Conference Session

Computing and Information Technology Division (CIT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marjan Asadinia, California State University, Northridge; Sherrene Bogle, California Polytechnic State University Humboldt ; Rowena Quinn

Tagged Divisions

Computing and Information Technology Division (CIT)

Scholar and alumna of the University of Georgia, USA, where she earned her PhD in Computer Science. She is currently an Associate Professor of Computer Science and Program Lead for the BS Software Engineering at Cal Poly Humboldt. Dr. Bogle has a passion for sharing and helping students to improve the quality of their lives through education, motivation and technology. She has published two book chapters, two journal articles and several peer reviewed conference papers in the areas of Machine Learning, Time Series Predictions, Predictive Analytics, Multimedia in Education and E-Learning Technologies.Rowena Quinn ©American Society for Engineering Education, 2025 WIP: Predictive

Conference Session

Civil Engineering Capstone Showcase

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shashi S. Marikunte, Pennsylvania State University, Harrisburg, The Capital College

Tagged Divisions

Civil Engineering Division (CIVIL)

, energyefficiency, and other modern tools to improve the functionality, or other aspects of the project.Students had the opportunity to review actual construction drawings and work in inter-disciplinary teams to incorporate changes. Students presented their final project in front of amixed audience that included students, faculty, family, and professionals during the CapstoneDesign Conference. A team consisting of faculty and industrial advisory board membersevaluated the communication and technical skills of students during this conference. A rubricwith emphasis on incorporating appropriate engineering standards and multiple designconstraints was used to assess the group performance. Confidential peer-reviews were then usedto assess the performance and

Conference Session

WiP: Student Identity, Support, and Success

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie G Wettstein, Montana State University - Bozeman; Jennifer R Brown, Montana State University - Bozeman; Eva Chi, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

State University in Bozeman MT.Prof. Eva Chi, University of New Mexico Eva Chi is a Professor in the Department of Chemical and Biological Engineering Department at the University of New Mexico. The research in her lab is focused on understanding the dynamics and structures of macromolecular assemblies including proteins, poMs. Catherine Anne Hubka, University of New Mexico Catherine (Cat) Hubka, MFA, is a Ph.D. student in Rhetoric and Writing. Her focus is Writing in the Disciplines (WID), specifically in STEM environments. She is a research assistant in the Department of Chemical and Biological Engineering, where she has taught writing in the labs and worked closely with faculty on developing writing

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean-Francois Chamberland, Texas A&M University; Sunay Palsole, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University; Arul Jayaraman, Texas A&M University

Tagged Divisions

Faculty Development Division (FDD)

. ©American Society for Engineering Education, 2025 Work in progress: Scaffolding faculty success and retention through a learner’s approach to faculty developmentAbstract — Assistant professors in research-intensive environments typically begin theirappointments with demonstrated excellence in research and knowledge creation. They possess theskills to identify and solve relevant research problems and effectively navigate the peer-reviewprocess to publish in leading academic outlets. However, they may have limited experience inother critical aspects of their roles, such as teaching, advising, group management, proposaldevelopment, securing funding, and engaging in meaningful service opportunities. Nevertheless,mastery of these

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Adrian Nat Gentry, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Julie P Martin, University of Georgia; Fio Bahr, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

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

. ResultsNonbinary Identity Supports FrameworkInterviews revealed how nonbinary STEM graduate students utilized their social networks(consisting of TNBGNC, cis and nonbinary alters) to obtain identity-based expressive support inthe form of validating their gender identity and encouraging them to persist in their graduatestudies, as well as instrumental support in the form of advice on navigating STEM environments,writing articles, and preparing for conferences. The nature of support that they received wasdistinctly different from cisgender alters (faculty and peers) and nonbinary alters (peers). In thefollowing paragraphs, we depict how participants described receiving identity-based support(i.e., affirmation, advocacy, insider knowledge, and kinship) from

Conference Session

Construction Engineering Division (CONST) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cornelia Asiedu-Kwakyewaa, Michigan State University; Dong Zhao, Michigan State University

Tagged Divisions

Construction Engineering Division (CONST)

many honors, including the NSF CAREER Award. He has published over a hundred peer-reviewed journal and conference papers. ©American Society for Engineering Education, 2025 Engagement in Virtual Learning Environments with a Pursuit of In-Person CollaborationsAbstractAs virtual learning continues to evolve following the COVID-19 pandemic, understanding howstudents collaborate in these environments has become increasingly critical for educators.Research underscores a significant link between peer interactions and collaborative learningoutcomes, emphasizing the need for effective virtual collaboration strategies in engineeringeducation. This study examines student learning patterns

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Becerra, Arizona State University; Jennifer Chen Wen Wong, Arizona State University; Tami Coronella, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

a sense of purpose that supports their decision to persist toward graduation [8], [9].Tinto’s theory of individual student departure, which encompasses the stages of separation,transition, and incorporation, is widely utilized to describe student success and underpinsnumerous intervention programs in higher education [10]. This theory underscores thesignificance of academic and social integration, highlighting that students’ perceptions ofinteractions with faculty, staff, and peers in both academic and extracurricular contexts arepivotal to their success [7].Nevertheless, critiques of Tinto’s theory point out its inadequacy in addressing the variedexperiences of students, emphasizing the importance for these students to feel a sense

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee Prymus, University of Pittsburgh; Irene B. Mena, University of Pittsburgh

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

plan, and/or "stay on 13.7 top of things" Split up work evenly and/or make sure expectations 7.7 are clear Agree on and set up meeting schedule and/or meet 11.1 regularly Content Choose topic of interest 8.2 Writing Use your resources: Use the Writing Center, meet 5.1 with professors, use professor feedback, use peer feedback, materials in Canvas modulesRegarding time management, students advised that future teams begin working on theassignments as soon as possible and avoid procrastination. They also

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oyku Eren Ozsoy, Embry-Riddle Aeronautical University - Prescott; Luis Felipe Zapata-Rivera, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

, loops, and functions. Additionally, itaddresses the need for improvements in course design, instructional effectiveness, and theinstructor’s professional growth. The study employs qualitative and quantitative data collectioninvolving two-course sections with a diverse group of students, engaging in 75-minute pairprogramming sessions where they alternate roles as driver (who writes the code) and navigator(who reviews and guides). The C programming language is used to facilitate collaboration andreal-world skill development. The unique aspect of this study is the structured reflection processapplied after each pair programming session. Students were asked to answer three questions: (1)what they learned, (2) what areas they needed more practice

Conference Session

Two-Year College Division (TYCD) Technical Session 4: Curriculum and Assessment

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Isabela Salter, Micro Nano Technology Education Center; Jared Ashcroft, Pasadena City College; Tanya Faltens, Purdue Polytechnic Institute, Purdue University – West Lafayette; Kendrick Davis, University of Southern California; Peter D Kazarinoff, Portland Community College; Justice Robinson, Micro Nano Technology Education Center; Paula Kirya, Micro Nano Technology Education Center; Antar A. Tichavakunda

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

few partners also provided academic year remote computational researchprojects. Students received support in preparing for and applying to these “internal” as well as“external” research opportunities (those not affiliated with MNT-CURN) from a team of near-peer mentors who had themselves started research in community college.Each cohort met online weekly with center staff to hear speakers from universities, projects, andnational labs talk about current research and opportunities for summer research related to microand nano technologies or participate in workshops on technical and professional developmentskills. Workshop topics included Python and MATLAB coding, writing a resume, establishing aLinkedIn presence, requesting a letter of

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chamille Lescott, Northwestern University; Ilya Mikhelson, Northwestern University

Tagged Divisions

First-Year Programs Division (FPD)

thatstudents struggling in the course found the Synthesis Sheets more useful, and students whoidentified Synthesis Sheets as a part of their study process in the middle of the academic termperformed up to half a letter grade better than their peers. Future studies will use a refined SynthesisSheet based on student feedback, adjust post-exam reflections to gather more data on resource use,and further analyze links between conditional thinking and performance.II. Motivation and backgroundMotivationMetacognition served as the guiding framework for this study. Often described as being aware ofone’s thinking [1], metacognition involves the development of metacognitive knowledge, throughwhich someone learns when, why, and how to apply information [2

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)

majors. Student services included peer mentoring, career development, anda science communication learning community. The project emphasized community engagementthrough first-year courses and faculty and alumni mentoring. Evaluation findings indicated thatself-reported survey data showed that 75% of the initial program participants stayed with theprogram the second year. Additionally, scholars demonstrated a strong commitment tocompleting undergraduate and graduate STEM degrees, with likelihood ratings ranging from 3.0to 3.5/4.0.At Tennessee State University (TSU), a public R2 land-grant HBCU in the southern UnitedStates, the 5-year S-STEM project — Scholars to Attract and Retain Students (STARS) inGraduate Engineering and Computer Science

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

research over pedagogy.The Resilient Innovator’s story highlights the transformative potential of communities of practicein supporting faculty collaboration and driving systemic change, even in the face of institutionalresistance.The Writing Integration ChampionThe Writing Integration Champion’s journey began with a shared frustration over students' poortechnical writing skills. Reflecting on initial discussions with colleagues, he recalled, “We weresaying, ‘The students had poor technical writing and they’re not getting better. What can wedo?’” These conversations revealed a lack of understanding about teaching technical writingeffectively. He explained, “We realized we don’t really understand how to teach technical writingand that we need to

Conference Session

First-Year Programs Division (FPD) GIFTS Session 1: Human-Centered and Project-Based Innovation in First-Year Engineering Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kushal Adhikari, Juniata College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

engineering pursue? d. Choose one of the engineering society and learn about their goalsTools & a. Visit the Writing Center What have you learned about theResources b. Tour a Library, Labs or Career Services resources available to you to c. Visit Raystown Field Station, EcoHouse assist you in meeting your d. Visit SPOT or Unity House academic or professional goals?Relationships a. Meet with an academic advisor to discuss

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joe Dallas Moore, Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Allison E. Connell Pensky, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods Division (ERM)

metacognition and told them that they wouldbe engaging in metacognitive activities within the course. Students then articulated a learninggoal, personal goal, and professional goal for the course. They wrote a plan for meeting thesegoals, what support they would need, and what concerns they have about the course. They werealso instructed that they would be discussing their reflective writing with peers in-class.The second reflective metacognitive writing activity required student participants to reflect ontheir learning so far and to assess their progress toward their stated goals. Additionally, studentswere asked to evaluate where they need to put more effort toward meeting their goals, to outlinea strategy that would support their continued progress

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jordan Min Peyton, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

Education, 2025 The Process of Applying to Graduate School as an Undergraduate: A Scoping Literature ReviewAbstractAs engineering graduate programs increasingly adopt holistic admissions strategies to fosterdiversity and equity, understanding the nuanced experiences of applicants and the evaluationpriorities of admissions committees becomes critical. This scoping literature review (ScLR)explores research published since 2000 to examine how the admissions and application processesfor engineering graduate school are structured, perceived, and evaluated. Through a systematicsearch across multiple databases, 16 peer-reviewed publications were selected and thematicallyanalyzed into three domains: admissions process

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Heather Thiry

Tagged Topics

Diversity

Tagged Divisions

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

Black, can cause mental and emotional harm[11]. Minoritized students are placed in situations in which they have to listen to peers askquestions about their very humanity and outdated misassumptions about intelligence, athleticprowess, and laziness, among others. The same can be said for trans and queer students,immigrants and children of immigrants, students with disabilities, and others. It is finding simpleways to address this normalization of social violence that occurs in DEIA research and educationspaces, along with the integration of what people consider “common” disabilityaccommodations, that we seek to discuss via curriculum and training methods for the remainderof this paper.Outline of ProgramAt the time of writing, the BASE Camp

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark Blaine, University of Oregon; Nathan Jacobs, University of Oregon

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

teaching community demonstrates the broader valueof interdisciplinary work and problem solving through shared experiences, coaching, andmentoring.Engineering education faces a broad problem of minimal formal training in essential non-technical areas such as communication, often leaving instruction in best practices incommunicating science to informal networks and near peers who may have hard-won experiencebut little grounding in best practices.[6] [7]The result is a learning-through-hard-knocks ad hocapproach for many students rather than programmatically defined and implemented bestpractices, which promote earlier application in a scientist or engineer’s training. By connectingearly with trusted practitioners from non-STEM fields whose work is

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Jessica Rosenberg; Paula Danquah-Brobby, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

outcomes by the end of the program: ● Understand key concepts in QISE ● Possess strong mixed methods research skills ● Work effectively with a diverse research team to execute convergence research ● Possess strong communication skills to support presentations, papers, and grant proposals ● Develop an increased cultural awareness, sensitivity, humility, and responsiveness that allows them to connect research questions with actions that can break down barriers to social progress. ● Understand the research paper writing process, resulting in authorshipThese competencies will be developed through research on existing projects, the development ofthe cohort’s convergent research project, classes (as appropriate), an

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allison Lee, Campbell University

Tagged Divisions

Mechanical Engineering Division (MECH)

: Exploring the impacts of emotional investment on student-chosen projectsAbstractBackground: It is often noted that students with intrinsic motivation for a specific topic or projectput forth more effort to learn and understand that topic. Story driven learning (SDL) techniqueshave been used in engineering classrooms to help connect students both to their peers and to thecourse materials in ways that promote self-efficacy and overall learning. In a senior-level systemdynamics course, students were asked to choose their own projects to model and analyze areal-world system. Even with this freedom, the instructor has noticed a general lack ofself-efficacy—students’ personal belief in their own abilities- to model something useful

Conference Session

Computers in Education Division (COED) Track 2.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University at Raleigh; Madhur Dixit, North Carolina State University at Raleigh; Kavya Lalbahadur Joshi

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

,providing detailed solutions by the instructor, and then asking students to write reflections on themistakes made in their original submissions. There are various grading options, such as gradingonly the reflection or grading the homework lightly and the reflection more heavily.For the first submission, it is typical to have students submit just the answers to the homework.Often the feedback on the first submission consists of “light grading,” for completion or effort.The methodology relies upon instructors having a detailed solution set, with more extensiveexplanations than would normally be provided. Since homework problems can be reusedsemester after semester, the methodology can justify the extra effort on the part of the coursestaff.Across all

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Griffin Pitts, University of Florida; Viktoria Medvedeva Marcus, University of Florida; Sanaz Motamedi, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

assignments,” which “is a serious risk.” The specific practice ofstudents who ”copy and paste writing assignments from AI chatbots like Chat GPT and hand it inas their own original work” was repeatedly highlighted as problematic. Many participants framedthese behaviors within ethical and institutional contexts, noting that such actions ”are not only inviolation of the school’s honor code, but also unethical and unfair to their peers.” Interestingly, acounterbalancing concern also emerged—that legitimate student work might be incorrectly flaggedas AI-generated, with one participant noting they had ”already seen...peers...who do produce workthat is entirely their own being falsely accused of submitting AI generated work.” Table 2

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Musabbiha Zaheer, University of Michigan ; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

are in theirlearning process [13]; classroom interactions, both with instructors and peers, significantly shapestudents’ sense of belonging and academic achievement [14]; and lastly, understanding instructors’expectations, which is students’ understanding of course demands and shape their responses toinstructional strategies.MethodsParticipants and Data CollectionAfter receiving approval from the University Institutional Review Board (IRB), we recruitedengineering college students with ADHD at a research-intensive institution located in theMidwestern United States. We emailed a random sample of 1,800 of the 11,104 currently enrolledengineering students, inviting them to attend a focus group or interview if they had previouslyreceived a formal

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)

program for first-generation students and underrepresentedminorities in engineering. The Studio also became a new home for several existing programs,including engineering supplemental instruction and peer mentoring. It is also part of anarticulation plan with the college’s study-abroad program. The Studio has evolved into a hub ofstudent learning and leadership, which encouraged a significant investment from a major energycompany, and expanded the Studio and several other student services into a new entity: the LSUChevron Center for Engineering Education (Chevron Center).Students who participate in our programs do so voluntarily, as do the faculty who certify theircourses as C-I courses. Participation numbers indicate excellent buy-in by both

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

learners’ experiences relative to theirneurotypical peers. The pilot findings guided evidence-based revisions, and a refined survey was deployed inFall 2024. From that survey’s respondents, STEM majors who identify as neurodivergent were invited toparticipate in interviews about their experiences transitioning to online learning during and after the COVID-19pandemic. Institutional Review Board (IRB) approval was secured for this work-in-progress study, andparticipant interviews are underway at the time of writing. In these interviews, participants describe theirexperiences with remote learning, emphasizing the challenges encountered and adaptive strategies employedthroughout the transition from in-person to online education. Aligned with the

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan Wainscott, University of Nevada - Las Vegas; Dustin Thoman, San Diego State University; Satchi Venkataraman, San Diego State University

Tagged Divisions

Graduate Studies Division (GSD)

, in which we haveexperimented and refined the process through which we train our students to develop, refine andupdate their IDPs. Over the five years of the grant we have continually adapted and iterativelymodified the IDP course assignments based on students’ feedback and course reflections. Thispaper discusses the evolution and implementation of our updated IDP process, that includes pre-IDP activities aimed at envisioning a future self, discussions of program timelines andmilestones, the hidden curricula and challenges with recent alumni, career exploration activitiesto inform the IDP, seminar and panel discussions on the pathways and challenges tointerdisciplinary careers, developing a network of mentors, near peer advising by students a

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bhuvaneswari Gopal, University of Nebraska - Lincoln; Byrav Ramamurthy, University of Nebraska - Lincoln; Prasad Edamana

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

roles, including Software Architect and Lead software engineer positions before switching to full time academia. She is also a Microsoft certified professional, with an MCPD certification. Her research work is focused on evidence-based, active learning pedagogies to improve software engineering education. She has published papers specifically on Peer Instruction and Process Oriented Guided Inquiry-based Learning-like pedagogical approaches in the undergraduate software engineering classroom, both in person and virtual. She holds a Bachelors degree in Physics from the University of Madras, Chennai, India. She holds two Masters degrees - one in Computer Science from the University of Nebraska-Lincoln, and one in

Conference Session

Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Blas, University of Illinois at Urbana - Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue Polytechnic Institute, Purdue University – West Lafayette; Morgan M Hynes, Purdue University – West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

middle school level, literature shows that girlsare not actively being exposed to and participating in engineering contexts compared to their malecounterparts. Researchers have suggested collaborative learning might lead to increased interestand participation in STEM. Yet, the literature points to the need for understanding how minoritizedstudents interact with and experience collaborative group work settings. This study aims to explorehow middle school girls in STEM engage with their peers during microelectronics group activitiesand how these interactions influence their learning experiences and collaborative skills throughthe research question: What are the discourse patterns present in girl-only groups during a pre-college microelectronics

Conference Session

MATH - Hands-On Curriculum in Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University; Danushka Bandara, Fairfield University

Tagged Divisions

Mathematics Division (MATH)

MATLAB Scripts Write programs in script Logical Arrays Use logical expressions in MATLAB Final Project Bring together the introduced concepts with a project 6 9. Student FeedbackThe feedback from students offered meaningful insights into the course's strengths and opportunities forimprovement. Students largely appreciated the practical focus of the curriculum while providingconstructive suggestions to further improve the learning experience.What Students ValuedStudents highlighted the programming assignments and Peer Learning Group (PLG) sessions as some ofthe most effective components of the course. These

Conference Session

Hands-On Learning and Clinical Immersion in BME

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charlotte Da Jung Sevrain, Vanderbilt University; Nathan Zhang, Vanderbilt University; Michael I. Miga, Vanderbilt University; Stacy S Klein-Gardner, Vanderbilt University

Tagged Divisions

Biomedical Engineering Division (BED)

. However, whether due to length or resources, many of these programs tend to lackintegrated grant-writing and discussion-based components. Teaching grant-writing skills tograduate students proves to be useful later in their careers as it drives students to research in theirfields extensively, emphasizes the role of innovation in research, and enhances the skills neededto display and discuss data [5]. The discussion-based format is vital in enhancing criticalthinking and engagement, promoting collaborative problem-solving, and sharpeningcommunication skills amongst peers [6]. Beyond just being able to identify and solve currentclinical needs, developing adequate writing skills is crucial for graduate students’ success. Ourgoal is to design a course