Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunmeng Han, University of Cincinnati; David Reeping, University of Cincinnati; Siqing Wei, University of Cincinnati

Tagged Divisions

Educational Research and Methods Division (ERM)

typicallyuninformative from a curricular (re)design perspective [17]. Research AimsOur core contributions in this paper will involve (1) reviewing previous efforts using the Delphimethod to identify threshold concepts across disciplines, (2) outlining our approach to the Delphimethod for the interdisciplinary field of cyber-physical systems (CPS) in contrast to previousstudies, and (3) reflecting on how our method uncovered the challenges of identifying thresholdconcepts in an interdisciplinary context. Theoretical FrameworkThe study is grounded using the premise of threshold concepts [1]. Threshold concepts aredescribed as gateways to a deeper and transformed understanding of the

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Slaton, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

projects.Introduction:We begin by situating this paper in the current landscape of equity-focused scholarship, whichpresents particular risks to members of our research community. Due to the sensitive nature ofthe current political climate and the potential implications for ongoing and future grant funding,the first author has chosen to withhold their name from this publication. This decision reflects astrategic effort to protect current institutional partnerships and funding relationships while stillcontributing fully to the research and its dissemination. Rather than being taken only as a loss ofprofessional credit to the first author, it is hoped that this interruption to conventional systems ofcredit and authorship might also suggest a form of scholarly

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nosakhare Iyobosa Idiaghe, University of Nebraska - Lincoln; Erin Johnson, Pennsylvania State University; Catherine G. P. Berdanier, The Pennsylvania State University; Jessica Deters, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

intercultural space where effective management of communicationacross cultures is essential.In the context of engineering education, the concept of the "global engineer" reflects a shifttoward preparing students with both technical skills and the intercultural competencies necessaryfor global collaboration [5], [6], [7]. Intentional integration of intercultural competence intocurricula and experiential learning is essential for equipping graduates with skills that allow themto address challenges that transcend national and cultural boundaries [8]. Despite the recognizedimportance of intercultural competence, a significant gap remains in understanding how theseskills can be effectively developed within graduate engineering programs. To date, scholars

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Arsalan Ashraf, Virginia Polytechnic Institute and State University; Emad Ali, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development Division (LEAD)

real” in practical situations such ascommunicating with one’s team, managing stakeholder relationships, and navigating projects. Senge [3] offers insight into developing one’s personal mastery through committing toface one’s current reality; this includes creating realistic appraisals of an individual’s currentsituation and leaning into creative tension which is the balance between one’s current reality andtheir vision for the future. This is achieved by reflecting on one’s own goals and aspirations andregarding oneself as an active participant in creating their reality. Personal mastery has limited representation in engineering education literature. A briefreview of available literature demonstrated it has been discussed in work

Conference Session

ENT-1: Innovative Approaches to Student Engagement and Belonging in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea T Kwaczala, Western New England University; Andrea Davis, Western New England University; Heidi Ellis, Western New England University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

another and screenedagainst an AI-based evaluation tool that had been trained using the scoring rubric and individualstudent's video content. Student self-perception of communication, identity and belonging wereevaluated using IRB-approved pre- and post-surveys. Students were asked to reflect on thevarious forms of feedback and the overall pitch experience.BackgroundPublic Speaking Anxiety and Improving Communication: Public speaking anxiety refers to thehigh level of anxiety or distress a speaker feels while delivering or preparing to deliver apresentation in front of a group of people. (O’Hair, et. al, 2011; Bodie, 2010). Fear of publicspeaking is one of the most reported fears in the population at large (Sawyer, 2016). Studentswho have high

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tahlia Aviva Altgold, The Ohio State University; Emily Dringenberg, The Ohio State University; David A. Delaine, Florida International University; Amena Shermadou, The Ohio State University

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering education.Dr. Emily Dringenberg, The Ohio State University Dr. Dringenberg is an Associate Professor in the Department of Engineering Education at Ohio State University. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education. Her current career purpose is to learn about and reveal beliefs that are widely-held as an implicit result of our socialization within systems of oppression so that she can embolden others to reflect on their assumptions and advance equity in their own ways.Dr. David A. Delaine, Florida International University Dr. David A. Delaine is an Assistant Professor at The Ohio State University Department of

Conference Session

ELOS Technical Session 6: BYOE (Bring Your Own Experiment): Engaging Students with Creative Hands-on Laboratory Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trevont Moore, Oral Roberts University; Jonathan V Ophus, Oral Roberts University; Gabriel Pendell, Oral Roberts University; Michael Portman, Oral Roberts University; Jordan Matthew Swan, Oral Roberts University; Manuel Yanez, Oral Roberts University; John E Matsson, Oral Roberts University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

engineering principlesto a real-world manufacturing process. Student learning outcomes are aligned with ABETStudent Outcome 1, focusing on the ability to identify, formulate, and solve complex engineeringproblems. Assessment is multifaceted and includes: • Final Report and Demonstration: Students submit a comprehensive report—including an abstract, theoretical background, methodology, results, and reflections—demonstrating how they connected course concepts to their experimental design. • Monthly Progress Reports: Over the semester, students submit three progress reports that document iterative improvements, troubleshooting efforts, and adjustments made during the experiment. These reports require explicit connections

Conference Session

Computers in Education Division (COED) Track 6.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aimee Allard, North Carolina State University at Raleigh

Tagged Divisions

Computers in Education Division (COED)

evaluate which learning activitieswithin task planning teams find more effective and which they perceive as less effective to theirlearning process. As part of continuous efforts to meaningfully reflect on and evaluate taskplanning as it relates to active learning practices in Senior Design, I have implemented a Pre-Task Planning Survey (Pre-TPS) and a Post-Task Planning Survey (Post-TPS), the Pre-TPSdesigned to be completed by students in the first few minutes of the task planning session and thePost-TPS designed to be completed in the last five minutes.The Pre-TPS questions gauge learners’ perceptions of course activities and team cohesivenessprior to task planning, while the Post-TPS is designed to evaluate learners’ approaches to taskdivision

Conference Session

Student Services & Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Carnegie Mellon University; Kyle Nathan Winfree, Northern Arizona University; Corinna Marie Fleischmann P.E., United States Coast Guard Academy; Scott R Hamilton P.E., York College of Pennsylvania; Kaitlyn T Hanley P.E., New York University Tandon School of Engineering; Tanya Kunberger P.E., University of Pittsburgh at Johnstown; Monica Palomo P.E., California State Polytechnic University, Pomona; Jennifer Retherford P.E., The University of Tennessee, Knoxville; David A Saftner, University of Minnesota Duluth; Camilla M. Saviz P.E., University of the Pacific

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

additionalbehaviors that reflected positive mentoring qualities, going beyond the fundamental behaviorstypically associated with building positive rapport. The second part of the survey includedquestions related to the institution, year, gender identity, age, GPA, and other characteristics(e.g., being a first-generation college student, commuter, student-athlete, part-time student, orunderrepresented group). Survey components are shown in Appendix A, were administeredthrough Qualtrics, and distributed with the York University of Pennsylvania IRB approval (IRB#24FA016).The voluntary survey was administered by the study authors and faculty at their institutions. Inmost cases, the authors distributed the survey to students in classes they were teaching in the

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Casey Gibson, National Academy of Engineering; David A. Butler, National Academy of Engineering; Davis Chacon-Hurtado, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

notnecessarily reflect the views of the National Academies of Sciences, Engineering, and Medicine.audiences and the implications for future directions of work in these areas. Furthermore, this article aimsto spark conversation amongst ASEE members on these important topics and serve as a resource forexploring them further in engineering education settings. The paper is organized as follows: Sections IIand III provide general background on human rights and engineering and discuss how the NationalAcademies have developed work in related areas. Section IV presents a summary and insights from thesymposium organized under five themes. Sections V and VI delve into the discussion, followed byconclusions and areas for further development.II. Background on Human

Conference Session

First-Year Programs Division (FPD) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ian Hong Phan, University of California, Santa Cruz; Iakov Taranenko, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

Tagged Divisions

First-Year Programs Division (FPD)

select from, spread across the 4 main categories of skills covered in the course (General Skills, Forensics & Steganography,Web Hacking/Exploitation, and Exploratory Bonus Topics). Student teams are expected to complete 1000 points worth ofchallenges per student in the team across a two-week period.Like CTF competitions, learners are prompted to develop and showcase engineering processskills. Teams draft and later present detailed technical writeups for each challenge, a practice thatbuilds on their experience with the engineering notebook. Additionally, students are providedopportunities for metacognitive reflection through periodic collaborative work reflections. Here,they assess their own approach to teamwork and problem solving to

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University-Vancouver; Charles Riley P.E., Oregon Institute of Technology

Tagged Divisions

Mechanics Division (MECHS)

, conducting experiments, and developingproblem-solving and critical thinking abilities [1]. Often, lab courses are offered in the earlyphase of engineering majors to provide students with hands-on experience and a foundationalunderstanding of core engineering principles. For engineering labs, a range of assessmentmethods exists and includes lab reports, quizzes and exams, post-lab assignments, lab practicals, 1and instructor observations. Among these, lab reports are the most dominant assessment methodfor evaluating students’ learning from the labs. Indeed, lab report writing aligns well with the“write to learn” approach - an active learning approach - by encouraging students to reflect ontheir

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto; Alan Chong, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

ticking. The frantic timing of this exercise maycontribute to the ease with which students adopt their new role. Within this classroom turnednewsroom, they lack the time to question the fictional conceit of the activity without redirectingenergy from their goal of producing a complete news article. Students also lack the time forreflection that might lead to greater self-awareness. Although making time for reflection is animportant benefit of the course as a whole—frequent analysis and discussion, which encouragedstudents to position themselves in relation to course material was a key feature of the course—here, giving students more time to think might interrupt student engagement with the activity andcontribute to their self-consciousness. These

Conference Session

DASI Technical Session 2: Artificial Intelligence in Higher Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ananya Prakash, Virginia Polytechnic Institute and State University; Mohammed Seyam, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

from 14,990 in 2000 to 51,338 in 2019, a 242% increase overtwo decades. Similarly, the number of graduates with a doctorate has grown from 779 to 2790 inthe same period, an increase of 258%. While this increase in pursuits of postgraduate degrees inthe field reflects the rapid growth of the industry, universities still grapple with the task ofevaluating increasingly large volumes of applications.Several large universities adopt a holistic review approach for admissions that is time-consumingand relies heavily on skilled human reviewers. The average time taken for each full review couldvary between 10-30 minutes based on the skills of the reviewer [3]. A survey conducted byIntelligent in 2023, an education magazine [4], reported that 50% of 400

Conference Session

Materials Division (MATS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Z. Kelter, Northwestern University; Jonathan Daniel Emery; Uri Joseph Wilensky

Tagged Divisions

Materials Division (MATS)

-ended questions. A large majorityof students reported feeling that the course was more engaging than other STEM courses, thatthey learned more than in other courses, that the course was equally or somewhat morechallenging than other courses, and that they had a positive experience with the interactivetextbook. Open-ended questions revealed that most students preferred active model-basedlearning compared to video lectures, because they were engaging and helped with understanding.However, some students found the computational models confusing. Students also had positiveexperiences with the interactive textbook and appreciated that the content on the platform waswell-organized, easy to navigate, and exactly reflected the requirements of the course

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Junko Munakata Marr, Colorado School of Mines; Jeffrey C Shragge, Colorado School of Mines; Jonah Klemm-Toole, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

hinge on imagining engineering differently: perhaps if more minoritizedstudents persisted in engineering, the logic goes, engineering itself would be different – better,more responsible – because they are more motivated by improving their communities [21].In this paper, we share and reflect on an asset-based approach to facilitating belonging throughquestioning engineering itself. Approaches that treat students’ backgrounds as assets rather thanas liabilities show promise for enhancing minoritized students’ interest and belonging inengineering [22]. Key among these are funds of knowledge (FOK), which refers to the“historically accumulated and culturally developed bodies of knowledge, skills, andpersonal/social identifications embedded in

Conference Session

Broadening Participation in Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Scott Rosas; Philip J. Parker P.E., University of Wisconsin - Platteville

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

were drawn from a variety of institutions across the United States,reflecting a broad geographic distribution. These institutions are located in Colorado, Nebraska,New York, North Carolina, Ohio, Oregon, Pennsylvania, Texas, Utah, and Virginia. This diverserepresentation spans multiple U.S. regions, including the Northeast, Southeast, Midwest,Mountain West, and West Coast, suggesting a sample that mirrors a national distribution. Typesof institutions represented include public and private, small and large, those granting graduatedegrees and predominantly undergraduate, and research-intensive and teaching-focused.It is important to highlight that, as a group conceptualization method, GCM captures a sharedmental model based on participant input

Conference Session

Curricular & Course Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie Anne Field Wildschut, Calvin University; Gary A Jordan, United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

semesters,technical content covered during Lessons 7 through 10 reflected noticeably lower student studytimes. Reading quizzes took on average less than 10 minutes per student. Any remainingstudying or preparation time per lesson is anecdotally attributed to students working primarily onhomework assignments prior to the night before they were due. The Unit One exam was a high-stakes event (250 points or 12.5% of the course grade). The course-wide exam average was91.0%. One assignment, a reflection essay based upon a construction site visit, was not collecteduntil the next unit of instruction. In other words, students did not need to complete the essaybefore the exam so its impact upon student study time during Unit One is assumed to

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer L. Taylor, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Jennifer Ramos-Chavez, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-year CED pilot, each year’s pilot-teacher cohort participated in weeklycheck-ins. The purpose of these check-ins was to provide teachers with instructional support andrecord teacher feedback that informed revisions of the CED curriculum. An end-of-semester (oryear) meeting was also held with teachers during which we asked them reflective questions abouthow the course went overall and suggestions for improvement.The participants in professional development workshops had the opportunity to take the optionalpre- and post-workshop surveys via Google Forms, which asked them to rate their confidenceand interest in teaching engineering plus EJ- and EV-related topics. The survey administered toteachers who attended the virtual PD was more in-depth (17

Conference Session

DSAI Technical Session 7: Natural Language Processing and LLM Applications

Collection

2025 ASEE Annual Conference & Exposition

Authors

Suman Saha, Pennsylvania State University; Fatemeh Rahbari, The Pennsylvania State University; Farhan Sadique, Kansas State University; Sri Krishna Chaitanya Velamakanni, Pennsylvania State University; Mahfuza Farooque, Pennsylvania State University; William J. Rothwell, Penn State University

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

learning objectives.Both courses, with a combined enrollment of 650 students, reflect large class sizes, catered to adiverse student population primarily consisting of junior-level undergraduates majoring incomputer science or related disciplines. The courses were delivered in a hybrid format, offeringstudents access to both in-person lectures and recorded sessions. This diverse student body andflexible delivery format provided a comprehensive testing ground for evaluating theeffectiveness and accuracy of microlearning materials.Microlearning materials, including interactive quizzes, digital flashcards, mini-lessons, andscenario-based exercises, were integrated into the coursework for both classes. However, thefrequency of microlearning

Conference Session

Minorities in Engineering Division(MIND) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Micheal Oketunde Okegbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Abiola Olayinka Ajala, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

(Adapted from GDIB)The following tables and figures summarizes the perceptions of the responders regardingdiversity and inclusion within the graduate engineering program using Global Diversity andInclusion Benchmark (GDIB). Results show that most students strongly agree or agree withstatements about an inclusive curriculum, learning environment, and support systems, althoughthere were some neutral and dissenting responses.Regarding perceptions of diversity and inclusiveness, the results were predominantly positive. Interms of the curriculum reflecting diverse perspectives and experiences, 28% (7 students)strongly agreed, and 68% (17 students) agreed, while only 4% (1 student) remained neutral. Thestudents' perception of the learning environment's

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meghan Allen, University of British Columbia

Tagged Divisions

Computing and Information Technology Division (CIT)

thatassessment practices have on the student experience but limited research has examined this topic.This paper begins to fill that research gap by addressing the research question: How do courseassessment practices affect students’ perspectives of learning technical writing?I conducted an interpretive qualitative study, grounded in Lave and Wenger’s Situated LearningTheory and Social Theory of Learning, with 10 third and fourth-year computer science studentparticipants. I used reflective journal writing and beginning-of-term and end-of-term interviews togather rich data on the student experience. I generated themes from the data corpus via Braun andClarke’s reflexive thematic analysis and found that students are conflicted in their desire to

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yun-Han Weng, The Ohio State University; Emily T Creamer, The Ohio State University; Jeffrey M. Bielicki, The Ohio State University; Matthew Judkins Mayhew, The Ohio State University

Tagged Divisions

Graduate Studies Division (GSD)

findings highlight thepotential interdisciplinary education in fostering innovation and cognitive growth while alsoemphasizing the importance of refined classification criteria in future research to better captureinterdisciplinary influences.1 Introduction Innovation is a critical skill for addressing the complex challenges of the global economy.Higher education institutions can foster innovation by developing students and graduates intoinnovators who address complex problems and generate novel and contextual ideas throughintentional educational practices e.g.,[1],[2]. Reflecting those potentials, in recent years theNational Science Foundation (NSF) has funded several interdisciplinary training programs aimedat preparing undergraduate

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

). They bear upon the controversies over what should be taught andthe continuing debate about the relative merits of theory and practice. Indeed, a verysubstantial development in the philosophy of engineering that has implications forengineering education has taken place since 2007.The conclusion of exhibit 5 is that skill in critical thinking and reflection cannot be developedin traditional courses and different approaches have to be taken, and that remains the case.Today, 100 plus years later complaints are still heard that university students per se do notreceive adequate training in critical thinking and reflective practice. Unlike the engineeringstudents in exhibits 4 and 5 there is no great enthusiasm among today’s engineering studentsfor

Conference Session

Minorities in Engineering Division(MIND) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara Pearson, Georgia Institute of Technology; Pamela M Leggett-Robinson, PLR Consulting, Inc.; Kathaleena Edward Monds, Albany State University; Monica Stephens Cooley, Spelman College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

ethical imperative, and empowering individuals who would otherwise not be ableto fully engage in STEM increases our national potential to advance science and solve real-worldproblems. In this paper, we share a conceptual framework that seeks to define the “interruptions”experienced by Black women in STEM as they navigate undergraduate STEM programs. Ourframework, grounded in Black feminist epistemologies, is informed by two years of datacollected from surveys, interviews, focus groups, reflective journals, and audio diaries of fortyBlack women undergraduates at three institutions of higher education. This frameworkilluminates the relationship between societal power structures, Black women’s STEM self-concept, and selected coping strategies

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary J Combs, Quality Measures, LLC; Codjo AC Akpovo, Quality Measures, LLC; Gwen Lee-Thomas, Quality Measures LLC

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

demographics are shifting,and projections indicate that by 2045, no single racial or ethnic group would constitute a majority[3].These inequities pose a challenge to fostering a STEM workforce that reflect the diversity of theU.S., which is essential for bringing the unique perspectives and experiences critical forinnovation and global competitiveness [3]. Addressing these issues is not just a matter of socialjustice but a strategic imperative for sustaining the nation’s leadership in scientific andtechnological advancements. Marginalized students face systemic barriers in accessing,persisting, and succeeding in STEM fields, which necessitate the implementation of targetedprojects like S-STEM [4].This paper examines distinct implementations of S-STEM

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anthony Battistini, Angelo State University; Mohammad Shafinul Haque, Angelo State University; William A Kitch P.E., Angelo State University; Soyoon Kum, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

the process of learning by inquiring about the nature of experience [7].Kolb stated that experiential learning includes all modes of the learning cycle and ensureseffective knowledge acquisition [7]. Experiential learning includes four modes: ConcreteExperience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and ActiveExperimentation (AE). The concrete experience and active experimentation can be achieved byhands-on experience of a physical model, followed by a recording of experimental observationsand measurements. Afterwards, students should reflect on these observations, facilitated byguided questioning, and then connect their observations to the derived theories (abstractconceptualization). Students can then actively

Conference Session

Construction Engineering Division: Best of Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Construction Engineering Division (CONST)

heavily depends on interactions among participantsthrough various class activities. The classroom environment reflects the characteristics of itsparticipants and significantly impacts students’ learning as they engage with one another. Thispaper presents a quantitative analysis of the classroom environment, focusing on socialrelationship development activities and their effects on student performance in a constructionmanagement course. In this case study, social relationship development activities are defined aspedagogical methods aimed at increasing student engagement, serving as an alternative to thetraditional lecture format. A total of six social relationship development activities were evaluatedby students in terms of their impact on the

Conference Session

Design in Engineering Education Division (DEED) - Societal Impact in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Eva Waggoner, Massachusetts Institute of Technology; Jessica Meza, Massachusetts Institute of Technology; Sara A. Atwood, Elizabethtown College; Madhurima Das, NuVu Studio; Anastasia Kouvaras Ostrowski, Purdue University; Shannon M Clancy, Elizabethtown College; Tomas Estrada, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

, equity, and inclusion for future engineers to translate into their workafter graduation [18]. This accreditation criteria and other works calling for greater inclusion ofdesign justice in engineering education emphasize growing movements for engineering educationevolution that can be fostered and supported through collaboration with departments, schools, andleadership to reimagine engineering education from assignments to curriculum change.Institutional backgroundElizabethtown College, located in southeastern Pennsylvania, is a small liberal arts institutionwith around 2,000 students. Situated in a rural area, the college offers a primarily residential,undergraduate experience focused on community engagement, as reflected in its motto

Conference Session

Innovative Pathways in K–12 STEM: Bridging Emerging Technologies and Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yubin Lee, Purdue University at West Lafayette (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Tori Constantine, Purdue University at West Lafayette; Deana M. Lucas, Purdue University at West Lafayette; Emily M. Haluschak, Purdue University at West Lafayette (COE); Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Morgan M. Hynes, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

valuable, they do not always reflect the diversity of technical, engineering, or non-technicalroles in the field. Activities like programming or simple circuit design, while foundational, may not exposestudents to topics like cleanroom protocols or the role of technicians. Ensuring that classroom experiencesauthentically reflect current and projected workforce needs is essential for meaningful career guidance andpreparation. Being Mindful of the Right Amount of Integration. VA teams developed a mindful approach tosemiconductor integration so that they did not run the risk of overwhelming students with too manyconnections, potentially driving students away from the industry. So, there appears a need for consideringthe “right amount” of career