Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Casey Eaton, The University of Alabama in Huntsville; Bryan Mesmer, The University of Alabama in Huntsville

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

and value. Have students match their packinglist to the solution.Activity Reflection. After completion of the activity, students were asked what optimization wasand given an opportunity to share their thoughts. The activity reflection can be shortened orlengthened to fill the remaining time for the 45 minute time slot depending on how quickly thestudents complete the activity.Results and DiscussionPilot TestingThe activity was pilot tested with graduate students and the target audience of 3rd-6th gradestudents. The activity was pilot tested with four graduate students at The University of Alabamain Huntsville to identify any errors and confirm the correct solutions were able to be identified. The activity was also pilot tested for 7

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

Paper ID #48430BOARD # 234: Developing Critically-Conscious Aerospace Engineers throughMacroethics Curricula: Year 2 (IUSE)Dr. Aaron W. Johnson, University of Michigan Aaron W. Johnson is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Current projects include studying and designing classroom

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kay Wille, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia

Tagged Topics

Diversity, NSF Grantees Poster Session

. A teaching observation policy, developed as a parallel initiative,promoted reflective teaching practices and continuous improvement in inclusive methods [12].By linking desirable actions, such as revising courses to accommodate diverse learning styles ormentoring neurodiverse students, to tangible rewards and support structures, the project ensuredthat inclusivity became a core and sustainable aspect of departmental culture.The team collaborated with partners across and beyond the university. Within the university,partners included student support offices, inclusion centers, academic departments, and thegraduate school. Project personnel conducted dozens of presentations and outreach activitieseach year with undergraduate and graduate

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Karin Jensen, University of Michigan; Kailey Nicole Head, University of Michigan; Sowmya Panuganti, Purdue Engineering Education; Ash Quadd, Rowan University

Tagged Topics

Diversity, NSF Grantees Poster Session

is critical. UES often describe stress as a "necessity," reflecting harmfulcultural narratives that discourage well-being and help-seeking behaviors. Launched in 2024, ourproject examines how UES' perceptions of well-being influence their career decisions.Project Introduction & BackgroundWorsening student mental health and well-being is a crisis that needs urgent attention to supportstudent wellness and the growth of the engineering workforce. Recent studies have identified thatmore than 75% of college students experience moderate to severe psychological distress and thatmore than 60% meet the criteria for one or more mental health diagnoses [1]. Academically, un-or under-treated mental health problems are linked to diminished

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Opeyemi Peter Ojajuni, Southern University and A&M College; Yasser Ismail, Southern University and A&M College; Fareed Dawan, Southern University and Agricultural & Mechanical College; Albertha Hilton Lawson, Southern University and A&M College; brian Warren, Southern University and Agricultural & Mechanical College

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Diversity, NSF Grantees Poster Session

hands-on activities in a 3Dprinting lab, culminating in reflective essays and portfolio presentations. This multi-phase,student-centered approach integrated immersive learning, collaboration, and practical applicationto enhance CT skills. The study used the CT Scale, a validated tool developed by Korkmaz et al. (2017) [8] andadapted by Ojajuni et al. (2024) [9] for underrepresented engineering populations. This five-point Likert scale evaluates five core CT dimensions: Creative Thinking, Algorithmic Thinking,Cooperative Thinking, Critical Thinking, and Problem-Solving. Pre- and post-tests measured CTskills before and after the intervention, with all assessments conducted under controlledconditions to ensure accuracy and reliability

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Danielle V. Lewis, University at Buffalo ; Natascha Trellinger Buswell, University of California, Irvine; Erica McGreevy, University of Pittsburgh; Christian D Schunn, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper M.Ed., University of Georgia; Spencer Currie, University of California, Irvine; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Melissa Lepe, University of California, Irvine; Kelly Tatone, University of Pittsburgh

Tagged Topics

Diversity, NSF Grantees Poster Session

community and shared understanding of adversity.The goal of the intervention is to establish a classroom norm in which (a) adversity isacknowledged as a natural part of the course experience, and (b) these struggles are viewed astemporary and surmountable with persistence and effort. The intervention is broken down intofive stages, delivered within a single class period: 1) Instructors explain that adversity in collegeis normal, that it can be overcome, and that challenges specific to the course are common; 2)Students reflect on their own challenges in college and write about how they believe thosechallenges will evolve; 3) Instructors share first-person stories of past students who faced andovercame struggles in the course; 4) Students engage in

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana Samaroo, City University of New York - New York City College of Technology; Urmi Duttagupta, New York City College of Technology, City University of New York; Nadia S Kennedy, New York City College of Technology; Armando Dominguez Solis, New York City College of Technology, The City University of New York; Viviana Acquaviva, New York City College of Technology

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Diversity, NSF Grantees Poster Session

personal growth. Many studentsreported that faculty encouragement not only boosted their confidence but also motivated themto pursue opportunities such as applying for scholarships and engaging in research or publicspeaking. This mentorship fostered a supportive environment that enhanced students’ sense ofbelonging and motivation.Key FindingsOur grant-sponsored initiative has yielded noteworthy outcomes, reflecting the program's successin fostering academic achievement. A key accomplishment has been the vigorous recruitment offemale scholars, with their representation ranging from 46% to 68% of the scholarship cohortover the grant period (Han et al, 2023).Another achievement is the academic excellence demonstrated by our participants.Approximately

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nigel Berkeley Kaye, Clemson University; Lisa Benson, Clemson University; Evan Taylor, Clemson University; Makayla Headley, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

describe many of the forces, but unless they know that the location and direction of the forces is important, then they can get lost. However, if we start by looking at the set of abstracted connection types (fixed, pin, roller, etc.) and applying them to specific pre-abstracted problems, then students can struggle to extrapolate to un-abstracted situations.6.​ Design projects worked well. The class included two group design projects. The first was to design the poles and cables for a traffic light system and the second was to design, build, and test a truss bridge using K’nex construction toys. Both projects included a student reflection as part of the submission. The feedback was positive; students provided ideas for new

Conference Session

Minorities in Engineering Division(MIND) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Stephanie Zackery, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

explained in detail:First Research Experience For most students, participating in the ROLE program represented their first researchexperience. Such novelty made participants show great interest and motivation to be involved inresearch activities in the college setting. Some of them expressed concerns about performing theactivities well in the laboratory and keeping up with the work. Others showed more self-relianceand confidence to accomplish the tasks and were more vocal and open to interacting with theirpeers. All of them were more aware of what it feels like to be in a research laboratory and whatresearchers do daily. Students reflected on their limited involvement in research activities, andthey expressed: I haven't really had

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler, Boise State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

provide support and resources to develop these skills. The goal of thisintegration is to ensure graduates go into industry or graduate programs equipped tocommunicate effectively with the ability to work on teams to support projects and solveproblems. The need for these skills is reflected in ABET Outcomes and by what employersindicate graduates need to succeed [1-3]. Despite these efforts, employers indicate that recentgraduates may not possess the needed skills to communicate and collaborate effectively [4-5].Furthermore, graduates may struggle to transition from academic to workplace settings. Thesechallenges demonstrate the need to examine how engineering educators support professionalskill development, understand the factors that influence

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois at Urbana - Champaign; Tiffani Williams, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

model; and (iii) presentations and mentor feedback onindividual study projects.Our curriculum incorporates substantial reflection in our assignments. In an age where manyexercises can be found online, reflection allows us to create assignments that encourage studentsto think conceptually and reduce the likelihood of them copying and pasting solutions.As mentioned, we designed the curriculum from scratch to enable college graduates without acomputing background to complete it in one year. Students are reluctant to enter a program thatwill take a long time to complete. Once they join our iCAN program, they are excited aboutlearning, and most pursue a Master’s degree in CS after graduating from iCAN. Each semester ofthe one-year iCAN program is a

Conference Session

Industry Advisory Boards, Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erik Carl Backus, Project Unlock; Jessica P.M. Fick, University of Wisconsin - Platteville; Jennifer S Atchison, Drexel University; Jagadish Torlapati, Rowan University; Philip J. Parker P.E., University of Wisconsin - Platteville; Jodi F. Prosise, University of Minnesota - Twin Cities

Tagged Divisions

College Industry Partnerships Division (CIP)

institutions,partnering with the Agile Strategy Lab and the Kern Entrepreneurial Education Network(KEEN), have developed the Project Unlock Method™ (Figure 1). This method engages IABsthrough a deliberate workshop and follow-on engagements which will be described in moredetail later in this paper. The Entrepreneurial Mindset (EM), developed through KEEN isembedded throughout the process such that the workshop experience and the resultingpartnership projects reflect EM learning objectives [4]. The goals and objectives of KEEN aredirectly interwoven into the transformation of IABs into IPBs. This alignment allowsengineering programs to leverage the expertise and insights of industry to enhance studentlearning and preparation - by embedding curricular

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

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

• Concepts • Cultural awareness • General → example • Backgrounds unique • Background surveys • Knowing students • Faculty reflection o Their own students • Mentoring/pairing with senior o Family obligations • Resources/handouts o Military and veterans • Statistics on students o Generational differences • Student testimonials o Next steps after graduation • Student panel • Not overnight • Valuing everyone else

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samantha Corcoran, Wichita State University College of Engineering; Janelle Birkner, Wichita State University; Gary Brooking, Wichita State University; Andrea Matthews, Wichita State University

Tagged Divisions

First-Year Programs Division (FPD)

year 2021-2022, retention rates have been tracked from year toyear and from term to term [11]. Results are shown in Table 2 and Table 3, respectively. A list ofstudents enrolled in our courses is downloaded from the university’s database on the 20th day ofenrollment. This data collection also includes major and demographic information. The systemcan run reports to show the current enrollment status of each student. Thus, each student istracked semester to semester and marked as enrolled or not. Wichita State is an urban-servinginstitution in Wichita, Kansas, the largest city in the state of Kansas; the student population ofour course reflects the diversity of the university, including a significant number of first-generation students

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Allison Godwin, Cornell University; Justin L Hess, Purdue University – West Lafayette (College of Engineering); Nicholas D. Fila, Iowa State University of Science and Technology; Corey T Schimpf, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

the three structs. Eachdescription is purposefully short and emphasizes particular actions, details, and emotions thatrepresent the lived experiences of someone who reflects that level of empathy in a respectiveempathy domain.For example, as reflected in Table A1 in the appendix, some details that separate the high,moderate, and low structs include 1) the intensity of their emotions, 2) the degree of connectivityto the users, and (3) the drive to help users. The delineation between structs varies in each set offacet structs for a design phase and include additional variations on breadth versus depth,emotions, directionality of emotions, and associated actions or reactions.Future WorkFollowing the seven-step scenario development framework [13

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tiantian Li, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Nimota Nasiru, Purdue Engineering Education; Stephanie Masta, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

research on how engineering classroom assessment practices maycontribute to this phenomenon. This paper aims to address this gap by examining engineeringclassroom assessment practices and understand their possible role in perpetuating inequities.Instructors use various assessments, such as homework assignments, graded projects, quizzes,and exams, to evaluate and certify the knowledge and skills that individual students haveacquired and can demonstrate. These assessment results are compiled and reflected in a finalgrade for the course. The final grades from all courses are averaged to calculate the Grade PointAverage (GPA), a single metric representing a student’s academic performance. Recruiters oftenuse GPA as a key criterion when evaluating

Conference Session

ERM WIP IV: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlie Cooper M.Ed., University of Georgia; Herman Ronald Clements III, Purdue Polytechnic Institute, Purdue University – West Lafayette; Danielle V. Lewis, University at Buffalo; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

designing devices that could improve the lives ofpeople like her swim coach, who experienced a major accident. Following a concussion and aperiod of reflection at the hospital, Maria discovered that Public Health would allow her to enjoythe content she was learning, feel included as a woman and minority in her program, and fulfillher desires to impact the lives of others holistically.I took [Project Lead the Way (PLTW) courses] in high school, and I just really liked that[engineering ] classes [gave us] the flexibility to create solutions in our own ways. [And]growing up too, I always liked knowing how the things worked. My swim coach was in anaccident and was paralyzed from the waist down. And watching him go through all the stuff thathe had to

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago

Tagged Topics

Diversity

Tagged Divisions

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

question: How do first-year students reflect ontheir engineering/computing identity in light of other social identities?Data CollectionAlthough there are 18 students who consented to this Institutional Review Board approved study,interview data was collected from 17 of them. Students were invited to one semi-structuredinterview and one online survey. Our analysis focused on the baseline, preliminary results fromthe semi-structured interviews. The interview was conducted by the second author of this paper.The interview was held on a college campus. The interview questions dealt with students’perceptions of the engineering field, their engineering journeys, and the four key elements of theframework: recognition, competence, performance, and

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yusong Li, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Lance C. Perez, University of Nebraska - Lincoln

Tagged Divisions

Faculty Development Division (FDD)

selected based on departmental recommendations and their demonstrated excellencein one or more core areas: research, teaching, engagement/outreach, inclusive excellence, leadership, andteamwork. Although each mentor may excel in one or two areas, the group as a whole reflects acomprehensive spectrum of expertise and experience. Mentors include tenured faculty as well asteaching-track and research-track professors, ensuring alignment with the diverse tracks representedamong mentees. Interpersonal strengths, a willingness to share experiences, and a deep commitment tofaculty development are key criteria for selection. There are six mentors each year, with one mentorrepresenting each department in the college. Notably, four of the six mentors

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Laxmaan Balaji; Kayli Heather Battel; Rosa Y. G. Paccotacya-Yanque; Animesh Paul, University of Georgia; Lilianny Virguez, University of Florida; Leslie Salgado, University of Calgary; Beyza Nur Guler, Virginia Tech Department of Engineering Education; Rubaina R Khan, University of Toronto; Natalie Perez; Sreyoshi Bhaduri, Private Corporation; Debarati Basu, Embry-Riddle Aeronautical University - Daytona Beach; Peer Herholz, Northwestern University

Tagged Divisions

Community Engagement Division (COMMENG)

reflect assumptions that may narrow participation and reinforce disciplinary and institutional silos. This limits engagement from a broad range of contributors, including working professionals, educators, students, and people with systemic or per- sonal restrictions. By broadening participation and intentionally fostering cross-sector and interdisciplinary connections, AI conferences can help unlock more innovation. We advocate for clearer framing that supports the demystification of AI and a wider under- standing of its implications to society. This can increase fit-to-purpose for conference attendees and improve on the projects and collaborations that may arise from attending a conference that’s well suited to

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johan Tabora, Northwestern University; David P O'Neill, Northwestern University

Tagged Divisions

Educational Research and Methods Division (ERM)

me where I thought I was in terms of readiness for quals.” Jane describedher PI as “really nice....respectful in a sense of...he knew that I was in the qualifying exam so hewasn’t very like, expecting all of this data” and reflected “so that was nice that I...didn’t have asmany responsibilities in the lab.” Both students articulated that their PIs were amenable to themshifting their focus to QE preparations in exchange for a drop in research productivity.Finding 3: Engagement levels are linked to changes in emotion strength and valenceDisengaging from research and/or QE-related work was related to positive emotions. Fishexplained how he was “ramping down my research productivity” to focus on QE preparations.Leslie went to a conference before

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Kenya Crosson, University of Dayton; Margaret Pinnell, Air Force Institute of Technology; Melissa Karlin, St. Mary's University; Ramanitharan Kandiah, Central State University; Krishnakumar V. Nedunuri, Central State University; Kaitlin Hill, St. Mary's University; Corinne Mowrey, University of Dayton; Kellie Schneider, The Foodbank, Inc. (Dayton, OH); Elizabeth Generas, Wright State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

promote social equity andcommunity transformation. The program emphasizes ethical and reflective engagement with thesocio-cultural and environmental aspects of scientific research. Through immersiveundergraduate research experiences, the program aims to foster personal growth and culturalawareness among students as they co-create socially impactful solutions in partnership withcommunities.Program DescriptionThe collaborative STEM Research for Social Change REU program welcomed its inauguralcohort of eight undergraduates in the summer of 2024. Over a three-year period, including thesummers of 2025 and 2026, the program will engage a total of 28 undergraduates in a 10-weektransformative research experience. The experience is thematically focused on

Conference Session

Two-Year College Division (TYCD) Technical Session 2: Student Success and Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caroline Lubbe, University of Florida; Sindia M. Rivera-Jiménez, University of Florida; Ayla Sevilleno, University of Florida; Justin Ortagus, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

assessment, and Mann-Whitney U tests for comparing adjustment ratingsacross demographic groups. The Mann-Whitney tests were chosen due to ordinal data, non-normaldistribution, and unequal variances [18]. These analyses identified patterns in students’ adjustmentexperiences and explored differences among demographic groups, analyzing Laanan’s factorsfrom the original L-TSQ. However, these analyses are exploratory, focusing on self-reportedexperiences rather than predictive or causal relationships. The qualitative component included open-ended questions to gather reflections on students’adjustment, actions their previous institution or SU could have taken to ease the transition, andadvice for future transfer students. The data were analyzed using

Conference Session

WiP: Student Identity, Support, and Success

Collection

2025 ASEE Annual Conference & Exposition

Authors

May Lim, The University of New South Wales; Sumiko Iida, UNSW Sydney; Ghislain Bournival

Tagged Divisions

Chemical Engineering Division (ChED)

an overview of eachstudent’s participation in the meeting, including a visualization of the duration and cadence ofindividual student’s participation. The 'Topics' section categorizes the students’ discussion intodistinct, color-coded topics by duration. The ‘Chapters’ section (not shown) provides a structuraloverview of the meeting by breaking down the discussion into thematic or contextual sections thatare time-stamped, reflecting the flow of the students’ discussion. The ‘AI Notes’ section has twoparts: ‘Meeting notes,’ which break down student discussions and key decisions; and ‘Follow-uptasks’ which detail the action items. The AI recap also includes a searchable transcript and recordingof the meeting which allow quick location and

Conference Session

WiP: Hands-on Learning and Safety

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander P.E., Texas A&M University - Kingsville

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

that this instructor used when introducing thestudents to this unit was “critical thinking is the intellectually disciplined process of actively andskillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating informationgathered from, or generated by, observation, experience, reflection, reasoning, orcommunication, as a guide to making decisions” [modified from 1,4]. This particular definitionutilizes higher-order thinking skills (conceptualizing, applying, analyzing, synthesizing, and/orevaluating), which are synonymous with the higher-order thinking skills of Bloom’s taxonomy(analyze, evaluate, create). These higher-order thinking skills are integral parts of theengineering design process, namely the steps “generate

Conference Session

Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shannon Conner, Clemson University; D. Matthew Boyer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

al., 2019 [17]. The research team will payparticular attention to currently held positions, posts reflecting on career achievements, andadditional certifications or skills the participants underwent after graduation. Following the thematic coding of both the previously conducted interviews and theLinkedIn profiles, coders will compare the data to evaluate the alignment of participants postingsto the aspirations they voiced in the past. The research team will discuss the outcomes until alldiscrepancies are addressed and the findings agreed upon.Results/Findings​ As of now, our study is in the preliminary stages. All data presented in this work are inthe initial stages of the coding process and may not be representative of our

Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julien Yllanes; Logan Soderborg, Utah State University; Vanessa Tran, Utah State University; Cassandra McCall, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

. Memes, as culturally relevant andoften humorous artifacts, offer a unique lens into the shared experiences, values, and normswithin the engineering community. The flexibility of memes as a medium allows them topromote a sense of community through shared meanings related to identity, inclusion, language,and cultural symbols [4]. To guide this study, we asked the following research questions: (1)What are the perceptions of students regarding the engineering programs at their university? and(2) How is engineering culture reflected in the meme content that undergraduate students chooseto create and share? To address these questions, we conducted a qualitative content analysis ofover 400 memes submitted by engineering students in a foundational

Conference Session

Games & Competitions for Civil Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eun Jeong Cha, University of Illinois at Urbana - Champaign; Abigail Louise Beck, University of Illinois at Urbana - Champaign; Eric Shaffer, University of Illinois; Luc Paquette, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

and equity-based multi-criteria decision-making. Students gain anunderstanding of factors influencing community resilience (LO1) and learn to apply multi-criteriadecision-making to infrastructure systems (LO2) and integrate equity considerations into theirdecisions (LO3). They also learn to evaluate the impact of various choices on different communitystakeholders, particularly marginalized groups (LO4), collaborate with peers to reach equitabledecisions (LO5), and reflect on their learning experiences to apply these insights in real-worldscenarios (LO6). These objectives shaped the game's structure, components, actions, special roles, andscoring system to ensure a comprehensive learning experience. The current paper focuses

Conference Session

Curriculum Development and Pedagogical Innovations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Bansal, Duke University; Kat M Lazar, Duke University; Jaron Shoemaker, Rensselaer Polytechnic Institute; Elizabeth Feeney, Duke University

Tagged Divisions

Biomedical Engineering Division (BED)

, conclusion) blank, and other sections suggesting that students write aboutmaterial-nonspecific concepts. The goal of this penultimate scaffold is to be entirely generalizable,so that students could use the same guidelines to write the third and fourth lab report. The last lab’sscaffold is blank. The teaching team provides detailed feedback and returns reports at least oneweek before the next report is due to ensure continuous improvement. As scaffold supportdecreases, the points associated with the report increase (first: 20 points, last: 50 points), such thatthe total score for each lab is out of 50 points.After submitting the lab report, students complete a self-reflection including two Likert-style andfour free-response questions. Likert-type

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Tran, Utah State University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

refine ideas through observation. Their drawings reveal a cognitive process thatmerged visual thinking with tactile engagement. Later artists, such as Vincent van Gogh andEdvard Munch, engaged in repetitive and expressive mark-making that mirrored their emotionalstates. For them, sketching became a means of reflection and emotional processing. In bothtraditions, the act of drawing or writing by hand created a bridge between physical action andmental focus. This integration of hand movement, attention, and emotion represents an embodiedform of cognition—one that supports clarity, emotional regulation, and creative insight.MethodsTo address our research questions, we identified three sets of keywords and conducted searchesusing IEEE Xplore, SCOPUS