Conference Session

Faculty Development: Lessons Learned Papers and Lightning Talks

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

well as underlining moments of positive change, which contributed to developing ourmission statement. Next, we moved on to crafting our vision statement. Using a template fromOnStrategy [15], a strategic planning consulting firm, we followed a set of criteria: the visionshould represent at least five years into the future, provide a clear direction, be bold andambitious, and include high-reaching, descriptive assertions. We also remembered that themission and vision must align and work together seamlessly. This structured, reflective processwas intended to lead us to the first draft of our mission and vision statements that would guidethe next phase of discussion and iteration as we continued to define the identity and direction ofour office.2

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cheryl A Bodnar, The Ohio State University; Holly M Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

showcase might reflect elements ofservingness. The multidimensional conceptual framework of servingness includes both indicatorsof serving and structures for serving. Specifically, we asked (1) how relevant is the servingnessframework to materials designed for a graduate program recruitment process; and (2) whatadaptations may be necessary to allow for this framework’s application to the graduate programrecruitment process context? We employed framework analysis to identify which, if any,elements of the servingness framework were represented in the showcase presentation. Aftercompleting content analysis of the institutional slides and thematic analysis of the programpresentations, we conducted focus groups with graduate program leaders to receive

Conference Session

Undergraduate College Industry Partnerships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Irene Magara, University of Nebraska - Lincoln; Vicent Rutagangibwa, Mbarara University of Science and Technology; Thomas E. Marlin, Department of Chemical Engineering, McMaster University, Hamilton, Ontario, Canada L8S4L7

Tagged Divisions

College Industry Partnerships Division (CIP)

facesignificant challenges, including limited access to quality internship opportunities and inadequatepreparation for integrating soft skills with technical knowledge. Studies highlight persistent gapsin students' professional skills upon entering internships, emphasizing the need for purposeful,structured pre-internship training to address these deficiencies [5].Kolb's Experiential Learning Theory (ELT) provides a foundational framework, emphasizinglearning as a cyclical process of concrete experience, reflective observation, abstractconceptualization, and active experimentation [14]. This theory supports structured interventionssuch as the SoSTeM model, which integrates professional skill development into engineeringcurricula through targeted pre

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Reynolds, Washington State University; Gary W. Offerdahl, Washington State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

becomeinvolved in extracurricular activities, we developed a club-led workshop program and piloted itin our large Introduction to Engineering course during the fall 2024 semester. Students in thecourse were required to attend one of six workshops led by student representatives fromengineering clubs and submit a reflection assignment about their experience for course credit.The primary goal of this pilot program was to decrease barriers to first-year participation in clubsby providing students with an incentivized, accessible, and highly organized opportunity toengage with these organizations. To evaluate the success of the pilot program, we consideredthree primary research questions: 1) What was the students’ perception of the mandatory workshop

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

François Michaud, Universite de Sherbrooke; Élise Richard-Bédard, Universite de Sherbrooke; Nicolas Quaegebeur, Universite de Sherbrooke; François Ferland, Université de Sherbrooke; Audrey Boucher-Genesse, Universite de Sherbrooke; Marc-André Cyr, Universite de Sherbrooke

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, theyoften reflect the focus of those departments. For example, WPI’s program is heavily orientedtoward computer science, whereas the program at Lawrence Technological Universityemphasizes mechanics. Our RE program was set to be managed at the faculty level to bridge theME and EECE departments, facilitating the allocation of resources for implementing the newprogram.Table 1. Undergraduate RE programs around the world !"#$%CD#(#%D )*+"(C, -%./C(0%"( !"1%C2C/1+/(%P4C*2C/0 !"#A%CD%#()"*+D%AIJKA(LJCDKDMD%(1!)LO( PJKD%4(RDSD%C TUTU TUU9 PJKW%#CKD+("X( PJKD%4(RDSD%C TU?? @SA#%JA%(B%AIJ"*"CKAS*(PJKW%#CKD+ PJKD%4(RDSD%C TU?? PJKW

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Namhun Lee, Central Connecticut State University; Thomas SJ Kim, Minnesota State University, Mankato

Tagged Divisions

Construction Engineering Division (CONST)

exercises such as role-playing, simulations, and casestudies provides students with hands-on experience in applying ethical principles. For example,students might be presented with a case in which they must weigh competing ethical priorities,such as ensuring compliance with environmental regulations while meeting tight projectdeadlines. Guided reflections and discussions can help students explore how different ethicaltheories offer alternative approaches to resolving these dilemmas.Furthermore, integrating ethical frameworks with industry-specific codes of ethics creates a morerobust ethical foundation. This connection ensures that students not only understand ethicaltheories in isolation but also see how these principles reinforce professional

Conference Session

Systems Engineering Division (SYS) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amin Azad, University of Toronto; Emily Moore P.Eng., University of Toronto

Tagged Divisions

Systems Engineering Division (SYS)

dimensions into their analyses. Key Features of TEP448: • Interdisciplinary Approach: Students explore fields outside engineer- ing—such as public policy, sociology, and law—to develop a nuanced un- derstanding of multifaceted challenges. This reflects the pedagogical shift discussed in Section 2.2, which advocates for interdisciplinary collabora- tion to prepare engineers for leadership roles in addressing global chal- lenges. 3 • Focus on Problem Definition: The course prioritizes defining complex problems rather than immediately seeking solutions. By critically ana- lyzing existing solutions against their systems maps, students strengthen their problem-framing and critical

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois at 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

Tagged Divisions

Mechanics Division (MECHS)

textbook and lecture notes, providing context beyond aslideshow, but with brevity in mind [7]. The shorter format aligns with students’ penchanttowards concise summaries over lengthy readings — reflected in the popular acronym TL;DR orToo Long; Didn’t Read, usually indicating a person skipped a large piece of text due to itswordiness. The goal is to promote the different aspects laid out in the 3Cs framework.Designed with continuity in mind, the pages reuse and connect concepts, examples, and figuresacross courses. This reinforces core ideas while demonstrating applications in diverse contexts,with the aim to strengthen students’ understanding of concepts and highlight theinterconnectedness of their studies.The online aspect is critical. As

Conference Session

ENT-4: Experiential Approaches to Developing Entrepreneurial Mindsets in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sydney Casperson; Heather Dillon, University of Washington; Jeffrey Walters, University of Washington; Chris Sharp, George Fox University; Kayt Frisch, George Fox University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

program included a focus on helping students develop an entrepreneurialmindset, often through guided reflection prompts and concept mapping. To assess the impacts of CUREsapplied within the UWT mechanical engineering program more systematically, we asked the followingresearch questions: 1.​ How do UWT mechanical engineering students participating in CUREs experiences differ from research students at other institutions? 2.​ How have CURE courses in the mechanical engineering program supported entrepreneurial mindset development and research identity formation for students?The first research question is intended to help us better understand if our CURE offerings are creatingexperiences for students that are representative of

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Syeda Fizza Ali, Texas A&M University; Ayaan Sunil Rege, The Hill School; Susanna Angela Ponniah, The Hill School; Hoda Ehsan, The Hill School ; Saira Anwar, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-ended questionnaire and reflected on their experiences. The questionnaire responses wereanalyzed by a team of two high school students and a graduate-level mentor using qualitativethematic analysis. This pairing of two high school students with a graduate student mentorwas designed to provide students with hands-on experience in the research process, from datacollection, cleanup, analysis, and interpretation. The preliminary findings from thequestionnaire showed that students used AI to visualize, research, and brainstorm ideas fortheir projects. Students identified that AI was helpful in the design of several sustainabilityfeatures and layout designs. While students commented on several strengths of AI, includingspeed, convenience, and

Conference Session

Curriculum Development and Pedagogical Innovations

Collection

2025 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia

Tagged Divisions

Biomedical Engineering Division (BED)

allowed the incorporation ofmultiple design experiences, including authentic problems posed by real clients, across allsections of the course, ensuring that all students have a deep design experience in their first year.[1]This curricular shift had ripple effects. Some technical content previously covered in a second-year biomedical engineering (BME) design course [2] was moved to the first year design course.Consequently, the second-year BME design course was restructured for the 2025 academic year.Key changes include the addition of a client-driven design project, beginning CAD training at ahigher level, and adjustments in hands-on fabrication that reflected students’ prior experiencewith 3D printing and soldering.We wished to understand how

Conference Session

ERM Technical Session: Developing Engineering Competencies I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Adeyemi Oluwasola Oyelami, University of Nebraska-Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods Division (ERM)

initiative, growing the research enterprise and the engineering education research graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners. ©American Society for Engineering Education, 2025 Quantitative Method for Assessing the Adaptability of Engineering InstructorsAbstractThis empirical research brief entails an examination of an instrument that measures a person’sadaptability. Having such

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)

region and to learn about their structures and functions before studentsthen designed their own shelters that would withstand winter winds and snow.As teachers reflected on their SE with incorporating community and cultural connections, theyindicated that direct instruction in culturally relevant pedagogy and opportunities to research andplan for these connections throughout the PD were transformative to their teaching. As Bettydescribed integrating cultural connections across content areas, she explained, “I think culturalrelevance is now, it's just an active part of me as a teacher now, I don't even think about it.” Katiedescribed her enthusiasm with connecting to her Indigenous students’ lived experiences. “I justfelt a lot more comfortable

Conference Session

Empowering Pre-College Students through AI and Computer Science: Standards, Self-Efficacy, and Social Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, Institute for Advancing Computing Education; Jacob Koressel; Sofia De Jesus, Carnegie Mellon University; Joseph W Kmoch; Bryan Twarek

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Bloom’s level and the average level for the CSTA standards.The CSTA standards have a higher average level than most states. This portion of the analysisdoes suggest that there is a wide variety in the cognitive complexity of state standards as written,ranging from a high of nearly 4.0 (or the analyze level) to a low of about 2.5 (the understandlevel). Our analysis did not pinpoint the underlying cause(s) of these differences. Future teams ofstate standards writers may, therefore, find it useful to assess whether their standards reflect thecognitive complexity level that they deem most appropriate. To date, there is little to no researchindicating what average level of cognitive complexity – or distribution of cognitive complexity ina set of

Conference Session

Minorities in Engineering Division(MIND) Technical Session 7

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Bailey Alexandra Brown, Spelman College; Tamara Pearson, Georgia Institute of Technology; Talia Goldwasser, SageFox Consulting Group

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

from racial discrimination (e.g., white people areless likely to be discriminated against based on their race in the areas of housing, employment,education, and policing), representation (white people are more likely to see their racial identityand experiences reflected positively in leadership, media, and cultural narratives), and access toresources (due to the historical legacies of slavery, Jim Crow, and backlash to the Civil RightsMovement, white people have greater access to wealth, education, and political influence) [9]. Inthe context of STEM, white privilege is evidenced by the systemic and often unconscious waysthat white norms, perspectives, and experiences are considered the default in STEM fields.White supremacy culture and

Conference Session

DSAI Technical Session 1: K–12 and Early Exposure to Data Science and AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Faiza Zafar, Rice University; Carolyn Nichol, Rice University; Matthew Cushing, Rice University

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

personal abilities (Ownership), define cleargoals and actionable steps (Wisdom), habitually advance toward these goals while reflecting onprogress (Execution), and self-regulate while accessing supportive resources (Resilience) [19].Building on insights from the pilot program that the developers completed, the following are thekey features of the POWER platform: 1. Non-Directive Coaching: Facilitates self-discovery by asking questions rather than giving direct advice, encouraging students to take control of their learning and decisions. 2. Personalized Interactions: Customizes conversations per student, providing guidance that aligns with each individual's unique situation and goals. 3. Goal Setting and Tracking: Aids

Conference Session

Broadening Participation in Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bin (Brenda) Zhou, Central Connecticut State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

inhighway or transportation projects, with 17.7% “strongly agreed”, 58.8% “agreed”, and 23.5%“partially agreed”. However, two students were unsatisfied with completing the EJI team projectwhile working with their team member(s), indicating possible friction in their teamworkenvironment. For this survey question, six were “very satisfied”, six were “satisfied”, and threewere “somewhat satisfied” in working in small teams. In answering how to improve the EJIteam project assignment, one student wrote, "I feel my team members did not do as muchresearch and could have contributed more. I would have been more satisfied writing this paperon my own; However, this is not a reflection of the assignment, but my team”, confirming thechallenges commonly seen in

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

in thetranscript. If they had made assumptions, they were asked to explain those assumptions. Theinterview progressed to explore participants’ interpretations of the group interactions.Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams ​ 7 To ensure rich and nuanced data, participants were also prompted to reflect on how thedepicted dynamics resonated with their past team experiences. Questions included: “Can youdescribe past team experiences for me, in terms of gender makeup of the team?” and “Whatpositive aspects did you find on that team that were specific to that team experience? Whatchallenges?”Data

Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tyler Clark, SageFox Consulting Group ; Rebecca Zarch, SageFox Consulting Group; Mikaela Hurd

Tagged Divisions

Computing and Information Technology Division (CIT)

everyone. Theyare in this space after having years of experience in the degree, and I did not.” This sense ofinadequacy often stems from insufficient preparatory support at key academic transitions. Manystudents reported feeling unprepared for advanced coursework or graduate-level studies due togaps in their foundational education. Institutions could implement "bridge programs" thatprovide intensive preparatory support for students transitioning between academic stages,whether from high school to undergraduate programs or from undergraduate to graduate studies.The rise of external online courses as a supplementary educational tool reflects the inadequaciesof formal CS programs in meeting students' needs. Students often enrolled in platforms

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mihwa Park, Texas Tech University; Bernard Justus Wekullo, Texas Tech University

Tagged Divisions

Community Engagement Division (COMMENG)

seven teams, except for one group that included two mentees and one mentor. The summer camp curriculum was designed around the five stages of the DT process:Empathize, Define, Ideate, Prototype, and Test. The camp began with activities aimed at helpingparticipants empathize with community members, gaining insights into their experiences andchallenges. During reflection sessions with mentors, campers defined the problems they identified.Once problems were clearly defined, teams brainstormed solutions in the ideation phase. Based ontheir ideas, they created prototype architectural models. Through peer and expert feedback, teamsrefined and finalized their designs. Below, we provide a detailed description of the activitiesconducted on each

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Malle R Schilling, Arizona State University; Hannah Root; Annick J Dewald, Greenway College; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Community Engagement Division (COMMENG)

with communitypartners and community engaged learning that allows engineering students to apply theirlearning while acknowledging and incorporating knowledge held by local community members[8].Table 2. Project Description, Goal, and Specifications Goal Design a bike station that is unique to our context and climate, reflecting the values and aesthetics of the local community, while meeting best practice for sustainability. Description The bike station is intended to serve as an access point for 6-8 electric-assist bikes that will be used in a trial that will determine user acceptability of the amenity. The trial is planned for the end of the 'bike season' Sep-Oct. 2025. The

Conference Session

First-Year Programs Division (FPD) Technical Session 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gretchen Scroggin, University of Arkansas; Heath Aren Schluterman, University of Arkansas

Tagged Divisions

First-Year Programs Division (FPD)

are considered underprepared.UA offers three tiers of College Algebra with 3, 4, or 5 weekly contact hours, corresponding toACT math scores: below 19 (5-credit), 19–21 (4-credit), and 22–25 (3-credit). While all tiersshare the same objectives, the 4- and 5-credit courses previously used ALEKS, while the 3-creditcourse used MyLab Math (MLM). In Fall 2023, the Department of Mathematics transitioned the3-credit course to ALEKS to unify instruction.MyLab Math by Pearson is a digital platform that enables instructors to create onlineassessments and assignments. It provides a variety of data to help instructors customize theircourses and tailor the content to meet the needs of specific student groups. Exercises andproblems in MyLab Math reflect the

Conference Session

ME Division 4: Broadening Participation and Building Resilience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Siu Ling Leung, Pennsylvania State University; Christopher John Greer, The Pennsylvania State University; Margaret L. Byron, Pennsylvania State University; Bladimir Alvarado Ramos; Reuben H Kraft, Pennsylvania State University; Angela Dawn Lesko; Catherine G. P. Berdanier, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

mentioned, "Googleestimates that failure to serve these untapped segments of the population will yield a lost growthopportunity in the tens of trillions of dollars [1]." Microsoft's Inclusive Design team emphasized,"Designing for inclusivity not only opens up our products and services to more people, but it alsoreflects how people really are. All humans grow and adapt to the world around them, and wewant our designs to reflect that [2]." These statements not only highlight business prosperity butalso underscore the profound relationship between engineering and humanity. Lastly, AECOMstated, "When we feel free to be ourselves, we thrive [3]." AECOM is just one of manycompanies that emphasize a sense of belonging, which empowers teamwork and

Conference Session

DSAI Technical Session 8: Learning Analytics and Data-Driven Instruction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Selena Johnson, Rowan University; Paromita Nath, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

interaction data alonefail to explain the underlying reasons for student behavior. The varied experiences of studentsfurther complicate the establishment of clear patterns, emphasizing the need for additionalcontextual insights. Institutions adopting LA frequently encounter capability-related challenges,reflecting a growing need for expertise in evaluating technology during early adoption stages 6 .Access to analytics data alone is not enough, effective interpretation of the data is essential forcreating learning environments that actively engage students and improve outcomes. Althoughlearning analytics dashboards (LADs) have demonstrated potential in fostering engagement andinteraction in online learning, their ability to significantly improve

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University and A&M College; Adrienne Steele, Louisiana State University and A&M College; Rebecca Acosta Burdette; Annemarie Galeucia

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

recent, launched in 2016. This program requires students to be successful in classes and write a prompted reflective essay regarding their experiences. The LSU Distinguished Communicator Award goes beyond the Certificate; in addition to requiring the courses and reflection, students are asked to work with a faculty advisor to build a developmental e-portfolio to demonstrate their discipline-specific communication skills. Students who complete the Distinguished Communicator program earn a medal and a notation added to their LSU transcript. 4) The Faculty Summer Institute was initially a 3-day faculty development program aimed at teaching C-I pedagogy, which included active learning techniques, as well as

Conference Session

ELOS Technical Session 3: Advancing Engineering Competencies: From Labs to Writing

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gautom Kumar Das, University of Maryland Baltimore County

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

inclusion of a checklist help students submit reports that are more complete? (2) Does the inclusion of a checklist improve the quality of the reports as reflected in their grades?Through this study, we aim to understand both instructor and student perspectives on theusefulness of the checklist and explore best practices for its implementation in laboratorycourses.2. Methods2.1 Data CollectionThis study was conducted in a senior chemical engineering laboratory course, a regular fallsemester offering at the author's institution. The dataset analyzed was from the Fall 2024semester (N = 24). The course consisted of a 75-minute weekly lecture and a 4-hour laboratorycomponent. During the lecture, faculty instructors reviewed upcoming experiments

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Bunt, University of New Mexico; Anjali Mulchandani, University of New Mexico

Tagged Divisions

Civil Engineering Division (CIVIL)

standards through accreditationMoreover, in recognizing a need for professional recognition, the disciplines have defined theirown expectations for education through program accreditation. Accreditation has become adriving force in university curriculum over time and is both similar and different for architectand engineering disciplines. For engineering programs, the Engineers’ Council for ProfessionalDevelopment, originally founded in 1932, evolved to the Accreditation Board for Engineeringand Technology (ABET) in 1980 [6]. However, they shortened their name to just ABET in 2005to more accurately reflect their expanded scope, which included more fields in STEM. In 1997,they adopted Engineering Criteria 2000, which shifted evaluation from a “what

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Computers in Education Division (COED)

60 Measurable 60 33.33 66.66 Achievable 96.6 53.33 73.33 Relevant 100 80.0 100 Time-bound 3.33 73.33 100We calculated the percent agreement between the evaluations done by the LLM and the expertsfor each SMART criterion, as shown in Table 2. Percent agreement was calculated for eachcriterion. We compare whether the LLM and the human annotator agreed on the same decisionfor each LO, i.e., both marked the criterion as qualified or not. The percentage reflects theproportion of agreements over the total number of learning outcomes

Conference Session

Construction Engineering Division (CONST) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yanxiao Feng, New Jersey Institute of Technology; Huiran Jin, New Jersey Institute of Technology

Tagged Divisions

Construction Engineering Division (CONST)

, programming, sensor integration, and data analysis while alsostrengthening their critical thinking, problem-solving, and teamwork abilities. This approachensures students are better prepared for the evolving construction industry, where integratingsensing technologies and AI-driven tools is becoming increasingly important for safety andinnovation.3.4.2 Assessment PlanStudent learning and project effectiveness were assessed through a combination of projectdeliverables, peer evaluations, and reflective surveys. The assessment focused on both thetechnical skills gained and the collaborative process throughout the project. 1. Project deliverables: Each team were required to submit a final prototype and presentation, showcasing their research

Conference Session

Poster Session-Electrical and Computer Engineering Division (ECE)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aldo Morales, Pennsylvania State University, Harrisburg, The Capital College; Sedig Salem Agili, Pennsylvania State University, Harrisburg, The Capital College

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

course arepresented and reflect the efficacy of topics and hands-on experiences.This paper is organized so that in Section 2, we present the course goals and description as wellas updated set of experiments. In Section 3, we present samples of student projects, student-based papers and capstone projects to gauge the variety, and the depth of student work. In thissection, we also highlight some of the students’ comments after taking the signal integritycourse. In section 4, conclusions and further work are described.2. Course Goals and Description and Efforts to Maintain the SI LabWe started teaching this SI Course as a special topics course (EE 497); it now has a regulardenomination within the nomenclature of our university, EE 43413. This