Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Krishna Pakala, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby, Boise State University; Jelena Pokimica, Boise State University; Eric Jankowski, Boise State University

Tagged Divisions

Educational Research and Methods Division (ERM)

shown to catalyze incidents of student drop-out and degree non-completion [1-2].2. PurposeTo address the pressing challenge of STEM graduate student retention, we explore the use of aworkshop-style, personal storytelling intervention to transform graduate student self-beliefs andperceptions about their professional identity, belonging, and personal competence in STEM. Wehypothesize that, through writing, sharing, and publicly performing a true personal story about aSTEM experience, graduate students can undergo a shift in thinking that fosters their professionalidentity development, promotes their sense of belonging, and negates the effects of impostorism.In this project, we seek to answer the overarching research question: “How does

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Resha Tejpaul, University of Minnesota ; Travis Henderson; Nicole Kennedy; Nikos Papanikolopoulos, University of Minnesota - Twin Cities

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

minor in Pharmacology, as well as a Post-Baccalaureate in Pre-Health. She is a co-author on numerous peer-reviewed publications and actively supports community health initiatives, including kidney cancer awareness and mental health advocacy.Travis HendersonNicole KennedyProf. Nikos Papanikolopoulos, University of Minnesota - Twin Cities Nikolaos P. Papanikolopoulos received the Diploma degree in electrical and computer engineering from the National Technical University of Athens, Athens, Greece, in 1987 and the M.S.E.E. and the Ph.D. in electrical and computer engineering from Carnegie Mellon University in Pittsburgh, Pennsylvania, USA in 1987 and 1992, respectively. He is currently the McKnight Presidential Endowed

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Fuchs, Cornell University; Jonathan T. Butcher, Cornell University

Tagged Divisions

Biomedical Engineering Division (BED)

orqualities do students identify in their peer’s work? We demonstrate that the framework can be usedto effectively capture students cognitive and affective responses and propose how student’s valueassignments of their peers’ work align with their own motivation(s) for success. By examiningstudent reflections on Engineering Studio experiences, we aim to identify participation drivers andstrategies to enhance engagement and learning outcomes in these collaborative spaces.Theoretical and Conceptual Frameworks. Our framework draws on the Framework of StudentAffect in Field Biology, adapted and applied to the unique context of our BME studios [10]. Builton the Model of the Affective Domain in the Geosciences, it explores how motivation, emotion,and

Conference Session

First-Year and Experiential Learning for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Madeline JoAnna Szoo, Northeastern University; Courtney Pfluger, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

outcomes in team settings. Mallette et al. explained that the pressureswomen faced to complete a greater proportion of the writing tasks than their male peers in ayear-long senior capstone materials science and engineering course was due to “the prevailingperception…that women are the strongest writers, so the writing should fall to them,” as well asthe personal desire by female students to produce high-quality project deliverables and theadoption of technical tasks as a way to avoid writing by male students [13]. While these writingcontributions, if visible and rewarded, are not inherently problematic, this task allocation practicemay limit female students’ opportunities to practice and build self-efficacy in technicalcompetencies, and writing

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)

) Author and Affiliation: Anonymized for ReviewAbstractThe BSEE curriculum integrates biology (science), Excel skills (technology), data analysis(mathematics), and problem-solving (engineering) within a 9th-grade integrated STEMframework. We implemented the curriculum in a high school elective course, Introduction toComputer Science. Students analyzed local deer mortality data and applied Excel functions toidentify trends. They created data visualizations to address real-world challenges. Such aninterdisciplinary approach connects STEM fields and bridges the gap between scientificknowledge, technological tools, and practical problem-solving skills. We evaluated the BSEEcurriculum using teachers’ self-assessments and peer evaluations. The

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston-Downtown; Henry Clyde Foust, University of Houston - Downtown; Dvijesh J Shastri, University of Houston - Downtown; Emre Yilmaz; Arash Rahmatian, University of Houston - Downtown; Mahmud Hasan, University of Houston - Downtown

Tagged Topics

Diversity, NSF Grantees Poster Session

areascompared to their peers in other REU programs. For instance, students reported significantlygreater familiarity with the graduate school application process, averaging a rating of 4.0,compared to 2.6 in the comparison group. Additionally, students showed a strongerunderstanding of the research career pathway, with an average rating of 4.57, surpassing thecomparison group's average of 3.43. These findings underscore the program’s effectiveness inpreparing students for future academic and research careers.Figures 1 and 2 illustrate the knowledge gained by participants regarding the graduate schoolapplication process and the experience of being a graduate student, respectively.Fig. 1: Knowledge gained during the REU Fig. 2: Knowledge

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

they would face in ensuring they have a computerable to run the software they may need to complete their research project within the program.Alongside technical skill-building, the participants are also supported to develop communicationskills such as presenting and science writing, and are provided with peer mentors who help shareimplicit hidden curriculum knowledge. A goal of the program is to also boost students'confidence and sense of belonging within engineering, as both are key factors in the persistencein students pursuing engineering studies [1]. A program capacity for two students annuallyensures robust funding and individualized support for the participants, including post-programcareer support by program staff. To date, all eight

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of California, Santa Cruz; Aditi Bhat

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

students have access primarily to text-based tools totake notes (e.g., writing/drawing with pen and paper or typing text on a laptop). We askedwhether there is an equity gap for students without access to devices such as iPads, which allowstudents to both draw and write text by hand using a stylus.We are concerned about how diversity, equity, and inclusion (DEI) may be negatively impactedby any differences in student ability to: (1) take notes effectively or (2) afford note-takingdevices such as iPads. Any disparity in note-taking ability among groups of students is likely todecrease achievement or engagement, as note-taking is essential for learning and rememberingcourse material as well as being engaged during class [1-2].The impetus for our

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Julie S Linsey, Georgia Institute of Technology; Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Eric Holloway, Purdue University at West Lafayette (COE)

Tagged Topics

NSF Grantees Poster Session

. instrument V: Validation of Establishing guidelines Not started Instrument scoring guide. instrument scores for instrument scoring for fairness and group comparisons Following from our definition of constructs, we proceeded into the second phase, “Itemgeneration and judgment”. The focus of this phase was on creating a set of items theoreticallyaligned with the constructs, and on gathering evidences of content validity to refine the writingof the items. We initially wrote the items as a team and reviewed them for consistency, writing,and content. Next, we shared the items with the experts detailed in Phase I for additionalfeedback. We then iterated on our items once more, and subsequently used the first

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruben D. Lopez-Parra, Universidad del Norte; Yadeeh Sawyer, University of New Mexico - School of Engineering - Engineering Student Success Center; Christina Salas, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Carl Willis, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Divisions

First-Year Programs Division (FPD)

start the process oftheir involvement with both the professional field and their peers. This first part of thisassignment provided supportive information on how to write a professional email and requiredthem to send an email to all of the course instructors for practice and feedback. Next studentswere instructed to investigate a professional organization of their choice, preferably related totheir career interests.The second deliverable focused on professional pathways to support students in diving a bitdeeper into their intended future careers. This deliverable contained two parts: a) write aminimum of two questions you want to ask an alum or other STEM professional about theirwork and career pathway. These questions were later shared with our

Conference Session

Aerospace Division (AERO) Technical Session 5 - Pedagogy & Aviation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen Martinez Soto, Syracuse University; David Gray, Virginia Polytechnic Institute and State University

Tagged Divisions

Aerospace Division (AERO)

Projects: Projects within the program span multiple years. This extended timeline enables students to develop deep expertise within their project domains while providing an organic necessity for recruitment, onboarding, and peer mentorship [2]. Vertically integrated projects require continuity and knowledge transfer between cohorts to ensure project sustainment. • Early Academic Career Intervention: The program is open to students across all undergraduate academic years. Teams often consist of senior students working alongside first-year students, creating opportunities for peer mentorship. This approach supports skill development for early academic career students and

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anne Lynn Gillian-Daniel, University of Wisconsin - Madison; Rebecca Cors, University of Wisconsin - Madison; Wendy C. Crone, University of Wisconsin - Madison; Victor zavala, University of Wisconsin - Madison; Derek Johnson, University of Wisconsin - Madison; Kerri Lyn Phillips, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

, the Center developed ForwardFellows (FF), a funded, extended onboarding program, longer than a typical departmentalonboarding or orientation, designed to help new students develop self-efficacy in research, asense of belonging at the university, and a community of peers from multiple STEM disciplines.The FF program targets incoming STEM graduate students who would benefit from additionalonboarding (e.g. students from historically underrepresented groups, first generation students,students returning to academia after time in industry, etc.). We also intend FF to serve as anincentive to attract potential graduate students and, in the long term, to help retain studentsthrough the completion of their graduate degrees. Due to the type of funding

Conference Session

GSD 4: Stressors and Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Georgia; Karin Jensen, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

provide not only direction for futureinterventions, but a tool to assess the impact of ongoing and future interventions. This can aid toincrease the retention of engineering graduate students and their successful degree completion byproviding key areas of focus to support positive mental health experiences.IntroductionInstitutions of higher education have been struggling for over a decade to meet students’ mentalhealth needs admits a growing national mental health crisis [1]. Mental health problems areconsistently among the top cited reasons for students’ leaving their degree program. Graduatestudents specifically are known to be more likely to have or develop a mental health problemcompared to same age, highly-educated peers [2-3]. In addition

Conference Session

Design in Engineering Education Division (DEED) - Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

LEI YANG, University of Hong Kong; Tien-Hsuan Wu, University of Hong Kong; Chun Kit Chui, University of Hong Kong; Chun Kit Chan, University of Hong Kong

Tagged Divisions

Design in Engineering Education Division (DEED)

into public, business, and academic makerspaces. Public makerspaces, such as those foundin libraries and universities, focus on promoting the making culture among general users by providing basictools, essential services, and knowledge exchange events, such as seminars and tech talks [1]. Businessmakerspaces emphasize entrepreneurship (e.g., UnternehmerTUM) and support start-ups and small businesses.Higher education makerspaces, on the other hand, carry the mission of revolutionizing the means of teachingand learning, moving from a teacher-driven mode to a learner-driven paradigm, fostering learning throughhands-on experiences, encouraging peer collaboration, and facilitating experiential learning to address real-world challenges. This unique

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Angela Minichiello PE, Utah State University; Eric Jankowski, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby; Jelena Pokimica, Boise State University

Tagged Topics

Diversity, NSF Grantees Poster Session

thestorytelling process. Writing stories enabled participants to reflect deeply on their STEMjourneys and develop communication skills, while listening to peers’ narratives fostered empathyand a sense of shared experiences. Many participants noted that performing their stories publiclysignificantly bolstered their self-confidence and self-efficacy, helping to counter feelings ofimpostorism. However, challenges such as public speaking and language barriers led someparticipants to experience heightened impostor feelings. These findings highlight the need fortailored coaching and practice opportunities to enhance the performance phase of theintervention.Audience measures from public storytelling performances revealed significant changes inaudience

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Myers, Air Force Research Laboratory; Robert Amponsah Ed.D, Vanderbilt University & Airforce Research Lab; Tammy M. Mattison Ed.D., Air Force Research Laboratory & Belmont University; Heather Marshall

Tagged Divisions

Engineering Leadership Development Division (LEAD)

institution supervisorydevelopment programs differ from this traditional format by not only focusing on competenciesand skills, but by also focusing on developing learners vertically, in an environment in whichlearners are embedded within peer cohorts over a nine-month span. Vertical development refersto the stages that adult learners progress through as they advance in their cognitive sophistication[2]. An important aspect of cognitive sophistication is widening one’s perspective throughinteraction with others in order to establish an inclusive viewpoint [3]. A learner cohort providesa community in which diverse members bring their unique challenges and perspectives to bearon group learning.As evidenced in educational theory, these supervisor

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Surupa Shaw, Texas A&M University

Tagged Divisions

First-Year Programs Division (FPD)

, Programming Languages, Dynamic Control, Robotics, and Numerical Methods & Simulations. She has developed several undergraduate courses in the MTDE program for the first time and made significant curriculum changes to other courses in the department. Her research focuses on Computational Fluid Dynamics, numerical analysis, and applied mathematics. Dr. Shaw serves on the editorial board for two journals, successfully won an NSF I-Corp Grant in 2016 as the entrepreneurial lead for commercializing a high-efficiency, cost-effective research product, and actively reviews for several top-tier journals. She holds various leadership positions within the American Society of Mechanical Engineers and has authored 25 peer-reviewed

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gadhaun Aslam, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

activities, reflective journaling, games, etc. Suchreal-life or interactive techniques can provide opportunities to practice being effective teachersand mentors. Creative strategies can lead to better communication and interpersonal skills, andproblem-solving techniques by asking relevant or specific types of questions in differentscenarios. It can additionally boost the confidence of faculty members to handle and navigatedifficult situations. C) Learning from diverse institutional contextsDuring the workshop, it was noted that different faculty members had unique experiences andchallenges in their respective institutions. In some breakout sessions, while pairing theparticipants, they were strategically grouped together with peers from different

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts Lowell; Anna Rumshisky, University of Massachusetts Lowell; Milo Koretsky, Tufts University

Tagged Topics

NSF Grantees Poster Session

studentthinking within short-answer justifications to concept questions collected through an educationaltechnology tool.BackgroundConcept Questions and Short-Answer JustificationsConcept questions [1], [2] are single-right-answer multiple-choice questions that assess students’understanding of recently learned challenging concepts. Questions are designed to helpinstructors enact social, cognitive, and epistemological goals around teaching and learning [8].Researchers have observed that using concept questions within active learning pedagogies hasimproved student outcomes, promoted conceptual understanding, and encouraged engagement inthe classroom [2]. Instructors sometimes pair concept questions with a short-answer justification,a low-stakes writing task

Conference Session

Design in Engineering Education Division (DEED) - Visual Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University

Tagged Divisions

Design in Engineering Education Division (DEED)

outlines the pedagogy, researchmethodology, and practical applications, illustrating how the integration of visual thinking intothe curriculum enhances skills in reflective thinking, design, data visualization, andcommunication.The research investigates how visual thinking can be taught and effectively integrated intotransdisciplinary curricula, emphasizing the theoretical and practical value of manual, non-digitalvisual thinking strategies—such as sketching, drawing, writing, and physical modeling—infostering conceptual understanding across disciplines. These analog practices are supportedthrough students’ use of a blank-page notebook, which serves as a central tool for explorationand reflection, enabling them to capture and connect their lived

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maureen Tang, Drexel University; Jennifer S Atchison, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

experience withcollege expectations. Like many universities, Drexel University offers many programs to supportstudents academically and personally, including academic coaching and remedial courses onacademic skills, walk-in math tutoring in academic buildings and residence halls; math studysquads; math exam review sessions for high-risk courses, peer tutoring for first-year engineeringcourses and Matlab/Python, and academic /financial counseling for underrepresented minoritySTEM majors. Despite the abundance of student support provided, evidence suggests that theseprograms are not utilized effectively. Academic support staff all report that services are mostfrequently used by high-performing students who seek to improve their grades from B+ to A

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lauren H. Logan, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

greater EME via their suggestions and discussions, thustying to the creating value facet of EML. As observed by Trimble & Lichtenstein [15] in theirwork with students, peer review scores were overly generous, and some teams provided moresubstantive feedback than others. Although the rubric is useful in supplying detailedrequirements and associated scores during peer review, future iterations of the EME couldbenefit by providing students with detailed instructions on how to provide meaningful peerreview feedback. A lesson on how to peer review materials would be a wonderful opportunity topartner with the campus library and/or writing center.The end goal of the project, from the students’ perspective, is to create and present their

Conference Session

First-Year Programs Division (FPD) Technical Session 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alex George, Franklin W. Olin College of Engineering; Leslie Bostwick, Franklin W. Olin College of Engineering; Audrey Renaud, Franklin W. Olin College of Engineering; Emily Boyd, Franklin W. Olin College of Engineering; Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs Division (FPD)

meetings from a summer hiatus, Alex and Lesliementioned they had already started taking field notes. 1 This was surprising to Zach, as itsuggested the work Alex and Leslie had done in previous semesters had built productive habitsthey exercised outside the context of this research project. The sustained nature of our CAEcreated the opportunity to observe this kind of change in a participant-researcher.1 Note that, while Alex and Leslie had been working on the project for over a year, Audrey and Emily had juststarted. Therefore, we did not observe—nor expect—similar self-starting reflection behavior from them.Zach asked both Alex and Leslie to write a reflection about this self-starting. He then analyzedthe reflections using process and in-vivo

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Manuel Padilla, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Briana C Bettin, Michigan Technological University; Kathryn Laura Hannum, Michigan Technological University; Adrienne Minerick, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

fall semester.Throughout the academic year, the PI team also hosts bi-monthly cohort meetings thatintersperse social capital content with fun social activities aimed at maintaining the cohortcommunity established during the summer bridge. Peer-plus student mentors actively assist withthe design of activities, which feature numerous Michigan Tech traditions (cultural and other)that include students, staff, and the local community (Keweenaw Day, Parade of Nations,Heikinpäivä - a community mid-winter festival, Winter Carnival, Spring Fling, Design Expo,etc.).Fall 2024 CurriculumThe six forms of cultural capital—aspirational, navigational, social, linguistic, familial, andresistant— were central in shaping activities during the Fall 2024 semester

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anne-Marie Ginn-Hedman, Texas A&M University

Tagged Divisions

Biomedical Engineering Division (BED)

thecreation of innovative assessment strategies that will provide future engineers with the teamworkand individual skills needed for real-world success.To explore these dynamics, this study addresses the following research questions: 1. How do group vs. individual exams impact student collaboration and peer learning? 2. How do students perceive the real-world relevance of group vs. individual exams? 3. How do group vs. individual exams influence accountability and independent learning?MethodologyThis work-in-progress study was conducted in a junior-level undergraduate biomechanics courseat a large R1 university. Students completed four exams during separate lab periods: the first twoas individual exams and the latter two as group exams. The

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Collins Ugonna Lawrence, University at Buffalo, The State University of New York; Alexander V Struck Jannini, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York; Erin M. Rowley, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

Engineering Education. Her research interests center on the concept of sense of belonging, peer and faculty interactions, and graduate education.Ms. Erin M. Rowley, University at Buffalo, The State University of New York Erin Rowley is the Head of Science and Engineering Library Services at the University at Buffalo and serves as the Engineering Librarian. Her research interests include the use of technical standards in engineering education, the role of the librarian in entrepreneurial information literacy, and collaboration between business and engineering librarians in academia. ©American Society for Engineering Education, 2025 A Scoping Review of Sense of Belonging in Engineering and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

Tagged Topics

Diversity, NSF Grantees Poster Session

those in their third semester orabove. Departments in the College of Engineering (except for Civil Engineering) allowedstudents to count 3 credit hours of a technical elective toward their degree by completing 3 VIPcourses (excluding the first-year honors course, which counts towards the honors program).Course sections were cross listed so that all VIP students can access the same material onCANVAS. These materials included a course syllabus with a letter-grading scheme, introductoryunits on best practices on how to engage in team-based research, mid and final peer-studentevaluations, weekly journal assignments for students to reflect on their research experience, andpre- and post-surveys about the program. Each semester, course and scheduling

Conference Session

Engineering Technology Division (ETD) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel G Rey, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Bharani Nagarathnam, Texas A&M University

Tagged Divisions

Engineering Technology Division (ETD)

project scoping and management, background/literature review, depth ofanalysis, and overall writing process. A unified syllabus, student deliverable description,rubrics, advisor check-ins, and past project examples help support the student experienceand project outcome. Five instructors, all hailing from industry, were assigned to sourceprojects from the industrial and construction sectors. They worked with companies acrossthe country to define and scope projects one to three months ahead of each semester.Given their industry experience, these instructors also acted as the capstone advisors to thestudent teams. Each project team had five students. The students were required to meetwith the company sponsor and the capstone advisor in alternating

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments. ©American Society for Engineering Education, 2025Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams ​ 1

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

Rutgers University and a B.S. in Applied Mathematics from The Ohio State University. Her current research interests include parameter estimation via optimization, infectious disease modeling, applications of graph theory in criminal network analysis and developing and applying bio-math related undergraduate modules in various SENCER related projects. She has several publications in peer-reviewed journals and is the recipient of several MAA NREUP grants, a SENCER leadership fellowship, Department of Homeland Security grants, and several NSF S-STEM and PSC-CUNY grants/awards. She also has an extensive experience of mentoring undergraduate students in various research projects. She has mentored more than 45 students