Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Chiranjeevi Singh Marutla, University of Florida

Tagged Divisions

Mechanics Division (MECHS)

and how it aligns with the course metrics. This study also highlights newopportunities for targeted interventions in the course. Through leveraging NLP and reflectiveexercises, instructors gain access to more detailed and individualized insights into class progress.This can foster a better understanding of the connection between student attitudes andperformance, enabling more personalized feedback and tailored interventions that can improvelearning outcomes.IntroductionReflection is an important skill that contributes to continuous learning and understandingpersonal growth and can have major impacts when integrated into education. The use ofreflection in engineering education closely aligns with ABET’s criteria to develop lifelonglearners [1

Conference Session

Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Cathy P. Lachapelle, STEM Education Insights; Kenneth Reid, University of Indianapolis; Vedika Vinayak; Katie McKeown, Engineering for US All (e4usa™)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-12 education, aiming not only to mitigatethe ongoing shortage of engineers but also to enhance technological literacy across the U.S. [1-4].Despite the increase in demand for pre-engineering programs in K-12, difficulties remain inimplementing these programs, such as a lack of educational standards, lack of engineering inteacher education and training programs, and continuing issues with broader citizenry around andoutspread participation in engineering [3-5]. Publications like the National Academies'"Engineering in K-12 Education: Understanding the Status and Improving the Prospects" [6] havealso highlighted the critical importance and the challenges of integrating engineering concepts intothe K-12 curriculum effectively.Curriculum

Conference Session

International Division (INTL): Case Studies and Trends

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Kan Li, University of California, Irvine; Farzad Ahmadkhanlou, University of California, Irvine; Tiejun Bai, University of California, Irvine; Liang Li Wu, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

equivalent course offered atthe U.S. campus as a baseline. Despite differences in education systems and culturalbackgrounds, results showed successful course deployment in China, with an average of 94% ofthe students achieving the expected learning outcomes. Project-based experiential learningcourses show great promise to impact students internationally.IntroductionAcademic programs designed to support increased collaboration with institutions abroad areproposed to assist in helping with advancing global education. These programs are designed indifferent formats, including faculty-led collaborations, institutional partnerships, branchcampuses, etc. [1, 2, 3, 4]. Among aforementioned formats, institutional partnerships are acollaborative effort

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

an Associate Professor of Mathematics and Data Analytics and Director of Institutional Effectiveness at Doane University. ©American Society for Engineering Education, 2025Work-in-Progress [WIP] Baseline Results for The Impact of the Liberal Arts on the Ethical Development of Engineers Joel R. TerMaat (1), Kristopher J. Williams (2), and Christopher D. Wentworth (1) (1) Department of Engineering and Physics, Doane University (2) Director of Institutional Effectiveness, Doane UniversityAbstractPrevious research suggests that liberal arts institutions provide improved moral reasoningdevelopment in students compared with other types of institutions, but the

Conference Session

Tech Session 2: Course-Level Innovations in Environmental Engineering: Projects, Case Studies, and Social Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew J Scarborough, University of Vermont

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

is to contribute to solving these challenges. The importance of chemistryto civil engineering is less appreciated but will only increase in coming years [1]. With arenewed focus on sustainable and resilient infrastructure, civil engineers will need to develop andpreserve materials that form societies roads, buildings, and underground infrastructure.Therefore, chemistry education is fundamental to environmental and civil engineering curricula.Despite its importance, however, chemistry has long been a dreaded topic for engineering andnon-chemistry STEM majors [2, 3]. Many chemistry topics are important to environmental engineers. Precipitation-dissolution chemistry is needed to understand drinking water and wastewater treatment

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Elizabeth Generas, Wright State University; Amy Anderson; Marjorie Langston Langston; Douglas Picard, Greene County Career Center; Camryn Lanise Justice, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

experiences were thematically centered on human-centered design and appropriatetechnology for emerging economies.This professional learning experience for teachers was intended to provide the teachers with thetools and knowledge to foster more inclusive STEM classrooms where all students haveequitable access to STEM education and inspiration. The rationale for the focus of this projectstems from two key needs: (1) the well-documented necessity for increased diversity andparticipation in STEM fields, especially engineering, and (2) the imperative for teachers todevelop intercultural competence to effectively educate an increasingly diverse K-12 studentbody.A community engaged learning (CEL) approach was taken in this project based on the work

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)

collaboration across disciplines. Recommendations to improve diversity and engagementincluded enhancing intercultural exchanges, expanding faculty cultural competency training, andincreasing field-based learning opportunities. This study concludes that fostering a moreinclusive and supportive environment through these strategies will lead to improved studentengagement, retention, and academic success, contributing to the broader goal of increasingdiversity and inclusion in STEM fields at HBCUs.Keywords: Diversity, Inclusiveness, Engagement, International Graduate Engineering Students,HBCU, Participation, STEM Education​INTRODUCTIONHistorically Black Colleges and Universities (HBCUs) have been a vital resource for the studentswith diverse backgrounds [1

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

James N Magarian, Massachusetts Institute of Technology; Alexander Rokosz, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD)

university.IntroductionWith university Engineering Leadership (EL) programs continuing to launch and grow in recentyears [1, 2], several contemporary studies have discussed longitudinal assessment as a means forthese programs to evaluate their students’ development of engineering leadership capabilities overtime [3 - 5]. Other studies, meanwhile, have introduced alumni assessments as a way to examine EL 4programs through alums’ career achievements and career preparedness [6 - 8]. Yet, most EL programs 7have been operating for relatively short durations. With fewer than 10 of today’s active programs inNorth America existing prior to 2010 [1], there have been few opportunities for programs

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)

workshop were: 1) to introduce PI and POGIL-Like to engineering and science educators in India, specifically to University faculty members,2) help them identify sections of courses they teach at their Universities that could be taughtusing PI and POGIL-Like, and 3) assist them in developing classroom materials for bothpedagogies in their respective disciplines, that they could take back with them and implement intheir courses. There were a total of 22 participants in the workshop, who were faculty membersbelonging to various disciplines ranging from Computer Science to Metallurgical Engineering.We surveyed our participants before and after the workshop to gauge their initial understandingof active learning techniques (Pre-survey) and their comfort

Conference Session

Computing and Information Technology Division (CIT) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Donggil Song, Texas A&M University; ANNE LIPPERT, Prairie View A&M University

Tagged Divisions

Computing and Information Technology Division (CIT)

completed a master’s program in Cognitive Science at SNU.ANNE LIPPERT, Prairie View A&M University ©American Society for Engineering Education, 2025 Work in Progress: Improving Engineering Students’ Writing Skills Through a Text Visualization ToolIntroductionDue to the importance of communication skills in the professional engineering field, engineeringcourses have incorporated writing and communication into their curricula [1]. Writing is amultifaceted process requiring critical thinking [2], creativity [3], and synthesis of ideas [4]. Forengineers in research careers, writing activates the cognitive and social processes, allowingstudents aiming for various engineering roles to contribute

Conference Session

Engineering Technology Division (ETD) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marilyn Barger P.E., FLATE (Florida Advanced Technological Education Center of Excellence); Richard Gilbert, University of South Florida; Doug Laven, South Central College

Tagged Divisions

Engineering Technology Division (ETD)

appropriate intensities to targetedstudent cohorts.IntroductionThe Professional Development Platform for Engineering Technology (PDPET) is designed tofacilitate the transfer of the Engineering Technology (ET) Skill Sets requirement to facultyresponsible for technician preparation. Objectives to be addressed by PDPET include (1)developing and implementing online remote access to the degree program and its Curriculum;(2) creating a skills-focused interactive system with regional education and industry partners; (3)providing targeted skill professional development; and (4) building institutional capacity. WhenPDPET elements consider these requirements, their application among ET technician preparationprograms will create a broader skill impact on new

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)

formechanical and civil engineering students at a 4-year public polytechnic university andengineering materials for mechanical engineering students at a 4-year R1 university. GAI toolswere asked to generate scores, overall reviews, suggestions, or improvement tips. We comparedthe evaluation scores and feedback of each student lab graded by instructors or graduate teachingassistants with those from GAI tools. The comparative analysis results will be discussed toanswer how the GAI tool’s evaluation results align with scores and feedback by instructor/TAsregarding accuracy and clarity.1. IntroductionLab education is essential in college engineering as it offers students hands-on experience withcritical technical skills, such as operating equipment

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin D McPheron, Ohio Northern University

Tagged Divisions

First-Year Programs Division (FPD)

(administrator or faculty member) prescribes planactivities for students to see academic improvement. This structure applies a deficit-basedframework, common in many student success formulations, in which student challenges aretreated as problems to be solved, and problem-focused planning is applied [1, 2, 3]. While theremay be some benefit to these approaches, the deficit focus can increase feelings of shame andinferiority in struggling students, leading to a feeling of disconnectedness, disengagement, andfor many students, a breakdown in the student success system [4, 5, 6]. Not only can theseapproaches potentially harm students, but they can also be detrimental to student successprofessionals, who may develop a sense of paternalism in solving

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jiwon Kim, Purdue University at West Lafayette (COE); Woongbin Park, Purdue University at West Lafayette at West Lafayette; Abigail Erskine, Purdue University at West Lafayette (PWL) (COE); Knic Austin Royer, Purdue University at West Lafayette (COE); Hui-Hui Wang

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

various dimensions. It offers a structured approach to assessing theextent to which learning experiences align with key objectives in STEM education (NationalAcademy of Engineering and National Research Council, 2014). The rubric provides educatorswith actionable criteria to design and assess STEM curricula that are explicit, developmentallyappropriate, and differentiated to meet diverse learner needs. ● Rubric 1. STEM Literacy: STEM literacy emphasizes the integration of two or more STEM disciplines to foster an understanding of their roles in modern society and fundamental concepts. ● Rubric 2. 21st Century Competencies: Fostering 21st-century competencies involves the development of cognitive, interpersonal, and intrapersonal

Conference Session

Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammad Guntur Purwanto, University of Minnesota - Twin Cities; Gillian Roehrig, University of Minnesota - Twin Cities; Jeanna Wieselmann, Southern Methodist University; Elizabeth Stretch, University of Minnesota

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

foster dialogic discourse and enhance student engagement. The frameworkidentifies five different discursive move categories: setting the stage: baseline assessment,pushing to make thinking explicit, encouraging wider responses, talk organization, and modelingproblem solving. Each category is further divided into several observable and actionablesubcategories. Table 1 provides a comprehensive overview of Bansal’s teacher discourse moves.Table 1​Codes for Teachers’ Dialogic Discursive Moves Category and its Description Subcategory Codes1. Setting the stage: Baseline assessment​ Eliciting experiences EIEx These moves: gauge understanding of pre-requisites by Gauging

Conference Session

Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen Anabel Acurio Cerda, University of Nebraska - Lincoln; Sourav Sutradhar, University of Nebraska - Lincoln; Oghenetega Allen Obewhere, University of Nebraska - Lincoln; Rajesh Keloth, University of Nebraska - Lincoln; Moses Dike, University of Nebraska - Lincoln; Jodi Lynn Sangster, University of Nebraska - Lincoln; Shudipto Konika Dishari, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Regions 1, 3, 4, and 5, likely benefiting from professional developmentprograms. However, teachers from Regions 3, 4, and 6 felt the least prepared to teach advancedenergy topics due to insufficient academic background, experience, and training. Over 90% ofteachers in Regions 1, 2, 3, and 6 cited resource shortages, while 73-100% of teachers in Regions1, 2, 3, and 4 reported a lack of detailed instructional materials as a major challenge inimplementing hands-on energy-focused STEM activities. Other challenges included timeconstraints, teacher shortages, and students’ lack of prior background. More than half ofresponding teachers lacked experience in developing energy-related curricula, and participationin training varied widely (60-99%) across

Conference Session

Engagement and Participation for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ursula Nguyen, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

typically feminine may relate less to their engineering peers. Thus, the purposeof this full research paper is to examine the relationship between gender typicality andundergraduate women’s feelings of being included by their engineering classmates. This paperwill explore the following research questions: (1) What is the relationship between gendertypicality and women’s feelings of being included by female engineering peers? (2) What is therelationship between gender typicality and women’s feelings of being included by maleengineering peers? To address these questions, the paper will utilize quantitative survey datafrom a sample of approximately 420 undergraduate women of racially diverse backgrounds fromacross the U.S. who are studying engineering

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jina Wilde, The University of Texas at San Antonio; Michael Zawatski, The University of Texas at San Antonio; Darean Wilde, The University of Texas at San Antonio; Emiliano Beltran, The University of Texas at San Antonio; Amanda S. Fernandez, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

teachers from non-CSbackgrounds to introduce CS experiences and instruction into their classrooms to increase Latinxparticipation in CS. The program presented computer science and pedagogical content alignedwith the state’s high school CS teacher standards. It also assisted teachers in navigating thechallenges of implementing CS teaching in diverse classrooms.To support these goals, CS4SA designed and developed a professional development program thatincluded instructional materials, workshops, tutoring, coding camps, and campus visits, whereteachers observed presentations about university CS degree programs, deepening theirunderstanding of CS applications and career pathways. The instructional materials includedbooks on computer programming [1

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allison Mackay, The Ohio State University; Jieun Hur P.E., The Ohio State University; Julie P Martin, University of Georgia; Jennifer Brown, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

engineering background is in advanced manufacturing and design. ©American Society for Engineering Education, 2025NSF REU Site: Undergraduate Research Experiences on Resilient and Sustainable Infrastructure Systems in Smart CiƟesAbstractThe NSF Division of Engineering EducaƟon and Centers-funded REU Site was developed to bringa cohort of students to a large R-1 university to expose students to the criƟcal role of civil andenvironmental engineers in serving society. Students parƟcipated in hands-on interdisciplinaryresearch with faculty teams exploring innovaƟons for Smart CiƟes. Associated cohortprogramming helped students to build basic research skills, to develop their career paths withemphasis on the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Ruth Fessehaye, Lipscomb University

Tagged Topics

Diversity, NSF Grantees Poster Session

, diversity equity andinclusionIntroduction:Traditional engineering education has focused largely on teaching technical knowledge and skills with aheavy emphasis on theory, problem-solving, and math/science concepts. Of course, these are foundationalfor competency as an engineer, but as described in a report published by the National Academies ofEngineering, new engineering graduates lacked the skills to succeed professionally [1]. Though these newgraduates were technically capable, they struggled with communication, teamwork, and othernontechnical expectations of the career field that grew through the 1980s. In response to these challenges,the Accreditation Board for Engineering and Technology (ABET) with support from various stakeholdersdeveloped

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Michelle Soledad, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Scholarships for Co-Op Based Engineering EducationIntroductionThis paper presents a description of the third year of implementation of the Iron RangeEngineering STEM Scholars, funded by the NSF S-STEM award (Award #2221441). Thescholarship program includes financial support as well as additional mentorship support forscholarship recipients within the Iron Range Engineering (IRE) program. The paper outlines theformat of the scholarship program and a summary of the scholars and their experiences.Iron Range EngineeringIRE students complete lower-division coursework at community colleges around the nation [1].Students then join IRE for one semester, named Bell Academy, on campus; this semester isfocused on developing students’ professional

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer S Atchison, Drexel University; Ahmad R. Najafi, Drexel University; Gail Rosen, Drexel University

Tagged Topics

Diversity, NSF Grantees Poster Session

to their discipline, cultural capital, and (c) transforming the departmentalculture that has structurally marginalized URM students in the past. (Figure 1.)Figure 1 Logic Model for the S-STEM A.I.M.E program.Although the primary purpose of the AIME Scholar program is to provide financial support totalented URM and women who have unmet financial needs in ME and ECE, we recognize thatthere are other obstacles low income student’s face in an academic environment. To increase thelikelihood of equitable educational experiences for our AIME Scholars and to interrupt thecurrent policies, practices, and departmental culture that compromise learning opportunities,quality of mentorship, faculty advocacy, and participation in academic programs1 we

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nuria Jaumot-Pascual Ph.D., TERC; Maria Ong; Tiffany Smith, American Indian Science & Engineering Society

Tagged Topics

Diversity, NSF Grantees Poster Session

Indigenous theories: Giving back and Nation building, and Two-Eyed Seeing. Giving back and Nation building are concepts that encompass helping one’scommunity and working towards a tribe’s sovereignty. They are fundamental cultural values inIndigenous communities that direct members to contribute to their communities’ wellness, e.g.,[1] [2]. These values also support the persistence of Indigenous people in computer science andengineering (CS&E) by providing them with opportunities to employ their CS&E skills for thebenefit of their communities [2] [3]. Two-Eyed Seeing emphasizes the need to balancetraditional Indigenous knowledge with western disciplinary training [4], which providesopportunities to find strengths in both traditions and can

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Victor Hugo Minces*, University of California, San Diego; Linlin Li, WestEd; Susan Yonezawa, University of California, San Diego; Eunice Chow; Alec Barron, University of California, San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

equally effective across modalitiesand benefit significantly from teacher-friendly resource design. This study contributes to theongoing evaluation of online and in-person PD, offering insights for designing impactfuleducational experiences. This work was funded by NSF’s Innovative Technology Experiencesfor Students and Teachers (ITEST).1. IntroductionProfessional development (PD) is an essential tool for equipping teachers with the knowledgeand skills necessary to foster student learning and engagement. With the rapid advancements intechnology and the increasing normalization of virtual meetings, online professionaldevelopment (OPD) [1], [2] has become a viable and often preferred alternative to traditionalin-person PD. OPD offers unique

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

could, in turn, be useful in understanding overall technical communication skills in furtherresearch.IntroductionThe subsequent sections of this paper will introduce the background of spatial andcommunication skills in the context of engineering and discuss research findings on theintersection between these two skillsets.Spatial Skills in EngineeringThere has been a significant body of research that suggests a relationship between strong spatialskills and overall success in engineering [1]-[6]. Further research has shown that spatial skillscan be correlated with success in the subjects of mathematics [7]-[9], physics [10], chemicalengineering [11], and areas of programming and computer science [12]-[15] Research has alsoshown differences in

Conference Session

First-Year Programs Division (FPD) Technical Session 8: Division Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

First-Year Programs Division (FPD)

nowcommonplace within undergraduate engineering programs, which often begin with a first-yeardesign course for engineering majors. This is consistent with Outcome 5 for students in the 2024-2025 ABET criteria, which asserts that students should develop “an ability to function effectivelyon a team whose members together provide leadership, create collaborative and inclusiveenvironment, establish goals, plan tasks, and meet objectives” (p. 6) [1]. There are severalreasons to promote team-based learning within design courses, including that it emulates realdesign practice [2]; increases satisfaction among students in the course [3]; and helps to retainstudents, including those underrepresented in engineering [4].An inherent part of working on a team is

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuting W. Chen, University of Illinois Urbana - Champaign

Tagged Divisions

Engineering Leadership Development Division (LEAD)

completedthe course in AY 2023-2024, and 23 completed it in AY 2024-2025.Leadership Development Offerings for First-Year Engineering StudentsIowa State University (ISU)Engineering freshmen at ISU participate in a structured leadership program [1, 2] that beginswith an off-campus community-building retreat during the first week of classes. During the firstsemester, they take a weekly seminar course taught by upper-class scholars and meet with courseinstructors or TAs twice a month to discuss development goals. They also attend monthlynetworking events to build connections within the engineering community. In the secondsemester, students complete a service-learning team project of their choice, following a SixSigma process to apply problem-solving and

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

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

modeling. Resultsindicate that design-focused interventions significantly enhanced students’ sense of belonging,identity, and perceptions of cultural compatibility within engineering, compared to scaffolding-focused interventions. These findings underscore the importance of design-focused pedagogyand inform faculty interventions to support equity-centered teaching practices.Introduction and research purposeMuch faculty development work positions faculty as “resistant” to change [1, 2]. We argue thatthis is a problematic and unproductive stance when seeking to promote asset-oriented,emancipatory teaching approaches. While it is understandable that faculty developers and changeleaders might experience frustration in the face of pushback, treating

Conference Session

Mechanics Division (MECHS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rosemary Yahne, Utah State University; Daniel Kane, Utah State University; Wade H Goodridge, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

that involve spatial skills.IntroductionThere is a significant body of research that indicates a correlation between spatial ability andsuccess in STEM fields [1], [2]. Specific studies have determined correlations between spatialability and medical sciences [3], computer drafting [4], chemistry [5], and calculus [6]. Withinengineering, spatial ability has been correlated to academic performance, retention rates, andprofessional success[5], [7]. This correlation has led to an interest in developing and trainingspatial ability in engineering students.Over the years, several spatial ability training courses have been developed. Many of thesecourses offer spatial training as a supplemental or required aspect of intro-level engineeringcurriculum

Conference Session

ME Division 15: Grading Practices and Student Performance

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie Mendez, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

methods are increasingly being discussed [1] - [3]. Some concernswith grades include being an ineffective way to provide constructive feedback and demotivatingstudents [4]. Alternative grading strategies, including specifications grading, are gainingpopularity in higher education. Benefits of alternative grading methods include reduced studenttext anxiety [5], increased student self-efficacy [6], [7], similar or higher learning outputs [8],and higher grades in a subsequent course [9]. Many examples of alternative grading methods inengineering courses have recently been reported [10] - [15].In specifications grading, student work is scored pass/fail according to whether the assignmentsubmission meets the provided requirements, and the final grade