Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Robyn Paul, University of Calgary; Marjan Eggermont, University of Calgary; Sumaya Nsair, University of Calgary

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

needs of various stakeholders, all while learningto apply different sustainability tools and frameworks in their designs, specifically to ‘maximizethe positive and minimize the negative environmental and social impacts’. We also leveragedsustainability design cards to support students in applying ‘specific technical skills’ such asdesign for repairability, reuse, and disassembly. Reflections from our first iteration showed thatintegrating EOP principles into our Engineering Design curriculum has created a positivelearning environment. 1. IntroductionEngineers play a vital role in shaping the built environments that support and enhance life in thetwenty-first century [1, 2, 3]. Addressing the global challenges of sustainability

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leanne Dawson, University of Calgary; Ayah Metwali, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

and teamwork, into a technical course to betterprepare students for industry challenges. Proposed interventions include reflective assignments,mock meetings, and mental health workshops, aimed at fostering resilience and broadeningengineering identity. By aligning technical and professional development, this work offers aroadmap for holistic curricular reform, ensuring students are both competent and confident asthey transition into the workforce.1. IntroductionWhat does it mean to be an engineer? The field of engineering education has long recognized thesignificance of developing both technical and professional skills to prepare students for complexworkplace challenges. With the rapid rise of enrollment in software engineering, and

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Ethics in ML/AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jenny Tilsen, Bucknell University; Robert M Nickel, Bucknell University; Stewart Thomas, Bucknell University; Sarah Appelhans, Lafayette College; Alan Cheville, Bucknell University

Tagged Divisions

Engineering Ethics Division (ETHICS)

diminished potential fornegotiating with its outputs [2]. The implementation of collaborative and reflective learning has thepotential to engage students with facets of ethical awareness that go along with algorithmic decisionmaking – such as bias, security, transparency and other ethical and moral dilemmas. However, thereare few studies that examine how students learn AI ethics in electrical and computer engineeringcourses. This paper explores the integration of STEMtelling, a pedagogical storytellingmethod/sensibility, into an undergraduate machine learning course. STEMtelling is a novel approachthat invites participants (STEMtellers) to center their own interests and experiences through writingand sharing engineering stories (STEMtells) that are

Conference Session

Mechanics Division (MECHS) Technical Session 7A

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanics Division (MECHS)

where experts werepresented with less structured or familiar problems, studies have observed that experts displayedmore reflective and metacognitive strategies, and were better able to leverage their breadth ofknowledge to solve the problem relative to novice practitioners [8,18-20].The concept of adaptive expertise [21,22] has also been introduced to describe how experts areable to “apply, adapt, and otherwise stretch knowledge” to solve novel problems [18]. Theadaptiveness of the expert is thought to comprise multiple dimensions; (1) the ability to take onmultiple perspectives, (2) metacognition, (3) goals and beliefs, and (4) epistemology [22].Importantly for this particular definition of adaptive expertise, one does not necessarily need

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes; Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Jennifer Hadley Perkins, University of Nevada - Las Vegas; Joshua Owusu Ansah, Arizona State University; Precious Njeck, Arizona State University, Polytechnic Campus; Esther Low, Arizona State University; Crislana Rafael, Arizona State University; Bilal Ahmad, Arizona State University; Jenna Materna, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

to inadequateintegration of and consideration for the associated stakeholders, their cultures and theenvironment in the ideation and design process. Such outcomes reflect a dissonance inthe education of engineers and their notions of professional responsibility regardingthe public good (Cech & Finelli, 2024), which can each in some way be mapped todeficiencies in ethical training, systemic thinking, user-centered design, andsustainability awareness. While the aforementioned deficiencies are all criticalcomponents of engineering education, they have often been overlooked in theprioritization of technical skill development. Studies have shown that engineeringcurricula emphasize technical proficiency while underemphasizing ethical

Conference Session

Construction Engineering Division: AI & Automation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hector Buyones-Gonzalez, Universidad Andres Bello, Santiago, Chile ; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Construction Engineering Division (CONST)

challengesmastering these concepts, which impacts their academic and professional development.An exploratory mixed-methods approach was used, combining surveys and classroomactivities. Data were collected from 32 Construction Engineering students enrolled in theApplied Statics course during the spring 2024 semester at a private university in Chile.Surveys were administered at three stages—beginning, after AI-mediated activities, and endof semester—capturing students' perceptions of ChatGPT’s integration. The studydemonstrates that ChatGPT was positively perceived as a complementary learning tool,helping students clarify doubts, reflect on errors, and strengthen critical thinking. Over thesemester, students developed greater confidence in the tool, valuing

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Rose Tawney, California Institute of Technology; Morgan L Hooper, University of Toronto; Harly Ramsey, University of Southern California; Maria Jose Azcona Baez, California Institute of Technology; Meredith Hooper, California Institute of Technology; Matthew Alexander Langley; Nina Mohebbi, California Institute of Technology; Micah Kalaihi Kushi Nishimoto, California Institute of Technology; Kay T Xia, California Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Morgan)as well as several program participants (denoted throughout this work as “students”, Kay, Maria,Matthew, Micah, and Nina). We embrace this participatory research approach as a naturalextension of the self-reflective, dialogical, and student-centered course structure.Through dialogue and critical self-reflection both during the Pilot Course and beyond, we havecollectively identified the vital role of community in shaping positive and effective courseexperiences for both students and facilitators. We explore how creating and maintaining acommunity-supported space for self-reflection, peer-to-peer learning, and vulnerability promotedeffective, enduring, and diverse advocacy actions, as well as supported integration of traditionally‘othered

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Wood, University of Michigan; Berenice Alejandra Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Amber N Williams, University of Michigan; Lu Zhou, Tsinghua University; Lisa R. Lattuca, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

goeshand-in-hand with equity-centered curricula in comprehensive efforts to broaden participation inengineering. Additionally, courses that embed sociotechnical and equity-centered views ofengineering and that ask students to engage in reflection and discussion must be organized toscaffold such activities. Equitable learning environments promote the sharing of diverseperspectives and mitigate harm to students’ identities and sense of belonging. Equitableclassrooms also require equitable assessment practices, and, when teaching equity-centeredcontent, that content must be assessed. Including equity-centered content in assessment sends aclear message to students about the value and role of equity considerations in engineering work.Three of our

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University

Tagged Divisions

Educational Research and Methods Division (ERM)

surfacing key aspects ofthe research process that cannot be assumed. Perhaps “performativity” overstates theintentionality of these practices; I’m not suggesting individuals are deceptive, and I recognizethis perceived performativity could stem from training, traditions, epistemologies,methodologies, time constraints, publication limitations, review processes, or pressures toproduce. Without knowing the intentions of each respective research writer, I will merely refer tothe writing certain kinds of output as performing quality research methods, and others asmeaningful engagement.This methods paper presents a critical reflection and advice on meaningfulness andperformativity in research methods writing, and, consistent with ERM division’s Call for

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leia Stirling, University of Michigan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

1 University of MichiganAbstractThe University of Michigan Robotics program focuses on robotics as an embodied intelligence,where robots must sense, reason, act, and work with people to improve quality of life andproductivity equitably across society. ROB 204 is an introductory course for robotics majors thatprovides a foundation for designing robotic systems to address a user need with a sociotechnicalcontext. The course combines lectures, labs, and discussions to teach and reinforce learningobjectives in an equitable and experiential manner. In this paper, we present the lab procedures,required materials, and reflections that operationalize concepts from lecture. Labs collectivelyinclude hardware

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

fall internship, and all fourstudents persisted in their engineering major or minor coursework.Data Collection and Analysis We conducted four semi-structured interviews approximately one year after theyparticipated in the program. Each interview was conducted virtually and lasted approximatelyone hour. The protocol for the semi-structured interviews can be found Table 1.Table 1. Protocol Questions Target Information Interview Guiding Questions Program reflection Can you tell me a little about your experience with the program and overall, how you feel now about that semester? Reflection on Can you tell me what you have been doing in the months since coursework post

Conference Session

Design in Engineering Education Division (DEED) - Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nan Cui; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Design in Engineering Education Division (DEED)

process during engineering designtasks? This study includes 25 undergraduate engineering students and all participantsare purposefully selected based on their experience with design tasks and theirwillingness to incorporate AI tools into their problem-solving processes. The selectionprocess will ensure diversity in terms of academic performance and familiarity with AI.Following the design tasks, students are asked to maintain reflective journals,documenting their experiences, challenges, and how AI influenced their critical thinkingand decision-making processes. In addition, interviews are conducted to delve deeperinto their perceptions and use of AI in evaluating design alternatives and constraints.Case-study approach is employed, with students

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eva Andrijcic, Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington; Selen Güler, University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporating reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose-Hulman. Sriram is a founding member of the Engineering Design program and continues to serve on the leadership team that has developed innovative ways to integrate Humanities, Science, Math, and Engineering curriculum into a

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annick Jade Dewald, Greenway College; Sophia Vicente, Elizabethtown College; Hannah Root; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

discussion, overarching trends were identified and students were asked to reflect again ontheir perceptions of KSAs and work-integrated learning. After the focus group, individualsurveys were disseminated to ask follow up questions to the participants. Thematic analysis was used to guide the data analysis and identify preliminary findings[15], [16]. The focus group and accompanying handouts were used to identify trends andtensions in students' perceptions before discussing them with their peers. The initial findings ofthis data analysis in the early-stages of the program will be used to guide future research andpractice in the work-integrated program.Preliminary Findings Through the focus group and preliminary analysis we saw that

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Faculty Development Division (FDD)

near-peer and more seniorfaculty members who engage with early-career colleagues. Engagement events can be designedas gateways into meaningful mentorship and institutional service for faculty members who wererecently promoted, essentially providing an experiential learning environment in academiccitizenship. The article reflects on strengthening academic culture in an era where quantitativemetrics, online training, and electronic communications often act as a curtain that isolates facultymembers from human interactions. Altogether, this article explores mechanisms for elevatingfaculty success through scaffolding and the strategic use of near peers in faculty developmentworkshops and communities concerned with all dimensions of faculty

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chamille Lescott, Northwestern University; Ilya Mikhelson, Northwestern University

Tagged Divisions

First-Year Programs Division (FPD)

intervention to scaffold knowledgeorganization. To succeed academically, engineering students must develop a deep conceptualunderstanding of course topics and then apply this learning to solve complex problems. Whileexperts know how to organize their knowledge, students often need support reflecting on thecontent and their learning. In this study, students in an over 500-person first-year engineeringcourse were provided with a worksheet called the “Synthesis Sheet” that prompted them toorganize declarative, procedural, conditional, and contextual knowledge on a topic. Weinvestigated the efficacy of this intervention by examining student opinions of the intervention andhow their resource engagement influenced their grades throughout the term. We found

Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Crystal Alicia Nattoo, Stanford University; Yeswanth (Yash) Tadimalla, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

an anti-deficit lens, we challenge deficit-based narratives about queer individualsin engineering, highlighting strengths, resilience, and adaptive strategies. By integrating collaborativeinquiry through focus groups and reflections from four PhD candidates in engineering, the studycaptures the complexities of identity formation, visibility, and belonging within a traditionallyheteronormative field. For the scope of this work-in-progress (WIP) paper, which is part of a largerstudy employing collaging and focus groups as data collection methods to investigate theundergraduate-to-graduate transition in engineering through queer lenses, this paper presentspreliminary findings related to the research question: How does identity formation, as

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois Urbana-Champaign

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

strategy for a selected idea.The curricular context of this paper is a course in creativity at a large, midwestern institution.The creative process used as an overarching model within this course is divided into two mainparts: (1) having ideas and (2) bringing them to be. As generative AI becomes increasinglyprevalent and accessible, it is worth pausing to reflect on if and how various generative AI toolscould be used to aid in each specific part of the creative process, including brainstorming [8] andthose outlined in the model shown in Figure 1. PART 1: Having Ideas PART 2: Bringing to Be 1.1 Identify 1.2 Ideate 2.1 Initiate & Interact 2.2 Implement• Cultivating curiosity

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; Madeline Martin, University of Cincinnati; Siqing Wei, University of Cincinnati; David Reeping, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

, and personal goals as key constructs shaping their reflections. Byinvestigating these elements, the study seeks to gain insights into how co-op experiences impactstudents' confidence in their abilities, their career expectations, and the personal goals theyestablish and accomplish during these practical work experiences. The primary research questionwas: “How do engineering students participating in a co-op program navigate their careerinterests, decisions, and outcomes through the constructs of Social Cognitive Career Theory?”Theoretical FrameworkMany studies explore co-op and work placement learning using Social Cognitive Career Theory(SCCT) (Reisberg et al., 2012; Raelin et al., 2013; Raelin et al., 2014; Chukwuedo & Ementa,2022). SCCT

Conference Session

Equity, Identity, and Pedagogy in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trini Sofia Balart, Texas A&M University; Sara Amani, Texas A&M University; Gibin Raju, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

]. By introducing the EDP at early educational levels, educatorscan prepare students to approach real-world challenges with a mindset grounded in engineering practices.As educators strive to implement the EDP effectively, visual representations of the process have emergedas essential tools for communication and instruction. These visuals help translate abstract concepts intoconcrete stages that are accessible to diverse learners [3]. However, such representations varysignificantly in style, complexity, and alignment with educational standards, reflecting the influence ofclassroom-specific factors such as time limitations, subject matter constraints, or access to trainingresources. For instance, linear models often dominate in K-12 classrooms

Conference Session

First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Erin A Hostetler, The Pennsylvania State University; Bradley J. Sottile, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

, professional, engagement, and civic. To achieve these goals, the task force employed asystematic model of audit, evaluate, consult, redesign, and implement, ensuring a thorough andcollaborative approach to the curriculum overhaul.Redesign FrameworkTask force approach As illustrated in Fig. 1, The task force was invited to adopt a multi-phase approach to itswork, encompassing auditing, evaluation, consultation, design (or redesign), and implementationplanning. Each phase is elaborated further below. Figure 1. Approach for review process of the task force• Audit: Conduct an examination of the current state of the FYS courses. Collect, review, categorize, and summarize information about the courses.• Evaluate: Reflect on

Conference Session

Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

ethnography where we collect classroom data and reflect on it togetherwith participant faculty. Over the course of our first semester of data collection, noticed certainparallels in confusions or barriers towards the formal observation of racial equity dynamics bythe researcher team and the informal observation of racial equity by our faculty participants. Inthis paper, we seek to uncover barriers to this examination to help motivate the development offurther resources for researchers and for faculty.2. Theoretical LensesWorking from the premise from cultural production that everyday culture can and doesperpetuate inequitable outcomes [13], we draw on tenets and proponents of critical race theory tohelp attune to the ways that inequity may be

Conference Session

ENT-3: Transforming Engineering Curriculum through Entrepreneurial Approaches

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Anoop Singh Grewal, Arizona State University; Michael Machas

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

-tests, while qualitative data fromstudent reflections were examined using thematic analysis. Findings indicate significantimprovement in students’ entrepreneurial mindset (p < .01); however, quantitative measures ofvalue creation did not show statistically significant changes. Qualitative findings suggeststudents valued collaborative problem-solving and the use of structured decision-making tools,such as decision matrices. Even small interventions can influence online students’entrepreneurial mindsets.IntroductionThere is a growing need to better understand how intentional course design embeddingentrepreneurial mindset (EM) principles impacts engineering education [1, 2]. Specifically, suchdesign interventions can influence students’ ability

Conference Session

WiP: Interdisciplinary Connections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin Vento, Villanova University

Tagged Divisions

Chemical Engineering Division (ChED)

synthetic biology. Students assembled a podcast project report throughout the semesterthat included asking questions to the speakers, reflecting on a set of speakers, and following upon one speaker area for new learnings. Introducing this type of organized guest speaker series inchemical engineering elective courses should bolster career development by offering studentstime to reflect on their own career path and by connecting them with professionals who bringdiverse perspectives on evolving career paths available for chemical engineering graduatesacross emerging industries.Introduction:Chemical engineering curriculums include core courses such as Transport Phenomena and UnitOperations that teach fundamental chemical engineering concepts

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Seth C. Sullivan, Texas A&M University; Maria Polyzoi; Sheila Rivera; Rachel Elizabeth Rice, Texas A&M University; Nicholas Aleczander Barrio, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, indicating a need for broader acceptance and integration [10]. In engineering education, the integration of empathy takes several forms. Incorporatingempathy into engineering curricula can shift students' perceptions of their roles as engineers. Forinstance, empathy modules in first-year engineering courses have been shown to influencestudents' engineering identity and enhance their understanding of the social and culturalimplications of their work [11]. Empathy also plays a crucial role in fostering productivecooperative problem-based learning environments, where it aids in team dynamics and problem-solving [12]. Reflective thinking and social learning frameworks are used to develop empathy inteam settings, which is essential for effective

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut

Tagged Divisions

Faculty Development Division (FDD)

, andholding oneself accountable for results [3] They often emphasizes reflection and dialoguethrough sharing experiences and engaging in intellectual discussion. While these activities arecrucial for professional growth, at this university they often fall short of inspiring action ormeaningful change in teaching practices, student engagement, or broader institutional practices.As faculty engage in reflective discussions, they may recognize areas for improvement, butwithout a clear mechanism for translating knowledge into action, their reflections remaintheoretical.There is an increasing call for an action-oriented approach, where the expectation is that facultywill not only share and learn from one another, but also translate those discussions into

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

Institute (WPI) has beenactively piloting components of Culturally Responsive Teaching (CRT) to better prepare ourpre-service teachers to feel confident and excited to teach in urban, high need public schooldistricts. With the awarding of an NSF Noyce Track 1 grant, we have intentionally createdworkshops that establish foundations for CRT while thoughtfully pairing pre-practicumexperiences in our local community. Realizing the necessity to have more CRT theory, focusedexperiences, and reflections, as well as to develop and deepen CRT practices with feedback, wehave mapped out different CRT competencies and approaches throughout the TPP curriculum.New pre-practicum courses and course assignments have been developed. This paper outlinesour results in

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

communication, history, memory, and cultural intuition”), 4 - social (“networksof people and community resources”), 5 - navigational (“skills of maneuvering through socialinstitutions”), and 6 - resistant (“knowledge and skills fostered through oppositional behaviorthat challenges inequality”).Metacognitive skills refer to the ability of individuals to regulate and control self-learningbehavior [2]. Metacognition challenges students to think about their cognitive processes [3] andis a tool for students to learn how they best learn, therefore developing an intentional strategy forlearning [4]. Metacognition is learning awareness that is built from a reflection on knowledge [5]and integration of higher-order thinking, which includes behavior regulation

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maya Menon, New Jersey Institute of Technology; Stephanie Adams, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University

Tagged Topics

NSF Grantees Poster Session

, lasting 45–60 minutes, covered motivations, mentorship interactions, EBIPimplementation, challenges, and reflections, enabling an in-depth understanding of participants'perspectives. Theoretical sampling within interviews allowed the researcher to adjust questionsdynamically, focusing on emerging concepts and supporting iterative data collection and analysis[13], [14]. By incorporating both mentee and mentor viewpoints, the study captured diversecontexts and processes of EBIP adoption in engineering education.FINDINGSThe NSF-funded project has enabled multiple studies that provide a comprehensiveunderstanding of the process and outcomes of EBIPs in engineering education. These findingshighlight the program’s iterative, collaborative nature and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University

Tagged Topics

NSF Grantees Poster Session

and use oflearning strategies but also deep reflection and self-awareness. Self-regulated learners excelat monitoring their learning and understanding, which directly influences every stage of theself-regulation process. Accurate monitoring of learning can influence self-regulation atevery stage of the learning process [7].Self-regulated learning is an active and constructive process that involves various levels ofcontrol. To ensure effective self-regulation, students must possess knowledge about how theyare learning. Moreover, they need to apply self-regulation strategies effectively throughoutthe learning process [8]. Zimmerman’s [9] three-step academic learning cycle begins withforethought, which involves goal setting and self-efficacy