Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Teri Kristine Reed, The University of Oklahoma Polytechnic Institute; Samuel Van Horne, University of Delaware

Tagged Topics

NSF Grantees Poster Session

. Findings from a series of n=23 think aloud interviews, in which participants wereasked to solve a typical engineering statics problem were presented previously and serve asbackground to the work presented here [10-12]. Analysis of these interviews suggests there weremultiple barriers to knowledge transfer (RQ1; lack of prior knowledge, accuracy of priorknowledge, conceptual understanding, lack of teaching of applications, language of problem,curricular mapping) that hindered participant success in terms of using their mathematical skillsto solve the problem. Findings also indicated the importance of reflective thinking on behalf ofthe participants and its relation to their problem solving success (a potential answer to RQ2).Based on this initial

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Rochester Institute of Technology (CET); Sarah Aileen Brownell, Rochester Institute of Technology (COE)

Tagged Topics

Diversity

Tagged Divisions

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

purelytechnical and independent of the subjectivities of the practitioners and the sociopolitical contextin which engineering work is performed. Engineering students are often unaware of howengineering intersects with aspects of social justice due to the way they learn engineering. As aresult, they develop an apathy toward social and ethical considerations. To address this issue, theauthors of this paper designed a one-credit elective course. This course was offered to studentspursuing engineering and engineering technology degrees at the Rochester Institute ofTechnology. This paper documents in detail the design and delivery of the course along withstudent and instructor reflections of the experience. Student experiences are captured through thejournal

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Kennesaw State University; Sanjeev Adhikari, Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

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

university engineering programs since the release of ChatGPT by OpenAI inNovember 2022 is notable [1]. The integration of generative AI in teaching and educationalresearch within engineering disciplines includes analyzing how educators and learnersunderstand and utilize these tools, examining the potential benefits and challenges, andidentifying educators' perceptions of these technologies [1].AI methodologies support educational praxis and teacher metacognition, aiding teachers'professional development through detailed, context-specific reflection and adaptive decision-making [4]. Generative AI, as an advanced innovative tool, can transform engineering educationby creating content, enhancing personalized learning, and updating curricula efficiently

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey D Radloff, SUNY, Cortland

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

integrate authentic engineering activities that connect with real-worldissues like sustainability. Storytelling about sustainable engineering offers a practical method ofintroducing PSTs to authentic engineering projects, practices, and careers. This work-in-progress, funded by ASEE’s Engineering for One Planet (EOP) initiative, illustrates the impactof engaging PSTs in reading and reflecting upon a set of “Sustainable Engineering Stories”during science teaching methods courses at two institutions.During the summer of 2024, the researchers interviewed engineers from various disciplinesabout projects oriented toward sustainability. From those interviews, we created a set of eightSustainable Engineering Stories for PSTs enrolled in their elementary

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

].Faculty communities of practice provide a promising pathway for addressing these systemicissues by creating collaborative spaces where educators can share practices, develop innovativeteaching strategies, and reflect on their professional growth. Unlike short-term professionaldevelopment programs, CoPs foster sustained, peer-driven collaboration that empowersfaculty to align their teaching practices with their values, overcome institutional challenges,and contribute to inclusive learning environments. Research highlights the transformativepotential of CoPs in fostering long-term change, particularly by focusing on faculty beliefs,values, and institutional cultures rather than short-term interventions [3]. For example, CoPscan help redefine

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

Mechanical Engineering Division (MECH) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohammed A. Alrizqi, Cornell University; Allison Godwin, Cornell University; Junhyuk Kang, Cornell University; Beatriz Asfora, Cornell University

Tagged Divisions

Mechanical Engineering Division (MECH)

experiencesthat span multiple disciplines and provide repeated exposure to real-world systems.Existing Approaches to Hands-On Mechanical EngineeringOne approach has been to emphasize project-based learning (PBL), by replacing existinglaboratory experiments or supplementing courses that previously lacked a lab component. PBL isa dynamic, student-centered approach to education that emphasizes students' independence,critical thinking, goal-setting, teamwork, communication, and reflection in practical settings[10].For example, one university [11] restructured its entire ME curriculum to include a new entry-level course centered around hands-on work with machines and electronics. In this course,students build and test a system throughout the semester

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

of student team members not contributing as expected.With this, we seek to develop a defensible logic model for a coaching program for NPMs thatpromotes equity-oriented strategies for identifying and responding to conflicts that arise duringteam-based design projects. This paper presents preliminary results from two different surveyinstruments—Student Team Reflection Survey and Mentor Observation Survey—developed tocollect confidential reflections on team conflict in the introductory engineering course at the endof the semester. Insights into the nature of team conflicts from these two different perspectivesare presented. The study and survey instruments have been approved by the institution’s InternalReview Board.Survey InstrumentsThe

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Lakshmi Krishna, Colorado School of Mines

Tagged Topics

Diversity, NSF Grantees Poster Session

on 1)interpersonal skill education’s impact on student confidence, 2) communication and conflictmanagement skills aiding in group-work and collaboration settings, and 3) a resulting increase inoverall school satisfaction through the teaching of self-management skills. The program isstructured into four pillars (Self-Management, Interpersonal, Communication, and Collaboration)students can move through to gain further knowledge and experience. In each tier, a studentcompletes a total number of hours of education, self-reflection, and scenario-based training, pluscertain tasks to gauge deeper comprehension and application of training materials. Assessment ofprogram results are being conducted through multiple measures. These include 1) pre and

Conference Session

ERM Technical Session: Developing Engineering Competencies I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Euan Lindsay, Aalborg University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

being digital in nature.All degrees at the Faculty of Engineering and Science (ENG) and The Technical Faculty of ITand Design (TECH) at Aalborg University currently incorporate a PBL Competency profile as acompulsory exercise for all students in the second semester of their Masters study. Theseprofiles are intended as a reflective exercise for the students; they are also designed to assiststudents in communicating their overall competence while searching for internships and graduateemployment.The profiles are structured around the Aalborg PBL Competency Framework. This frameworkcontains 48 individual competencies, grouped into four categories: meta-reflective, problem-oriented, interpersonal, and structural. Students are free to choose which of

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

finding that retention rates in earlycomputing courses at participating institutions were inequitable across demographic groups. Theultimate goal of the Broadening Participation in Computing Alliance for Socially ResponsibleComputing is to improve the retention rates of LatinX students by increasing their sense ofbelonging to the field of computer science[1] through deliberate and intentional connections ofcurriculum to real-world problems and social issues. For this paper, we focused on the facultyexperiences of our most recent summer workshop and our reflection on the FLC implementationprocess. We present our faculty survey data from June 2024 and introduce reflective focus groupfindings [2], providing conjectures about the effectiveness of our

Conference Session

ERM Technical Session: Developing Engineering Competencies I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods Division (ERM)

literacy is‬‭appreciating feedback.‬‭ ur recent work has demonstrated the feasibility of utilizing generative AI to create summarized,‬O‭personalized feedback reports for all students in an engineering PBL class based on written‬ ‭comments from their teammates.‬‭We have found that‬‭generative AI significantly improves the‬ ‭quality of peer feedback students receive by making it more constructive and actionable. Our‬ ‭broader work examines the impact of AI-summarized feedback reports on the various elements‬ ‭of feedback literacy by analyzing student reflection data. This research brief will focus on the‬ ‭appreciating feedback‬‭construct, specifically as it‬‭pertains to how students appreciate the use of‬ ‭generative AI for the

Conference Session

Effective Teaching Potpourri

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut; Christa L. Taylor, University of Connecticut

Tagged Divisions

Civil Engineering Division (CIVIL)

thelearning process have been shown to enhance academic performance [13][16]. The benefits ofmetacognition include improved performance [17]-[23], amount and depth of student thinking [24],sustained focus of learning [25], and the development of reflective and responsible professionalism[26]. With increased learning outcomes and confidence through academic performance,engineering students’ self-efficacy might be positively correlated. [27][28] Consequently, multiplemetacognitive interventions were integrated along with the teamwork activity to achieve thedesired learning outcomes.This paper details the implementation of professionalism and metacognition interventions in alarge Statics course during Fall 2024. The study aims to address two research

Conference Session

Innovative Approaches to Biomedical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Kinsley Tate, Virginia Polytechnic Institute and State University; Andre Albert Muelenaer Jr, Department of Biomedical Engineering and Mechanics, Virginia Tech; LaDeidra Monet Roberts, Virginia Polytechnic Institute and State University; Christopher Arena, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

across six corecourses and one advanced technical elective in an undergraduate biomedical engineering (BME)program curriculum. Our collaborative autoethnography examines the following researchquestions (RQ):RQ1: Why do faculty revise their BME courses to incorporate health equity concepts?RQ2: How do BME faculty integrate health equity concepts into undergraduate BME courses?RQ3: What best practices can be illuminated to support further health equity-focused curricularreform?Conceptual Framework: The Academic PlanTo establish a shared vocabulary for exploration of our research questions, we leverage Lattucaand Stark’s [23] Academic Plan Model to underpin our collaborative reflections. The AcademicPlan Model is a framework for understanding

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Hudnall McGehee, University of Arkansas; Bryce Williams, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Mostafa Elsaadany, University of Arkansas

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

profession. Previous research has explored the use of artifact elicitation as a qualitative researchmethod in engineering education, building on the principles of photo elicitation, where visualprompts are used to evoke more profound, reflective responses [1]. This method allows for morecomprehensive insights than traditional semi-structured interviews, connecting participants'creations to their personal experiences. Artifact elicitation, similar to informational interviews,enables students to connect their theoretical knowledge to real-world contexts. This approachcould provide a framework for understanding how student interactions, such as informationalinterviews, might elicit more profound reflections and personal insights. Biases

Conference Session

Design in Engineering Education Division (DEED) - Emerging and Sustainable Design Practices

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryam Heidaripour, University of the Pacific

Tagged Divisions

Design in Engineering Education Division (DEED)

critical reflection, ethical awareness,and systems-level thinking.The paper adopts a hybrid methodology that combines a review of relevant literature withreflective analysis based on extensive experience teaching design thinking and productdevelopment to engineering students, as well as facilitating futuring activities in community-based workshops and participatory design events. Key recommendations include leveragingmakerspaces as sites for exploratory learning, incorporating futuring tools into instructionalpractices, cultivating institutional support through communities of practice, and buildinginterdisciplinary partnerships.To evaluate the effectiveness of these approaches, the paper proposes preliminary assessmentstrategies including pre- and

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kerry Eller, Duke University; Megan Madonna, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

implementation of a senior capstone course at Duke University, apredominantly white, private university in the southern United States. The course integratesprinciples of human-centered design (HCD), project-based learning (PjBL), and anti-oppressivepedagogy (AOP) to foster students' critical understanding of their roles as engineers addressingglobal and local health challenges. Through community-based projects, the course emphasizesethical responsibility, cultural humility, and sustainable design practices, encouraging students toshift from designing for communities to designing with them. Through student reflections andevaluations, this work in progress model for design shows initial trends towards a shift in thestudents’ perspectives on biomedical

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

; Jenkins, 2000; Kolb & Kolb, 2005, 2022) for its emphasis of a cyclical learningprocess that recognizes individual learning styles (Kolb & Kolb, 2005). The theory structureslearning through a cycle of concrete experience, reflective observation, abstractconceptualization, and active experimentation (Healey & Jenkins, 2000). In engineeringeducation, this approach enhances understanding of complex concepts and promotes activelearning (Widiastuti & Budiyanto, 2018; Abdulwahed & Nagy, 2009). It has been successfullyimplemented in various contexts, including laboratory education (Abdulwahed & Nagy, 2009),design competitions (Gadola & Chindamo, 2019), and construction engineering courses (Lee etal., 2008). The theory

Conference Session

First-Year Programs Division (FPD) Technical Session 11: Shaping Engineers - Competency, Creativity, and Iteration in the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines & Technology; Portia Elise Lenczowski, South Dakota School of Mines and Technology; Aaron Lalley P.E., Southeast Technical College

Tagged Divisions

First-Year Programs Division (FPD)

adaptability. Byintegrating structured coaching with hands-on prototyping activities, the "Design forManufacturing" course seeks to foster adaptive expertise, preparing students to tackle open-ended problems with confidence and ingenuity. This study aims to provide evidence-basedinsights into the effectiveness of this pedagogical approach, contributing to broader efforts inenhancing first-year engineering education.Background: Adaptive expertise, as differentiated from routine expertise, requires a balance ofefficiency and innovation [1]. Kolb’s Experiential Learning Cycle [2] offers a valuableframework for fostering this adaptability through iterative processes, emphasizing ConcreteExperience, Reflective Observation, Abstract Conceptualization, and

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bo Tao, Wentworth Institute of Technology; Haifa Salman El-Sadi, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs Division (FPD)

practices or knowledge. • Personal Reflection: Reflect on why you chose this individual and what you found most interesting or inspiring about their life and work. • References: Include all the sources you used to gather information for this report. Be sure to follow the appropriate citation style (APA, MLA, Chicago, etc.).o Submit the Report: (the end of Week 9)o Presentation: (Week 10) Prepare a brief presentation (5 minutes) summarizing your report. This presentation should highlight the most significant aspects of the figure’s life and contributions. Be ready to answer questions from your peers.For this assignment, a list of historical figures across many engineering disciplines is provided,including Issac Newton

Conference Session

ELOS Technical Session 2: Innovative Strategies for Fostering Deeper Learning in Engineering Laboratories

Collection

2025 ASEE Annual Conference & Exposition

Authors

David M. Czerwonky, Purdue University at West Lafayette (COE); Senay Purzer, Purdue University at West Lafayette (PWL) (COE); Kay C. Kobak, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

may or may not incorporate active learning to variousdegrees. Currently, we are working on a mini conference itinerary. Therefore, we are not able todivulge many details of what topics and active learning techniques will be used at this time.However, we have chosen reflective writing activities to help students develop theirmetacognitive skills. Ryan et al. (Ryan, 2013) define reflection as “(1) making sense ofexperience in relation to self, others and contextual conditions; and importantly, (2) reimaginingand/or planning future experience for personal and social benefit.” One of the features of STEMexperts is that they reflect on their cognitive decisions and make real-time adjustments (Felder,2016). While expertise takes years to acquire

Conference Session

ELOS Technical Session 1: Integrating AI, VR, and MR in Engineering Lab Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathanael Kloeppel, Purdue Polytechnic Graduate Programs; Denis Uebiyev, Purdue University; Lisa Bosman, Purdue University; Joshua J Ellis, Purdue University at West Lafayette (PPI)

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

complex [2]. Recentinnovations in immersive technologies, particularly 360-degree video, offer a promising solutionby providing realistic yet controlled training environments [3].In this paper, we propose that 360-degree video can serve as a stepping stone toward fullyimmersive Virtual Reality (VR) training modules, reducing the barrier to adoption fororganizations with limited budgets, technical expertise, or aircraft availability.This study has two primary aims. The first aim is to document a collaborative autoethnographycapturing our interdisciplinary project team’s personal experiences and reflections. The secondaim is to present a practical guide for those interested in implementing 360-degree video inaviation maintenance training, using the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

YongChun Lin, Zhejiang University; Wei Zhang, Zhejiang University; peiyun xu

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

not be a necessary participant. It can be defined as “individual transformationresulting from reflection on direct experiences, leading to the development of new abstract and appliedskills in the learner” [19]. In 1984, based on the learning theories of John Dewey, Kurt Lewin, and JeanPiaget, Kolb proposed a four-stage experiential learning cycle model (Figure 1): “concrete experience,reflective observation, abstract conceptualization, and active experimentation.” This model clarified thefundamental process of experiential learning [20]. Kolb categorized these four stages into twofundamental dimensions: the comprehension dimension and the transformation dimension. Concreteexperience and abstract conceptualization belong to the comprehension

Conference Session

First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corrie Walton-Macaulay, Pacific University; Bailey A Weber, Pacific University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

SLO 3, and a range of audiences (from Engr PLO 1) would‬ ‭encompass multiple perspectives. Engr PLO 2 comprises the foundational skills of the liberal arts‬ ‭from FYC SLO 4.‬‭ rogram objectives are utilized to assess the progress made by students, they provide a‬P‭standardized goal for student learning achievement. These objectives led the instructor to utilize‬ ‭indirect assessment statements which helped students reflect on their growth, and direct‬ ‭assessment short-answer questions which helped students reflect on their values and experiences.‬ ‭Both the statements and questions (presented in the Methods of Assessment section of this paper)‬ ‭individually correlate with the learning objectives.‬ ‭Figure 3

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Fiegel, The University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

sustained effort. Whileunderstanding the deeper culture of a department is essential for long-term transformation, theclimate - the immediate perceptions and environment - offers opportunities for more immediateimpact. Climate reflects how individuals perceive the culture and influences how they feel aboutbeing part of the community. Research shows that climate is a primary driver for why studentsleave engineering.[5-7] People begin forming opinions about a department’s culture even beforejoining, based on how they are welcomed and the tone of everyday interactions. Each of thesemoments represents an opportunity to positively influence the climate and, by extension,perceptions of the culture. Faculty are uniquely positioned to influence this

Conference Session

ME Division 14: From M&Ms to Air Quality: Engaging Students in Energy and the Environment

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nancy J. Moore PhD, North Carolina State University

Tagged Divisions

Mechanical Engineering Division (MECH)

endeavors [1], [2]. Educators have been finding ways of integrating EMLinto their courses such as online discussions [3] and e-modules [4] that do not require class time.The new assignments were created to encourage students to become more curious about thebroader world and hopefully retain knowledge for future courses, and they were all completedoutside of class [5].This research is the first part of a planned longitudinal study to determine the effects of thiscourse modification. Surveys and reflective statements are often used by researchers tounderstand student learning. Analysis of reflective narratives is discussed in Badenhorst, et al.[6] and Ilin [7]. For the first part of this research students were tasked with reflecting on theirown

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Janet Rocha, Arizona State University; Justin A Estevez, Miami Dade College; Genesis Lastrella-Quicho

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

institutions.In response to these challenges, the “Seed to Flower” (hereafter, S2F) framework was developedto guide STEM educators on how to centralize their students in STEM education and workforceinitiatives. Rooted in six principles—consciousness, asset-based approaches, boundarybrokering, student-centeredness, data-powered insights, and reflexivity—the framework fostersopportunities to introduce, reflect upon, and act on these principles within the implementation ofexperiential learning projects. By bridging academic theory and actionable practice, Seed toFlower framework provides educators, grant leaders, and industry professionals a pathway tocollaborate and improve STEM initiatives by listening to student voices and ensuring studentexperiences are

Conference Session

DSAI Technical Session 8: Learning Analytics and Data-Driven Instruction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chuhao Wu, Pennsylvania State University; Sarah Zipf, Pennsylvania State University; Na Li, Penn State University; David Benjamin Hellar, The Pennsylvania State University

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

data reflects student engagement by analyzing historical data from a learningmanagement system (LMS) alongside observations of class schedules. Online activity wascompared to semester timelines and qualitative codes to identify patterns of alignment. Thefindings suggest that accurate measurement of engagement requires the integration of both LMSdata and contextual classroom information. In Case Study 2, we explored how learning analyticsinfluences pedagogical change through surveys and interviews with instructors. Instructorsgenerally found static data related to enrollment and academic standing more useful thandynamic data capturing students’ online behaviors. The difficulty in translating data intoactionable pedagogical strategies rendered

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Rhea Dutta

Tagged Topics

Diversity, NSF Grantees Poster Session

employed a qualitative research design to explore the perceptions associated withparticipating in an entrepreneurially minded NSF REU program. The study began with theselection of participants and their allocation to research teams; each of the 5 advisors mentored2-3 participants. The participants then engaged in a 10-week, full-time, on-site researchexperience (the intervention) at a large Midwestern R1 University. At the end of the program,data was collected through a guided reflection questionnaire that focused on the studentperceptions. The collected data was then analyzed using a thematic analysis approach to identifypatterns and themes related to participating in an entrepreneurially minded NSF REU program2.1 InterventionThe undergraduate

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)

. The coursefocuses on leadership development through weekly interactive seminars, with guest speakersfrom different campus units sharing their areas of expertise. To apply their learning, studentsform cross-disciplinary teams so that they are working with peers from various engineeringmajors. Each team, mentored by a pre-service teacher, develops an interactive K-12 STEMlesson, concluding in a lesson delivery and final presentation at the end of the semester.Preliminary findings reveal that students were more enthusiastic about their team projectscompared to the earlier seminars and reflections, despite the additional time commitment neededoutside of class. They highly valued the opportunity to engage with the local community and hada deeper