Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Dita Puspita Sari, Shibaura Institute of Technology; Gabriele Trovato; Eiji Kamioka; Darminto Darminto, ITS Surabaya

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Diversity

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Multidisciplinary Engineering Division (MULTI)

scores(+1.54 points), indicating improved emotional ease in interacting with people from differentbackgrounds. While a paired-sample t-test showed that none of the changes were statisticallysignificant (e.g., p= 0.849 for the total GC score), these results from a newly developedSTEM COIL module incorporating humanities suggest that integrating humanities elementsinto STEM COILs may help mitigate GC declines, particularly by fostering openness todiverse perspectives.3.2.3. Participants in non-COIL history (n= 15, “Science and Religion in Japan”)This non-COIL history module takes an interdisciplinary approach to exploring topics in boththe humanities and sciences, focusing on Japanese history as well as the historicaldevelopment of physics

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe

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Diversity

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Cooperative and Experiential Education Division (CEED)

been promoted as a work integrated learningexperience and have been seen as a mechanism way to bridge engineering coursework andpractice for engineering students (ASEE NAE, 2018). While there have been several major NSFgrants focused on cooperative education and a number of engineering programs with mandatorycooperative education requirements, there is still work to be done to connect research efforts topractice. Through a scoping review, this paper seeks to explore the literature on engineeringcooperative education in the United States. More specifically, the purpose of this paper is tosynthesize conference proceedings published by ASEE from 2000-2023 to explore trends andidentify areas of growth. From the review, we identified three key

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines

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Diversity

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Community Engagement Division (COMMENG)

USuniversities, how it could exist in different Colombian institutional contexts, and what HE coulddo for these programs and their home institutions. Once I sparked interest, I offered morespecific campus lectures or classes on, for example, how to integrate the social sciences andengineering to provide the sociotechnical approach required in HE [19], how to integrate socialjustice in a Dynamics and Mechanisms class [20], or Socially Responsible Engineering (SRE)framework [21] in an engineering project management class. I also interacted with groups ofstudents interested in connecting engineering to community service and, in some cases,supported the creation of incubators (semilleros) of students who wanted to do humanitarianengineering even when the

Conference Session

Leveraging AI and Computational Tools for Enhanced Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; Christopher V.H.-H. Chen, Columbia University; Stephanie Butler Velegol, The Pennsylvania State University

Tagged Divisions

Chemical Engineering Division (ChED)

innovative teaching methods and industry-relevant content to enhance student learning and engagement. Dr. Bilgin’s research focuses on engineering education, particularly in fostering professional identity among engineering students and integrating data science into the chemical engineering curriculum. She has received multiple awards for her contributions to teaching and mentoring, including the ASEE Ray Fahien Award and the UIC COE Harold Simon Award. Dr. Bilgin is also actively involved in professional service, currently serving as the Director of the Chemical Engineering Division for ASEE and participating in various initiatives to improve engineering education and student success.Dr. Christopher V.H.-H. Chen

Conference Session

Honoring the Legacy of Lisa Bullard: A View of the Present and Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Stephen M. Martin, Virginia Polytechnic Institute and State University

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Chemical Engineering Division (ChED)

Paper ID #46263Assess Before You Fix: Using a Concept Inventory to Identify ImprovementOpportunities in a Mass and Energy Balances Course ´Dr. Juan David Ortega Alvarez, Virginia Polytechnic Institute and State University ´ Juan David Ortega Alvarez is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech and a Courtesy Affiliate Professor at Universidad EAFIT. He holds a Ph.D. in Engineering Education from Purdue University and an M.S. in Process Engineering and Energy Technology from Hochschule Bremerhaven. With over 10 years of experience

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Long, Rice University

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Biomedical Engineering Division (BED)

: 10.1109/FIE.2007.4418128.[10] A. Adkins, N. S. Husseini, and L. Cartee, “Board 26: Work in Progress: Technical Scientific Writing across the BME curriculum,” in 2023 ASEE Annual Conference & Exposition, 2023.[11] T. M. Fernandez, K. M. Martin, R. T. Mangum, and C. L. Bell-Huff, “Whose grade is it anyway?: Transitioning engineering courses to an evidence-based specifications grading system,” in 2020 ASEE Virtual Annual Conference Content Access, 2020.[12] K. J. McKnelly, M. A. Morris, and S. A. Mang, “Redesigning a ‘Writing for Chemists’ Course Using Specifications Grading,” J Chem Educ, vol. 98, no. 4, pp. 1201–1207, Apr. 2021, doi: 10.1021/acs.jchemed.0c00859.[13] L. M. Litterio, “Contract grading in the

Conference Session

Systems Engineering Division (SYS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Khadija Ishfaq Rana, University of Toronto; Emily Moore, University of Toronto

Tagged Divisions

Systems Engineering Division (SYS)

described in the background section.Only one out of the 18 post-workshop survey respondents expressed disappointment with theworkshop, saying how they thought they would learn about the bioeconomy, but that they didnot.Some questions were repeated between the pre- and post- workshop surveys, with a noteappended to them in the latter survey that asked respondents to integrate any learnings from theworkshop. Responses to these questions allowed an indirect interrogation of the extent to whichparticipants were able to apply learnings from their workshop. Findings from one of the repeatedquestions is compared across the 16 paired responses; table 2 below contains representativesamples from the response set.Table 2: Characteristic responses to the

Conference Session

Scaling Impactful Pre-College STEM + C Programs: Lessons from Transportation, Technology, and Engineering Camps

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua E. Katz, University of Illinois at Urbana - Champaign; Yang Victoria Shao, University of Illinois Urbana Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #48041A Comparison Between a Week-Long Electrical and Computer EngineeringSummer Camp’s Session on Middle School Students’ Interests in STEM (Evaluation)Joshua E. Katz, University of Illinois at Urbana - Champaign Joshua E. Katz is a Ph.D. student in the Department of Curriculum and Instruction, DELTA program, at UIUC, where his research centers on collaborative learning in engineering education and other STEM disciplines. He obtained his B.S. in Technology and Engineering Education in 2019 and his M.S. in STEM Education and Leadership in 2021 from Illinois State University. Additionally, he holds a professional

Conference Session

New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pablo Robles-Granda, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Celina Anwar, University of Illinois at Urbana - Champaign; Shivi Narang, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign

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Diversity

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New Engineering Educators Division (NEE)

in computer science.Celina Anwar, University of Illinois at Urbana - Champaign Celina Anwar is an undergraduate student majoring in Computer Science. She is currently conducting research under Dr. Pablo Robles-Granda and is interested in the intersection of machine learning, health, and education.Shivi Narang, University of Illinois at Urbana - Champaign Shivi Narang is an undergraduate student pursuing Computer Science and Bioengineering at the University of Illinois at Urbana-Champaign. She is currently involved in research with Dr. Pablo Robles Granda, exploring how machine learning can be applied at the crossroads of healthcare and education.David Dalpiaz, University of Illinois Urbana-ChampaignProf. Lawrence

Conference Session

ERM WIP IV: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

majors and is currently a Graduate Research Assistant for the UBelong Collaborative.Mr. Herman Ronald Clements III, Purdue University at West Lafayette (PWL) (COE) H. Ronald Clements is a postbaccalaureate research assistant in the STRIDE lab at Purdue University and an incumbent graduate student for the 2020-2021 year. He works on the project titled aˆ CœCAREER: Actualizing Latent Diversity: Building Innovation throuDr. Danielle V. Lewis, University at Buffalo Dr. Danielle Vegas Lewis is currently the Postdoctoral Associate in Dr. Courtney Faber’s ENLITE lab in the Department of Engineering Education at the University at Buffalo. Her research agenda aims to understand and disrupt the ways in which socially constructed

Conference Session

Sustainability and Social Responsibility

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Heather Phillips, University of Pittsburgh; Joanne Kay Beckwith, Carnegie Mellon University

Tagged Divisions

Chemical Engineering Division (ChED)

for technical content. Still, threeparticipants explicitly valued the time spent on PORPs, emphasizing the relevance of facultyslides and videos. These mixed perspectives highlight the trade-offs in integrating contextualizedinterventions like PORPs in a time-constrained curriculum. Future iterations should carefullybalance the benefits of using faculty research to contextualize recitation problems against theneed for more technical content to maximize the intervention's overall effectiveness. II.​ Study LimitationsThis study was conducted at a single small, private, R1 institution over one academic year,limiting its generalizability. Small sample sizes (N = 15 and N = 48) constrained statisticalpower, and voluntary participation introduced

Conference Session

Building Engineering Identity and Practice in Rural and Pre-College Contexts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Soo Hyeon Kim, Indiana University Indianapolis; Gi Woong Choi, University of Cincinnati; Ju Hui Kang, University of Cincinnati

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Diversity

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Pre-College Engineering Education Division (PCEE)

approximately an hour and was fully transcribed. After eachinterview, the research team developed a summary of key responses.For library staff, similar interview questions were asked with slight modifications to fit theircontext. To help librarians discuss about funds of knowledge, we adopted a community assetmap developed by the Urban Libraries Council [23] that asked to brainstorm about differentresources that might be relevant to engineering. We asked participants to complete it prior to theinterview. After each interview, the research team developed a summary document of keyresponses. Seven library staff also participated in eight co-design sessions to develop our onlineengineering curriculum with the research team. These co-design sessions were

Conference Session

ECE-Circuit Courses: Instructional Innovations and Student Success

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jenny Welter, Wiley; Yasaman Adibi, zyBooks; Ryan Barlow, zyBooks, A Wiley Brand; Adrian Rodriguez, zyBooks, A Wiley Brand; G. Austin Taylor, Auburn University

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Diversity

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Electrical and Computer Engineering Division (ECE)

Paper ID #46127Student Performance Improvement in a Circuit Analysis Course when InteractiveWeb-Native Textbook Activities are Assigned for PointsMs. Jenny Welter, Wiley Jennifer ”Jenny” Welter has been a publishing professional for more than two decades, specifically focused on engineering publications and courseware during the majority of her tenure. She is passionate about supporting engineering education, specifically focused on content and assessment development for more effective student learning. She earned her BA in English from The University of Iowa.Yasaman Adibi, zyBooks Yasaman Adibi is an Engineering Content

Conference Session

DSAI Technical Session 4: Workshops, Professional Development, and Training

Collection

2025 ASEE Annual Conference & Exposition

Authors

Melika Akbarsharifi, The University of Arizona; Ahmad Slim; Gregory L. Heileman, The University of Arizona; Roxana Akbarsharifi, The University of Arizona; Kristina A Manasil, The University of Arizona

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Diversity

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Data Science and Artificial Intelligence (DSAI) Constituent Committee

currently serves as the Associate Vice Provost for Academic Administration and Professor of Electrical and Computer Engineering at the University of Arizona, where he is responsible for facilitating collaboration across campus tRoxana Akbarsharifi, The University of Arizona Roxana Akbarsharifi is a PhD student in Software Engineering at the University of Arizona. Her research focuses on educational analytics and developing tools to improve student outcomes and support academic success. Her research interests include software engineering, data analytics, and data visualization, with an emphasis on applying these technologies to solve educational challenges and enable data-driven decision making in higher

Conference Session

ME Division 12: Innovative Approaches to Thermodynamics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Schell, United States Naval Academy; Andrew N Smith, United States Naval Academy

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Mechanical Engineering Division (MECH)

Nuclear Power Training Pipeline and then became an instructor in the Bettis Reactor Engineering School. Matt earned a B.S. and M.S. in Physics from the University of Pittsburgh (1997 & 1999).Prof. Andrew N Smith, United States Naval Academy ©American Society for Engineering Education, 2025 Pressure-Enthalpy Diagram Centric Approach to Open-System Component, Brayton Cycle, and Rankine Cycle Analysis in a Thermodynamics CourseAbstractThis paper presents a graphical approach to teaching thermodynamic open-system componentanalysis, steam cycle analysis, and gas turbine analysis centered around the pressure-enthalpy(p-h) diagram. Our approach, inspired by Israel

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Woorin Hwang, University of Florida; Andrea Ramirez-Salgado, University of Florida; Rohan Reddy Kalavakonda, University of Florida; Yessy Eka Ambarwati, University of Florida; Pavlo Antonenko; Swarup Bhunia

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First-Year Programs Division (FPD)

discovering opportunities inhardware-related engineering professions. To address this question, we leverage the SocialCognitive Career Theory (SCCT) based on Bandura’s social cognitive theory.This paper discusses a novel hardware AI curriculum and its implementation aimed atimproving students' hardware engineering self-efficacy beliefs, outcome expectations, andinterest in the hardware industry. Within this project-based 8-week curriculum, studentsengage with a custom-made AIoT learning board that includes an ESP32 microcontroller, abreadboard, a battery, power management components, and several sensors. The activities ofthis curriculum encourage students to collect data using the board's sensors and leverage edgeartificial intelligence (edge AI

Conference Session

International Division (INTL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinfeng Quan, Westlake University; Jing Wang

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Diversity

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International Division (INTL)

, Chinese students not only score differently on the same EB scales, but thestructural factors of EB extracted from Chinese samples also differ significantly. Chan andElliott[4] suggest that these differences underscore the need for modifications to existing EBscales. Such adjustments are essential to capture the unique features of EB in Chinesestudents and to design more inclusive and culturally responsive pedagogical strategies.C. Naïve dialecticismIn addition to the aforementioned cultural and educational factors, we propose naïvedialecticism as an additional factor that influences both students’ epistemic EB and theirperformance on EB scales. Summarized in the seminal work of Peng and Nisbett[17], naïvedialecticism underpinning Chinese

Conference Session

Tech Session 4: Embedding Engineering for One Planet (EOP) Framework in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rajani Muraleedharan, Saginaw Valley State University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

science for autistic children, and network security. ©American Society for Engineering Education, 2025 Redefining Engineering Education: A Sustainable and Inclusive Approach through the Engineering for One Planet (EOP) FrameworkAbstract: Sustainability is essential in engineering education, as it equips future engineers with tools tominimize environmental impact and conserve resources, addressing global issues like climate change andresource depletion. An engineering curriculum is a critical gateway to fostering a sustainable andinclusive mindset, integrating principles of environmental stewardship while reinforcing theoretical andpractical skills for designing effective, sustainable

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, The University of Illinois Chicago; Shanon Marie Reckinger, The University of Illinois Chicago; Renata A Revelo, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Miiri Kotche, The University of Illinois at Chicago; Elizabeth A Sanders, University of Illinois Chicago; Nikith Rachakonda, The University of Illinois at Chicago

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Diversity, NSF Grantees Poster Session

and engineering education. Since joining UIC, she has developed and taught various undergraduate courses, integrating innovative teaching methods and industry-relevant content to enhance student learning and engagement. Dr. Bilgin’s research focuses on engineering education, particularly in fostering professional identity among engineering students and integrating data science into the chemical engineering curriculum. She has received multiple awards for her contributions to teaching and mentoring, including the ASEE Ray Fahien Award and the UIC COE Harold Simon Award. Dr. Bilgin is also actively involved in professional service, currently serving as the Director of the Chemical Engineering Division for ASEE

Conference Session

Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

DeAnna Bailey, Morgan State University; Kate Rotindo; Baba Amin Ojuok, The Uhuru Academy; Charnee Bowens, Morgan State University; Kevin Kornegay, Morgan State University; Chaz Romeo Padilla; Nasir Randall, Morgan State University; Krystle Dunn

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Diversity

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Pre-College Engineering Education Division (PCEE)

and improving STEM outcomes forAfrican American learners (Dee, 2004; Milner, 2006). These instructors are more likely to employculturally responsive approaches and understand the lived experiences of African American learners,fostering a more affirming learning environment. African-centered teaching strategies such as call andresponse, communal learning, and the use of proverbs are rooted in African ways of learning andknowing. These strategies align with how many African American students naturally process and engagewith information (Asante, 1991; Akoto, 1992; Shockley, 2011). The model also includes an inclusiveSTEM curriculum that highlights the historical and contemporary achievements of African people inSTEM, which not only counters the

Conference Session

Innovations and Inclusion in Pre-Service and Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bree Jimenez, Baylor University; Ginevra Courtade, University of Louisville; Christine M Cunningham, Museum of Science; Jennifer Marie Fosbinder, University of Louisville; Mary Rathmann, University of Louisville

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Diversity

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Pre-College Engineering Education Division (PCEE)

process with one participantexpressing her surprise reporting that, “This kind of feels like a surprise because I was like, theycan't work in teams, but then I was like, those two could have been a team.” 7 Another significant theme that emerged was participants’ lack of confidence in theirability to teach engineering effectively. Many teachers approached the program with skepticismabout their capacity to implement an engineering curriculum. One participant admitted, “I neverthought that I would successfully be able to, like, implement any engineering curriculum. I wasvery skeptical. I was like, I want to try it, but I don't know how it's

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Community Engagement Division (COMMENG)

applications, material corrosion mechanisms, and electrochemical degradation. She is a strong advocate for integrating high-impact practices, such as problem-based learning, into lectures, laboratories, and outreach initiatives to enhance student and community engagement in STEM education.Dr. Kenya Crosson, University of Dayton Dr. Kenya Crosson serves as Associate Dean for Faculty and Staff Affairs and Research in the School of Engineering at the University of Dayton (UD), and she is an Associate Professor in the Department of Civil and Environmental Engineering and Engineering Mechanics. A UD faculty member since 2007, Kenya teaches undergraduate and graduate courses; manages an environmental engineering research program

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Lizzie Santiago, West Virginia University; Todd R Hamrick, West Virginia University; Robin A.M. Hensel, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University

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First-Year Programs Division (FPD)

analyzing data remain fundamental toengineering practice. Non-technical skills such as oral and written communication, teamwork,and time management are critical for professional success. The results also suggested thatindustries highlight specific technical or non-technical skills more than others.Addressing these insights in engineering education requires intentional curriculum design thatintegrates technical and non-technical skill development across courses. Additionally, educatorsshould reinforce their importance through real-world applications and project-based learning.Future work could explore the long-term impact of educational interventions on skilldevelopment. Engineering programs can better equip students to excel in an

Conference Session

Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Independent Researcher

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Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

project was tookseriously by the local school, integrating the curriculum of the project in the local curricula,ensuring that the local instructor will be dedicated to the project, and other administrative issuesneeded to solved before the program can run in a given school such as the classroom with theresources needed to the synchronous meetings, access to internet for the students to have accessto the LMS canvas platform, etc.As a note, although the details mentioned above look simply to achieve, it took approximately twomonths to complete and ensure that the participating school will be ready to start theimplementation of the project. This process started on January 2024 and the implementation of theproject started on March 18th, 2024. In this

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie L. Aldridge, The Ohio State University; Nicole M. Else-Quest, University of California, Los Angeles ; So Yoon Yoon, University of Cincinnati; Joe Roy, American Society for Engineering Education

Tagged Topics

NSF Grantees Poster Session

Paper ID #46241BOARD # 473: YEAR TWO: The Organizational Climate Challenge: Promotingthe Retention of Students from Underrepresented Groups in Doctoral EngineeringPrograms (NSF 21-588: EDU Core Research)Dr. Julie L. Aldridge, The Ohio State University My background and research interests include developing evidence-based tools to guide the implementation and assessment of organizational change efforts directed at policies, practices, and procedures. My strengths are ideation and transdisciplinary teamwork. My current work combines organizational climate science with an intersectional approach to better support the retention

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Zeira Emiline Galindo, Southern Methodist University; Arath Dominguez, Southern Methodist University; Zoe Mukendi, Southern Methodist University; Alain Mota, Southern Methodist University

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Diversity

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First-Year Programs Division (FPD)

, limited engagement with peers and faculty, anddifficulty navigating the transition to college [5], [6], [7]. These challenges are amplified forracially minoritized students pursuing STEM degrees at predominantly white institutions (PWIs).Students who develop a strong sense of belonging demonstrate higher retention rates,underscoring the critical role that academic support programs play in facilitating structuredengagement [3], [8]. Peer mentoring programs, in particular, represent an effective strategy forfostering both social and academic integration by creating formal opportunities for first-yearstudents to build meaningful connections within their campus communities [9][10]. Inengineering contexts, peer mentoring initiatives have been shown to

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; David Reeping, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Jeff Kastner, University of Cincinnati; Teri J Murphy, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, threshold concepts, curricular complexity, and advancing quantitative and fully integrated mixed methods.Dr. Gregory Warren Bucks, University of Cincinnati Gregory Bucks joined the Department of Engineering Education at the University of Cincinnati in 2012. He received his BSEE from the Pennsylvania State University in 2004, his MSECE from Purdue University in 2006, and his PhD in Engineering Education in 2010, also from Purdue University. His research interests lie in first-year pedagogy and program assessment as well as conceptual understanding of fundamental computing concepts.Dr. Jeff Kastner, University of Cincinnati Dr. Jeff Kastner is an Assistant Professor Educator in the Department of Engineering Education at

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., Oklahoma Baptist University

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Engineering Ethics Division (ETHICS)

Paper ID #47797Virtuous EngineeringDr. Charles E. Baukal Jr. P.E., Oklahoma Baptist University Charles E. Baukal, Jr. has a Ph.D. in Mechanical Engineering, an Ed.D., and Professional Engineering License. He is the Director of Engineering. He has over 40 years of industrial experience. ©American Society for Engineering Education, 2025 Virtuous EngineeringAbstractMuch has been written about engineering ethics, particularly related to codes and standards.However, those codes and standards are based primarily on protecting the public and not onvirtues. It is argued here that

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin Eden, Old Dominion University; Jeffrey W. Fergus P.E., Old Dominion University; Stacie I Ringleb, Old Dominion University

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Diversity

Tagged Divisions

First-Year Programs Division (FPD)

performance.Pathway to Personal or Professional Enriching SkillsStudents attending ODU are required to complete an enriching curriculum, including lower-levelgeneral education courses and complete a minor or upper-division courses outside of the Collegeof Engineering. Typically, students can tie a lower-level general education course to a minor.Using the example of a business or economics minor, participants would take Principles ofMicroeconomics as their human behavior course, which meets both a minor prerequisite and ageneral education requirement. Trying to minimize additional classes students must take to befull time students while completing pre-requisites for engineering classes, while achieving avalue-added area in their degree program is an

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sakshi Solanki, University of Connecticut; Achal Duhoon, University of Connecticut; Desen Sevi Özkan, University of Connecticut

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

comprehensive understanding of energy thatinvolves knowledge, attitudes, and behavior to make critical and informed decisions [9]. Thisunderstanding of energy highlights the integration of affective and behavioral aspects in additionto factual information, which enables individuals to connect their energy decisions to broadersocietal and environmental consequences [10]. Table. 1. depicts the three dimensions of energyliteracy: cognitive, affective and behavioral. The cognitive dimension describes theunderstanding of an individual on energy system, sources, and environmental impacts due toenergy consumption. An affective dimension is defined by personal attitudes, values and issuesconcerning energy consumption activities. Finally, the behavioral