engineering subjects, including statics, project design, and computational problem-solving. Prior to his academic career, he worked as a engineer in the maritime construction industry, specializing in hydraulic sediment transport modeling and geotechnical analysis. ©American Society for Engineering Education, 2025 WIP: Computation and Student Engagement in First-Year EngineeringAbstractOur WIP describes an exploratory quasi-experimental study to determine if first-yearengineering students' academic motivation and engagement could be improved using WebTA.WebTA is a "code critiquer" to assist novice programmers in

Conference Session

Systemic and Policy Issues affecting Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

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Diversity

Tagged Divisions

Women in Engineering Division (WIED)

MicroaggressionsAbstractThis full research paper draws attention to challenges faced by women of color in their academicjourneys in STEM. Within the stories shared by minoritized women, many were recentlyexploited during their time as doctoral students, research scientists, postdoctoral scholars, and asearly career faculty within STEM fields in academia. Many of these incidents could becharacterized as hierarchical microaggressions. Listening to their stories we can consider theextent to which individual bad actors were responsible for these harms, versus exploring thesystem-level conditions and cultures that enable these situations. This work encourages faculty tolean into the power, positionality, and agency they possess to work toward creating a culture

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathan Hyungsok Choe, The George Washington University; Chanyee Hong; Hyeyeon Lim

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Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

on engineering identity development, career pathways, and integrating computational and AI-based methods in engineering education. He has been actively involved in developing and assessing engineering courses, including project-based learning initiatives.Chanyee HongHyeyeon Lim ©American Society for Engineering Education, 2025Work in Progress: Exploring Biomedical Engineering Students’ Perceptionsof Large Language Model in Academic SettingsIntroductionIn Work in Progress (WIP) study, we are particularly interested in how engineering studentsperceive utility value and self-efficacy in using LLM for their engineering studies. Previousresearch has shown that self-efficacy is closely linked to academic

Conference Session

Faculty Development: Works-in-Progress room 1

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

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Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #48491WIP: A Call to Action: Developing A Leadership Program that SupportsAcademic Caregivers Using the Kotter Change ModelDr. Megan Morin, North Carolina State University at Raleigh Megan Morin, Ph.D. (she/her) is the Associate Director in the Office of Faculty Development and Success at North Carolina State University’s College of Engineering. Her career began as a middle school teacher in the North Carolina Wake County Public School System. Following that, she took on roles such as the KEEN Program Coordinator at UNC-Chapel Hill and Senior Project Specialist at ASHLIN Management Group. In her current position

Conference Session

ME Division 11: Beyond the Build: Communication, Collaboration, and Reflection

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jonathan Weaver-Rosen, Texas A&M University; Shadi Balawi, Texas A&M University; Mohammad Waqar Mohiuddin; Joanna Tsenn, Texas A&M University; Carlos R. Corleto P.E., Texas A&M University

Tagged Divisions

Mechanical Engineering Division (MECH)

technical skills are often the focus of engineering programs,students rarely receive formal guidance on effective teamwork. Without proper training, negativegroup experiences can challenge their future workforce professional success. Therefore,integrating teamwork training into the engineering curriculum is vital for preparing students forthe collaborative nature of their careers and this is our primary motivation.There is an open question on how and where to fit these teamwork preparations into thecurriculum. Developing teamwork skills involves understanding key elements in team dynamicssuch as, managing roles and expectations, effective communication, and conflict management -shown in Figure 1. Successful teams build trust by clearly defining

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kyle Shanachilubwa, University of Georgia; Olivia I Bell, Harding University; Julianna R Beehn, Harding University; Chelsei Lasha Arnold, Harding University; James L. Huff, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

serves as Deputy Editor with the Journal of Engineering Education and Chair of the Education Research and Methods Division in the American Society for Engineering Education. He earned his Ph.D. in Engineering Education from Purdue University, his M.S. in Electrical and Computer Engineering from Purdue, and his B.S. in Computer Engineering from Harding. Dr. Huff is a qualitative researcher whose work lies at the interdisciplinary nexus of engineering education research and applied personality and social psychology. An NSF CAREER Awardee, he is committed to fostering care as a central mindset of engineering and other professions through his in-depth examinations of personal lived experiences of identity and emotion

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #48439Beyond Implementation: Exploring Research through Design to Elevate EverydayEducational Innovation in Engineering EducationDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, University of Louisville

Tagged Topics

NSF Grantees Poster Session

into modernmanufacturing practices and emerging technologies. Through collaborative workshops and interactive sessions,participants develop innovative curriculum modules that bridge the gap between theoretical knowledge and real-world applications, which enables them to effectively teach these concepts in their classrooms. The RET Site alsofeatures plant tours and guest lectures to provide educators with a comprehensive understanding of themanufacturing landscape and the skills needed for today’s workforce. As a result of their experiences, educatorsreturn to their institutions equipped with new teaching resources and a deeper understanding of the manufacturingindustry, which results in a greater interest in STEM careers among their students

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey L Kauffman, University of Central Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

cultivates and unites multidisciplinary interests to studyadvanced structures and systems with application to hypersonics, space, propulsion, and energy.Participants engage in a 10-week experience, conducting graduate-level research under a facultymentor and alongside a graduate student teammate. In addition to the core research experience,HYPER incorporates a series of professional development seminars, technology training sessions,faculty mentor presentations, and social events.HYPER has seven core objectives: (1) technically prepare students for graduate school and/orresearch oriented careers, (2) escalate students’ abilities to simulate phenomena using multi-physics software, (3) improve participants’ oral/written communication skills, (4

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama

Tagged Topics

NSF Grantees Poster Session

throughout their careers. In the US, foreign-born workers accounted for 19% ofthe STEM workforce in 2019 and represent 45% of the subset of STEM workers (i.e.mathematical and computer scientists, physical scientists, life scientists, social scientists, andengineers) with doctoral degrees in 2019 [5]. Therefore, American engineers who transition toindustry or pursue graduate research are likely to work directly with foreign-born professionals.It is then incredibly important for students to develop the intercultural communicationcompetence to work effectively with persons from other countries and cultures. A component ofintercultural communication competence is intercultural sensitivity, which Chen and Starostadescribe as a person's "ability to

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

LuoBin Cui, Rowan University; Ying Tang, Rowan University; Chenchen Huang, Rowan University

Tagged Topics

NSF Grantees Poster Session

theirmotivation to learn. Implemented across multiple institutions, Earth Trek not onlyimproves students' laboratory skills and geotechnical knowledge, but also integrates smartcity design concepts and develops their metacognitive and problem-solving skills. Beyondclassroom teaching, the game supports self-paced learning, promoting lifelong educationand preparing students for careers in geotechnical engineering.INTRODUCTION Today's society is facing global challenges due to climate change, energy shortages, andaging infrastructure. Geotechnical engineers play a crucial role in addressing these issues,but the complexity of geotechnical engineering demands interdisciplinary knowledge andinnovation, posing challenges to current education models

Conference Session

Computers in Education Division (COED) Track 4.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriella Marie Haire, University of Florida College of Education; Pavlo Antonenko; Christine Wusylko, University of Florida; STEPHANIE KILLINGSWORTH, University of Florida; Brian Abramowitz, University of Florida; Jeremy A. Magruder Waisome, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

example ofan external environment that impacts students can be seen through space exploration. Accordingto Collins [16], “Without pronounced personal interest, if they never see astronauts that looklike them nor understand how that career field will affect their innermost circle of friends andfamily, there is decreased value to that field of study for them” [16, p. 161]. Figure 1 furtherdemonstrates how these aspects contribute to a STEM identity. Figure 1. Black student STEM identity [16].MethodsResearch DesignThis study used a mixed-method methodology to explore students’ self-efficacy andperformance based on quantitative data sources (pre- and post-implementation surveys andqualitative sources (quality of participants