Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

). Anthropology's comparative value (s). American Ethnologist, 51(1), 17-23.Lerman, L. and Borstel, J. (2023). Critique is Creative. Wesleyan Publishing.Marino, E. and Fass, A. J. (2020). Is vulnerability an outdated concept? After subjects and spaces. Annal of Anthropological Practice, 44(1):5-15.McNair, L. D., Davitt, M., & Batten, G. P. (2015). Outside the ‘comfort zone’: Impacts of interdisciplinary research collaboration on research, pedagogy, and disciplinary knowledge production. Engineering Studies, 7(1), 47-79.McNair, L. D., Nicewonger, T., & Fritz, S. (2023). Housing insecurity in Alaska, 2020-ongoing. NSF Public Access Repository. https://arcticdata.io/catalog/view/doi:10.18739/A2BK16R1BNicewonger, T. E. (2015

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

/0013189X033008003.[2] M. S. Garet et. al., "What makes professional development effective?: Results from a national sample of teachers," American educational research journal, vol. 38, no. 4, pp. 915-945, 2001, doi: 10.3102/00028312038004915.[3] A. Kodey, J. Bedard, J. Nipper, N. Post, S. Lovett, and A. Negreros. "The US Needs More Engineers. What’s the Solution?" https://www.bcg.com/publications/2023/addressing-the-engineering-talent-shortage (accessed 1/14/25.[4] D. Collins, J. D. Olson, M. Kotche, E. Taylor, and J. Mendez, "Transforming Science Teacher Practice through an Intentional Summer Research Opportunity: A Case Study of two Urban Science Educators," presented at the American Educational Research

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

the students’ own community can better support students to develop relationships andaffect with the community within limited time and resources, so they can better learn and dosociopolitical engineering. For future work, I plan to study how other elements in the learningecology (e.g., Ashford city, students’ families) impact students to do and learn engineering.Besides their acquisition of knowledge and skills, I would also like to study how therelationships and affect impacted the students’ identity development and how they seethemselves related to engineering in the long term.References[1] E. Reddy, M. S. Kleine, M. Parsons, and D. Nieusma, “Sociotechnical Integration: What Is It? Why Do We Need It? How Do We Do It?,” in 2023 ASEE

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert P. Leland, Oral Roberts University; Molly Shanahan, Independent artist, advocate, and educator

Tagged Topics

Diversity

Tagged Divisions

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

disclose what has been done to themduring their employment.State lawsOver 20 states have approved laws either banning NDAs or making them unenforceable undervarious conditions, such as sexual assault, sexual harassment, retaliation, or discrimination, andmultiple bills are in legislative process. Washington’s Silenced No More Act, sponsored byRepresentative Liz Berry and referenced below, is exemplary, and requires the party trying toenforce an NDA to pay a $10,000 fine and cover the other party’s legal expenses. Listings andbrief descriptions of state laws are published by Lift Our Voices [18] and Can’t Buy My Silence[19].Lack of awareness of state and federal lawIn 2019, New Jersey passed one of the first laws restricting NDAs, S. 121, which

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Kyle Spence, University of North Carolina at Charlotte; Behnam Shadravan, Florida A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

: Mitigation of Climate Change. Contribution of Working Group III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change:[PR Shukla, J. Skea, R. Slade, A. Al Khourdajie, R. van Diemen, D. McCollum, M. Pathak, S. Some, P. Vyas, R. Fradera, M. Belkacemi, A. Hasija, G. Lisboa, S. Luz, J. Malley,(eds.: Cambridge University Press, 2022, p. 503.[3] NSF, "STEM Education for the Future," 2020, Available: https://www.nsf.gov/edu/Materials/STEM%20Education%20for%20the%20Future%20- %202020%20Visioning%20Report.pdf.[4] NSF, "Women, Minorities, and Persons with Disabilities in Science and Engineering " in "National Center for Science and Engineering

Conference Session

Student Services & Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Seema C Shah-Fairbank P.E., California State Polytechnic University, Pomona; Eric Steward, University of South Alabama; Nelson Román Gómez-Torres, The University of Texas at Arlington

Tagged Divisions

Civil Engineering Division (CIVIL)

attendance of a PA or FA to ASCE PFATW.BackgroundBenefit for studentsIn the current climate of higher education student success is a key conversation topic. Asstudents participate in activities beyond the classroom, they have a stronger educationalexperience and higher institutional satisfaction [11]. Student success can be attributed to theconnection and access students have to faculty advisor(s) and other student members [12], [13].These students develop practical competencies (i.e. soft or power skills) and build leadership thatmay not be included in their academic curriculum [14]. These skills can be practiced throughstudent organizations. These organizations provide an opportunity to grow future leaders byoffering opportunities to balance

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert B Bass, Portland State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

Evaluation (-PE), which informs program administration. The student survey (S-)consists of four categories of questions, detailed in Appendix A: SSB, SCP, SPC and SPE. Thementor survey (M-) consists of three categories, Appendix B: MCP, MPC and MPE.Responses to questions use either a numerical five-point Likert scale or are open-endedresponse-based. The intern surveys are administered at the beginning, midpoint, and end of theinternship period. Mentor surveys are administered at the midpoint and end. Midpoint surveyshave fewer questions, and mainly serve as a check-in point. The majority of the SB, CP and PCquestions are posed at the beginning and end points of the internship period. Some CP questionsare posed only at the end point. PE questions are

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois Urbana-Champaign

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

future role of generative AI in creativity and design, how you might utilize what you have learned in the course, and reflections on what you are learning in the course and the creative process. You should plan on writing at least a few paragraphs in this section every week.Figure 2. Descriptions for the sections that constitute the Foundational Creativity part of the Creativity Portfolio. Part 2: AI + Creativity Now is the time to use AI. For this section, please use your preferred generative AI tool (examples include Microsoft Copilot, Gemini, and ChatGPT) and write down which one(s) you used. Please record every prompt and output (yes, these sections will be long). Make sure your prompts are

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gary Brooking, Wichita State University; Samantha Corcoran, Wichita State University; Jacob Charles Mendez, Wichita State University

Tagged Topics

Diversity, NSF Grantees Poster Session

persistence and engagement. The program’smethods offer a replicable model for addressing the underrepresentation of economicallydisadvantaged students in engineering, contributing to a more diverse and inclusive workforce.AcknowledgementWe would like to acknowledge the support of the NFS SSTEM (NSF 22-527) for their Award ID2221623 which has created the opportunity for this work.References[1] Tonso, K. L. (2006a). Teams that work: Campus culture, engineer identity, and social interactions. Journal of Engineering Education, 95(1), 25.[2] Tonso, K. L. (2006b). Student Engineers and Engineer Identity: Campus Engineer Identities as Figured World. Cultural Studies of Science Education, 1, 273-307.[3] Corcoran, S., Birkner, J., & Brooking, G

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Teri Kristine Reed, The University of Oklahoma Polytechnic Institute; Samuel Van Horne, University of Delaware

Tagged Topics

NSF Grantees Poster Session

is indicative of a potential answer to RQ2 but further work isneeded to both demonstrate the lack of understanding of centroids across the wider student body,and to trial mechanisms for promoting metacognition during problem solving.AcknowledgementsSupport for this work was provided by the National Science Foundation under Award No.2301341. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. Research work was conducted under institutional IRB protocols, IRB#1965654.References1.​ Bransford, J. D. & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Annalisa Perez, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.; Sarah Huizar, University of Texas at El Paso; Christopher Isaac Camacho, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

UniversityResearch and Evaluation and Assessment Services, which we especially acknowledge.References[1] K. L. Meyers, S. E. Silliman, N. L. Gedde, and M. W. Ohland, “A Comparison of Engineering Students' Reflections on Their First‐Year Experiences.” Journal of Engineering Education, 99(2), 169-178. 2010.[2] L. Santiago, Retention in a first-year program: Factors influencing student interest in engineering. In 2013 ASEE Annual Conference & Exposition, 2013. pp. 23-1045.[3] I. V. Ramteke, and J. Ansari, “Stress and Anxiety among first-year and final-year engineering students.” Stress, 3(4), 17-21. 2016.[4] Q. Tahmina, “Does Peer Mentoring Help Students be Successful in an Introductory Engineering Course?” In 2019 ASEE Annual Conference

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cynthia Howard-Reed, Pennsylvania State University; Lauren A Griggs, The Pennsylvania State University; Eduardo Granata Rodriguez, Pennsylvania State University; Enrique D Gomez

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

: results from the project to assess climate in engineering," Journal of Engineering Education, vol. 101, no. 2, pp. 319-345, 2012.[6] National Center for Education Statistics (NCES), "Percentage of 2011-12 first time postsecondary students who had ever declared a major in an associate's or bachelor's degree program within 3 years of enrollment, by type of degree program and control of first institution," Institute of Education Sciences, U.S. Department of Education, Washington, D.C., 2017.[7] M. Ohland, C. Brawner, M. Camacho, R. Layton, R. Long, S. Lord and M. Wasburn, "Race, gender, and measures of success in engineering education," Journal of Engineering Education, vol. 100, no. 2, pp. 225-252, 2013.[8] J. Roy, A

Conference Session

Enhancing Student Engagement and Support in ECE Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan Alvarez, University of Illinois at Urbana - Champaign; Jessica R Gladstone, University of Illinois Urbana-Champaign; Jennifer Cromley, University of Illinois Urbana-Champaign; Zhengyan Ye

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

-represented among those whocompleted the questionnaires and released data, compared to the course demographics. Of thosewho self-identified race, 161 (76%) were Asian, 50 (24%) were White, 10 (5%) wereLatino/Latina, 5 (3%) were Middle Eastern, 4 (2%) were Black, and 7 (3%) self-identified asmixed race or of another race(s). Of those who indicated the highest level of education completedby a parent(s), 26 (11%) were first-generation college students, defined as neither parent havingcompleted a bachelor’s degree.Questionnaire validation–ProcedureParticipants completed all measures in a Learning Management System over a 1-week periodbeginning the day their course grades on the first semester exam were released to them. Theyanswered all questionnaires

Conference Session

GSD 6: The Graduate School Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathan Jackson, University of New Mexico

Tagged Divisions

Graduate Studies Division (GSD)

determineif the results are based on the field of study or just this individual course. In addition, it would beinteresting to determine if the results are only based on semiconductor manufacturing topic or ifthey apply to other engineering areas.References:[1] S. Kurinec et al., "Microelectronic engineering education for emerging technologies," in 2010 IEEE Frontiers in Education Conference (FIE), 2010: IEEE, pp. T3J-1-T3J-6.[2] A. J. Muscat, E. L. Allen, E. D. Green, and L. S. Vanasupa, "Interdisciplinary teaching and learning in a semiconductor processing course," Journal of engineering Education, vol. 87, no. 4, pp. 413-421, 1998.[3] S. Suteerawattananon, D. Prasertsom, J. Benjanarasut, B. Janthong, W. Kaewnet, and C

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Placida Amali Dassanayake, University of Calgary; Andre Oliveira, University of Calgary; Anthony Starr Kroll, University of Calgary; Irushi Jayathunga, University of Calgary

Tagged Divisions

Mathematics Division (MATH)

. Kolmos, "Emerging learning environments in engineering education,"Austral. J. Eng. Educ., vol. 25, no. 1, pp. 3–16, 2020.S. P. Hong, "Different numericaltechniques, modeling, and simulation in solving complex problems," J. Mach. Comput., vol. 3,no. 2, p. 58, 2023.[4] S. Huda, S. Alyahya, L. Pan, and H. Al-Dossari, "Combining Innovative Technology andContext Based Approaches in Teaching Software Engineering," Int. J. Adv. Comput. Sci. Appl.,vol. 13, no. 10, pp. 123-130, 2022.[5] M. S. Kleine, K. Zacharias, and D. Ozkan, "A scoping literature review on contextualizationin engineering education," J. Eng. Educ., vol. 113, no. 4, pp. 894–918, 2024.[6] J. E. Mills and D. F. Treagust, "Engineering education—Is problem-based or project-basedlearning the

Conference Session

Manufacturing Division (MFG) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ismail Fidan, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing Division (MFG)

initiated, the following components were identified as the core for thedevelopment.3.1. Objectives of the Project • Educational Enhancement: Provide educators with high-quality, accessible resources to improve classroom and laboratory instruction. • Outreach and Recruitment: Use engaging, practical demonstrations to attract prospective students to STEM disciplines. • Sustainability Awareness: Promote environmentally conscious practices in manufacturing and design. • Equity in Education: Bridge gaps in access to resources by providing affordable, scalable solutions like "foundry-in-a-box."3.2. Pedagogical ImpactProject R2’s resources are structured to cater to a wide range of learners, from high schoolstudents

Conference Session

Computing and Information Technology Division (CIT) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Frank Kreimendahl, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

completed and In Newhall et al.’s work at Swarthmore, educators recog- first employed in classrooms in Fall 2021.nized that minority retention was statistically low compared In this section we will describe the methodology used toto the rest of the student body.[4] They instituted a well- understand the impact of the blueprint, as well as presentingorganized student mentorship program in their CS I course, the data from student performance. We collected data onand received immediate positive feedback on the additional students’ course grades from Fall 2016 to Spring 2024. Theresource. They extended mentorship to CS II when they found data is split into two time ranges – student performance beforethat

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Jorge A. Gonzalez-Mendivil, Tecnológico de Monterrey; Israel Zamora-Hernandez; Gibrán Sayeg-Sánchez, Tecnologico de Monterrey (ITESM); Luis Horacio Hernandez Carrasco P.E., Tecnologico de Monterrey (ITESM); Martha Elena Nunez, Tecnologico de Monterrey (ITESM); Graciela Donaxii Rodriguez Paz, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Architectural Engineering Division (ARCHE)

Sayeg-S´anchez, Tecnologico de Monterrey (ITESM) Dr. Gibr´an Sayeg-S´anchez is professor – consultant in the Science Department in Tecnologico de Monterrey, Puebla campus. He studied a PhD in Financial Science in EGADE Business School (2016), a MSc in Industrial Engineering in Tecnologico de Monterrey (2011), and a BEng in Industrial and Systems Engineering in Tecnologico de Monterrey (2006). Dr. Sayeg-S´anchez has more than 11 years of experience in teaching statistics, mathematics, and operations research; and more than 13 years of experience in Operational Excellence consulting. His current research interests are focused in educational innovation and educational technologies.Ing. Luis Horacio Hernandez Carrasco

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics education methodologies and interventions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel R. TerMaat, Doane University; Christopher D. Wentworth, Doane University; Kristopher Williams, Doane University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

favorof there being multiple cognitive schemas available to a person depending on the specificsituation they are considering, although there can be a preferred schema. Despite the shift intheoretical frameworks, the DIT remained a primary assessment tool for studying moralreasoning, although the interpretation of results changed.The original DIT required test takers to read six stories concerning moral dilemmas and then rateand rank items related to the stories. In the 1990’s, the DIT was revised, producing the DIT-2,with new stories that reflected the changing social context [2].The original DIT used a numerical index, the P-score, that measured the percentage of post-conventional responses to a moral dilemma. The DIT-2 also uses the P-score

Conference Session

Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Namita Shrestha, Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Timothy Chow; Mitchel Daniel, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

engagement, conceptual understanding, andacademic performance. Preliminary observations of selected artifacts indicate that additional datapoints are needed to further validate these perceptions. These findings support the broaderadoption of active learning in engineering education to better prepare students for the complex,interdisciplinary challenges of the field.References[1] S. A. Abdul‐Wahab, M. Y. Abdulraheem, and M. Hutchinson, "The need for inclusion of environmental education in undergraduate engineering curricula," International Journal of Sustainability in Higher Education, vol. 4, no. 2, pp. 126-137, 2003.[2] K. Jahan, J. W. Everett, R. P. Hesketh, P. M. Jansson, and K. Hollar, "Environmental education for all

Conference Session

Civil Engineering & Leadership Division Joint Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Monica Pickenpaugh PE, United States Air Force Academy; Owen Sedej P.E., United States Air Force Academy; Brad Wambeke P.E., United States Air Force Academy; Joseph Pickenpaugh PE, PMP, NORAD and USNORTHCOM J4

Tagged Divisions

Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)

. Weisenfeld, “Leveraging faculty knowledge, experience, and training for leadership education in engineering undergraduate curricula,” Eur. J. Eng. Educ., vol. 47, no. 6, pp. 950–969, Nov. 2022, doi: 10.1080/03043797.2022.2043243.[11] D. R. Graham, D. E. Crawley, and B. R. Mendelsohn, “Engineering leadership education: A snapshot review of international good practice”.[12] S. A. Bjorklund and C. L. Colbeck, “The View from the Top: Leaders’ Perspectives on a Decade of Change in Engineering Education,” J. Eng. Educ., vol. 90, no. 1, pp. 13–19, 2001, doi: 10.1002/j.2168-9830.2001.tb00562.x.[13] B. Wambeke, J. Sloan, T. Frank, and D. DePorres, “Student-to-Industry Interaction in a Civil Engineering Field Course: Benefits for

Conference Session

Informal Education and Outreach Programs for Women Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade College; Yangting Wang, Independent Evaluation Consultant; Eduardo Medina, Independent Evaluation Data Analyst; Jeremiah Pina, Independent Evaluation Consultant

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

a diverse student body. Lastly, implementing robustfeedback mechanisms to continuously gather and analyze participant input will help refineprogram components and ensure sustained, long-term impact.AcknowledgmentWe thank Reboot Representation Tech Coalition for their support in advancing diversity in tech.Their funding and partnership have been key to LIFT’s success, aligning with their goal ofdoubling Black, Latina, and Native American women in computing by 2025—a milestonereached early [21]. Their contribution fosters a more inclusive, skilled workforce. In addition,this material is based upon work supported partially by the National Science FoundationScholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program

Conference Session

MATH - Hands-On Curriculum in Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michele McColgan, Siena College; George E Hassel, Siena College; Kamyar Pashayi, Siena College; Jason Morphew, Purdue University at West Lafayette (PPI); Junior Anthony Bennett, Purdue University at West Lafayette (COE)

Tagged Divisions

Mathematics Division (MATH)

Conference & Exposition, Portland, OR, June 23-26, 2024[2] R. D. Knight, “The vector knowledge of beginning physics students”, The Physics Teacher,vol. 33, p. 74, Feb. 1995, doi: 10.1119/1.2344143[3] I.A. Halloun and D. Hestenes, “The initial knowledge state of college physics students”, Am.Jour. Phys., vol. 53, pp 1043-1055, Nov. 1985, doi: 10.1119/1.14030[4] J.E. Bell, C. Cheng, H. Klautke, W. Cain, D.J. Freer, and T.J. Hinds, “A study of augmentedreality for the development of spatial reasoning ability” in 2018 Annual Conference &Exposition, Salt Lake City, UT, June 24-27, 2018.[5] J.E. Bell, T. Lister, S. Banerji, and T.J. Hinds, “A study of an augmented reality app for thedevelopment of spatial reasoning ability” in 2019 Annual

Conference Session

Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie Robinson, University of North Dakota; Frank M. Bowman, University of North Dakota; Bethany Jean Klemetsrud P.E., University of North Dakota; Adesola Samson Adetunji, University of North Dakota; Adesikeola Olateru-Olagbegi, University of North Dakota

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

(1977): 191–215. doi:10.1037/0033-295X.84.2.191[8] Palmer, D. H., “Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students”, Research in Science Education, vol. 36, no. 4, pp. 337–353, 2006. doi:10.1007/s11165-005-9007-0.[9] Guzey, S. S., Tank, K., Wang, H., Roehrig, G., and Moore, T. “A High-Quality Professional Development for Teachers of Grades 3 – 6 for Implementing Engineering into Classrooms” 114, no. 3 (2014): 139 – 149. doi:10.1111/ssm.12061[10] Lottero-Perdue, P. and Parry, E. A. “Elementary Teachers’ Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years” 7, no. 1 (2017): 1-College Engineering Education Research.[11

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida; Amie Baisley, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Verde and J. M. Valero, "Teaching and Learning Modalities in Higher Education During the Pandemic: Responses to Coronavirus Disease 2019 From Spain," Frontiers in Psychology, Original Research vol. 12, 2021.[2] D. Bevitt, C. Baldwin, and J. Calvert, "Intervening Early: Attendance and Performance Monitoring as a Trigger for First Year Support in the Biosciences," Bioscience Education, vol. 15, no. 1, pp. 1- 14, 2010/06/01 2010, doi: 10.3108/beej.15.4.[3] A. Rughoo and D. Thomas, "Does Attendance affect Academic Achievement? Empirical Evidence from a U.K. Business School," 01/26 2021.[4] V. Kassarnig, A. Bjerre-Nielsen, E. Mones, S. Lehmann, and D. Lassen, "Class attendance, peer similarity, and

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ava Kay Huth, Iowa State University of Science and Technology; Sarah A Wilson, University of Kentucky; Matthew Whitwer, University of Kentucky; Joseph H Hammer; Joseph Francis Mirabelli, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Topological Data Analysis. Studies in Engineering Education, 2(1), 16–34. https://doi.org/10.21061/see.18[2] Laursen, B.P., & Hoff, E. (2006). Person-Centered and Variable-Centered Approaches to Longitudinal Data. Merrill-Palmer Quarterly 52(3), 377-389. https://dx.doi.org/10.1353/mpq.2006.0029.[3] Morin, A. J. S., Bujacz, A., & Gagné, M. (2018). Person-Centered Methodologies in the Organizational Sciences: Introduction to the Feature Topic. Organizational Research Methods, 21(4), 803-813. https://doi.org/10.1177/1094428118773856[4] Aflaki, K., Vigod, S., & Ray, J. G. (2022). Part I: A friendly introduction to latent class analysis. Journal of Clinical Epidemiology, 147, 168–170. https://doi.org/10.1016/j.jclinepi

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clausell Mathis II, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

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

indicate prior knowledge and desired knowledge. AQFT, as Jackson explains, “build[s] curiosity about the lesson, and see[s] what the students know andwhat they want to know.” The QFT technique allowed students to connect energy concepts with memoriesof their favorite childhood toys, allowing them to connect their background to the lesson better. As part ofthe activity, students also researched the carbon footprint behind their favorite snacks. The students alsoconsidered how climate change has changed relevant aspects of their lives. Jackson: And then we talk about, again, the effects of global climate change on anything they want to think about. Has it affected music? Has it affected video games? So what is it, you know? In

Conference Session

Engineering Technology Division (ETD) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemah Shehab, The Ohio State University

Tagged Divisions

Engineering Technology Division (ETD)

. 8AcknowledgmentsThe research reported here was supported by National Institute of Health, through Grant GR121007awarded to The Ohio State University (Justice). The opinions expressed are those of the authorsand do not represent views of the Institute. We would like to thank the research team, staff, andfamilies without whom this research would not have been possible. We have no conflicts of interestto disclose. 9References [1] M. K. Smith, F. H. Jones, S. L. Gilbert, and C. E. Wieman, “The classroom observation protocol for undergraduate stem (copus): A new instrument to characterize university stem classroom practices,” CBE—Life Sciences Education, vol. 12, no. 4, pp. 618–627, 2013. [2] P. Shekhar, M

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Computers in Education Division (COED)

active contributors in their educational journey, cultivating anenvironment where learning is characterized by collaboration, interactivity, andprofound engagement.References[1] T. K. F. Chiu, “School learning support for teacher technology integration from a self-determination theory perspective,” Educ. Technol. Res. Dev., vol. 70, no. 3, p. 931, Jun. 2022.[2] Y. Wen, “Augmented reality enhanced cognitive engagement: designing classroom-based collaborative learning activities for young language learners,” Educ. Technol. Res. Dev., vol. 69, no. 2, pp. 843–860, Apr. 2021.[3] J. Bacca, S. Baldiris, R. Fabregat, and S. Graf, “Augmented Reality Trends in Education: A Systematic Review of Research and

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

Tagged Divisions

Computers in Education Division (COED)

.1365-2648.1995.22010048.x.PMID: 7560535.[6] I.H.Y. Yim, J. Su, Artificial intelligence (AI) learning tools in K-12 education: A scopingreview, J. Comput. Educ. (2024). https://doi.org/10.1007/s40692-023-00304-9.[7] J. Pulgar, C. Candia, P. Leonardi, Undergrad classroom cooperation and academicperformance: Beneficial for real-world-like problems but detrimental for algebra-basedproblems, arXiv, 2019. https://arxiv.org/abs/1912.06923.[8] J. Rogers, S. Peecksen, M. Douglas, M. Simmons, Validation of a reflection rubric for highereducation, Reflect. Pract. 20, 6 (2019) 761–776.https://doi.org/10.1080/14623943.2019.1676712.[9] K.A. Treibergs, D. Esparza, J.A. Yamazaki, M.K. Smith, Journal reflections shed light onchallenges students face in an