Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Ferris, University of New Mexico; Susannah C. Davis, University of New Mexico; Vanessa Svihla, University of New Mexico; Earl E Lee, Arizona State University; Katharine Getz, Pennsylvania State University; Cinthia Viviana Rojas Palacio, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, equity, inclusion, andjustice (DEIJ) initiatives facing persistent and systemic barriers. At the time of writing, thesechallenges have intensified as higher education institutions and diversity, equity, and inclusion(DEI) initiatives come under direct political attack, with a chilling effect on academic freedomand institutional autonomy. The termination of federally funded DEI-related grants signals anescalation in efforts to suppress research and programming that address systemic inequities. Inthis context, this study investigates how arts-based practices—specifically speculative design,remixing, and futurisms—can deepen members’ DEIJ change intentions and foster theirengagement as change agents. By blending critical reflection with creative

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carmen Paz Munoz, Universidad Andres Bello, Santiago, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Construction Engineering Division (CONST)

workshops and structuredinterventions (intentionally designed activities with guided steps, such as promptingquestions, that help students reflect, think conceptually, and reach the appropriate solution toa problem) [16]. Haas et al. [17] demonstrated that workshops focused on team effectivenesssignificantly enhance teamwork perceptions by ensuring all members are familiar withproposed solutions. At the same time, Miralami et al. [3] warned that a lack of formal trainingin teamwork skills can exacerbate inequalities, particularly those based on gender and race,negatively impacting students’ sense of belonging and team dynamics.Innovative approaches, such as game-based methodologies, offer additional opportunities todevelop critical teamwork skills

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

for Master’s and upper-divisionundergraduate engineering students. The course had three learning goals: (1) teach students torecognize their public welfare responsibilities, (2) motivate students to act on public welfareissues, and (3) equip students with intervention strategies (e.g., understanding whistleblowingprotections, writing an op-ed) to confront issues they may encounter in their future professionalwork. In this paper, we provide a detailed description of the course and present data from pre-and post-class surveys and open-ended reflections to illustrate how the class produced notablechanges in students’ (a) recognition of their public welfare responsibilities, (b) motivation totake action, and (c) familiarity with intervention

Conference Session

Two-Year College Division (TYCD) Technical Session 2: Student Success and Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Maryanne Long PhD, University of Texas - El Paso; Concepcion Martinez Miller, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

mentees achievehigher GPAs [6] and graduation rates [9] compared to students who do not have a peer mentor. There has been less research exploring the impact of the peer mentor role on peermentors themselves, however. First-generation students serving as mentors to first-year,first-generation students participated in a qualitative research study exploring the leadershipskills gained during their time mentoring students [13]. Mentors reflected on their experience inguiding students and how they exhibited exemplary leadership practices. Furthermore, mentorscan make a difference in student mentees’ academic experience by creating inclusive learningspaces [17]. One study suggests peer mentors reported gaining leadership skills necessary to

Conference Session

Construction Engineering Division: Innovative Pedagogy annd Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Boise State University

Tagged Divisions

Construction Engineering Division (CONST)

engineering and construction context aims to engage engineering and constructionmanagement students in world history in a way that is more interesting for them than a typicalhistory course. Essays throughout the course ask them to reflect on aspects of the projects thatdirectly relate to construction such as (1) challenges that were encountered during theconstruction, (2) examples of modern structures that were inspired by the projects, and (3) howconstruction techniques and project management have evolved over time. Students are alsoasked to reflect on political, economic, and social aspects of the projects, which help to engagethem in the historical context and be exposed to the fact that many complexities of constructionprojects go beyond just

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodrigo Alonso Vergara, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

has been given to the unique experiences and challenges of nontraditional students inonline and evening programs. This study seeks to fill this gap by providing insights into theirexpectations, perceptions, and learning outcomes.MethodologyA qualitative, focus group-based study explored students' perceptions of physics courses in anevening and online engineering program. This approach was selected because it generates rich,dynamic, and collaborative discussions, allowing participants to reflect and build on theirexperiences [6] collectively.ParticipantsThe study included seven students enrolled in an engineering program at a private university inChile. The participants were divided into two focus groups: one composed of four students andthe

Conference Session

Sustainability & Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dalya Ismael, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Murat Kuzlu, Old Dominion University; Charles Lowe, Old Dominion University; Lisa Bosman, Purdue University

Tagged Divisions

Civil Engineering Division (CIVIL)

Retrospective SurveysThe questions were designed to evaluate students’ understanding of the key learning outcomesassociated with the three EOP framework topics: EIA, MS, and ST. The surveys assessed students'perceived proficiency both before and after the course. To measure self-reported learning gains, aLikert scale ranging from 1 (“strongly disagree”) to 5 (“strongly agree”) was employed. This scalewas tailored to capture the extent of students' agreement with statements regarding their knowledgeand skills in sustainability concepts. A score of 1 indicated strong disagreement, reflecting that thestudent perceived minimal proficiency in the topic, while a score of 5 indicated strongagreement,indicating high proficiency in the learning outcome. The

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Placida Amali Dassanayake, University of Calgary; Andre Oliveira, University of Calgary; Anthony Starr Kroll, University of Calgary; Irushi Jayathunga, University of Calgary

Tagged Divisions

Mathematics Division (MATH)

our instructional approach, still inits development stage, in its first classroom setting. At the beginning of the term, we gatheredpre-course reflections from students that guided our adaptations to teaching methods. Post-coursefeedback was used to evaluate the success of our implementation. Initial observations from thisfirst iteration reveal both successes and challenges in promoting contextualized learning aseducators. In addition to enhancing problem-solving skills and applying numerical methods tovarious real-world scenarios, we also emphasize the application of computer programmingabilities, which are essential in engineering contexts.Since our approach is still in the development phase and this is our first implementation iteration,we

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinyu Zhang, Purdue University; Roneisha Wynette Worthy, Kennesaw State University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

University, contributing to a group funded by the Department of Energy. Her primary research focused on the long-term evaluation of near-surface waste disposal under climate change impacts at nuclear waste sites. With a background as an environmental engineer/planner at Gresham, Smith, and Partners, as well as General Motors Corporation, Dr. Worthy brings a wealth of industry experience to her academic roles. She has a proven track record of addressing critical environmental challenges. In her recent endeavors, Dr. Worthy is actively collaborating with the Lemelson Foundation to institutionalize the Engineering for One Planet framework at Kennesaw State University. This initiative reflects her commitment to sustainability

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher George Pierce, University of the Incarnate Word; Okan Caglayan, University of the Incarnate Word

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

opportunities fora diverse group of undergraduate research assistants; and 2) To develop a novel adaptive real-timeoptical sensing algorithms in near-Ultraviolet (UV) spectrum by combining reflected-UV and UVfluorescence techniques to transform our ability to detect biological surface contaminants, such assaliva, that could potentially contain infectious pathogens. The reflected-UV and UV fluorescenceimaging methods are used in various scientific, industrial, and medical optical sensing systems,such as in germicidal irradiation (disinfecting), digital forensics, food/agricultural industries,remote sensing, space science (NASA Perseverance), etc. The recent use of UV light surfacedisinfection mobile robot platforms and devices has shown promising

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston ; Jerrod A Henderson, University of Houston - COE; Bereket Mego, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, including developing students’ funds of knowledgeand culturally responsive mentoring, supporting teachers in incorporating these practices intolesson planning and instruction. Pre-service teachers engaged in workshops, reflective journaling,interactive activities, and actual teaching experiences with students. Throughout the program,mentors were supported with training in culturally responsive mentoring practices to ensureongoing guidance.To assess the impact of this experience, data were collected through semi-structured interviewsconducted after the program and a post-program survey. Findings suggest that exposure to EDPand CRP with guided implementation experiences solidified participants’ beliefs, encouragedthem to apply these methods in real

Conference Session

Informal Education and Outreach Programs for Women Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade College; Yangting Wang, Independent Evaluation Consultant; Eduardo Medina, Independent Evaluation Data Analyst; Jeremiah Pina, Independent Evaluation Consultant

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

, with potential for broaderapplication across institutions.IntroductionComputing and technology occupations are predicted to rise by 7.3% in the next decade,outpacing the national average grow rate of 4.8% [1]. Along with a skilled workforce, theindustry needs to maintain a diverse workforce reflecting the community. Currently only 25.8%of computer and mathematical occupations employees are women. Among those, only 23.1% areAsian, 8.7% are Black/African American, and 7.8% are Hispanic/Latinx [2].Black women alone comprise 7% of the U.S. population [3] and yet make up only 0.5% ofcomputer science degrees awarded [4] and just 3% of computing professionals [5]. Black womenalso face specific barriers from just being black and a woman. [6], [7], [8

Conference Session

First-Year Programs Division (FPD) GIFTS Session 1: Human-Centered and Project-Based Innovation in First-Year Engineering Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ethan E Danahy, Tufts University

Tagged Divisions

First-Year Programs Division (FPD)

chosen because it’s a simple and common itemthat is easy to prototype with found materials, but could be easily substituted with an alternative.During the 75-minute classroom session, after an introduction by the instructor, the interactiveactivity is divided into four active phases: (1) Question Brainstorm, (2) Client Interview, (3)Artifact Generation, and (4) Class Wide Sharing/Reflection.1. Question BrainstormStudents begin by brainstorming interview questions for a client, with generative AI assistingthem in refining those questions. As a human-centered design task, students are encouraged todesign questions that will help them gain the perspective, problems, preferences, and needs of aclient. This exercise immediately highlights how

Conference Session

First-Year Programs Division (FPD) Technical Session 13: Equity in Action - Identity, Mentorship, and Inclusion

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Lin Zhao, Gannon University; Longfei Zhou, Gannon University; Xiaoxu Ji, Gannon University

Tagged Divisions

First-Year Programs Division (FPD)

. Prior to full deployment, the survey underwent a face validityassessment with a faculty panel to ensure clarity and relevance. All participants in the study weretraditional undergraduate students, primarily aged 18-19, with the majority being domesticstudents. Approximately 15-20% of the respondents were international students. Unfortunately,socioeconomic background information was not available at the individual level.The surveys were administered in two stages: a pre-survey (AI use and student perceptionssurvey; deployed four weeks into the semester) conducted at the beginning of the semester, priorto an AI-focused lecture, and a post-survey (AI use reflection survey) conducted three to fiveweeks after the lecture. The lecture provided

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patrick Tunno; Robert J. Rabb P.E., The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

as “global awareness, global understanding, and theability to effectively apply intercultural knowledge [4].”In the context of engineering education, it is crucial to recognize the role of academic programsin cultivating leadership skills that go beyond technical expertise. The importance of globalleadership competencies in engineering education has been increasingly recognized in literature,reflecting the growing need for engineers to operate effectively in multicultural and internationalenvironments. Studies emphasized the necessity of integrating global competencies intoengineering curricula to better prepare students for the complex challenges of a globalizedworkforce. Taylor and Green highlighted the significant role that student

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemimmah Namodi, Iowa State University of Science and Technology; Ann M Gansemer-Topf, Iowa State University ; Gül E. Kremer, University of Dayton; Qing Li; Shan Jiang, Iowa State University of Science and Technology

Tagged Divisions

Graduate Studies Division (GSD)

overlooked. This imbalancein STEM education can impact graduate students’ preparedness for various career paths in bothacademia and industry. GAPS course design combines active learning and inductive teachingmethods, enabling students to apply professional skills directly to their thesis research throughcommunity-based experiential learning. In-class discussions, online forums, and peer feedbackalso facilitate collaborative problem-solving and reflective engagement.In this study, GAPS was used to evaluate the effectiveness of these pedagogical approaches. Thestudy aimed to understand how these strategies lead to the development of essential professionalskills among STEM graduate students by examining the incorporation of active learning andinductive

Conference Session

AI, Technology, and Data-Driven Learning in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Christian, Georgia Institute of Technology; Ophelia Anais Winslett, Georgia Institute of Technology; Alpa Gautam, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology

Tagged Divisions

Biomedical Engineering Division (BED)

as reflecting the challenges forbiomedical engineers, or any engineers, that begin before and end well after the use of any particular AI or MLalgorithm or approach. The critical role of data in such work is well established and represents a necessaryperspective in preparing BMEs to lead technically competent and morally defensible AI/ML work [6], [7].Our data skills curriculum is actively evolving. We aim to increase student engagement in data skills-relatedlearning longitudinally. Many programs have created specific course(s), majors, or minors in data science[2],[8]. While adding a major or minor is effective for students who choose this type of coursework, we see abroader need to create a variety of opportunities that are tailored to the

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaofeng Wu, Georgia Institute of Technology; David Frost

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

group was given 15 minutes to create their own mind map with the centraltheme described as “STEAM careers related.” Importantly, the instruction did not specify theexact phrase “STEAM careers” but rather allowed participants to interpret the topic more freely.Interestingly, the groups independently selected slightly different central topic names: “Career inSTEAM,” “Pursuing a STEAM Career,” and “STEAM Career.” While the variation in namingwas minimal, the emphasis reflected in their mind maps differed significantly, as will bediscussed later in the results section. The mind-mapping exercise was conducted with minimalsupervision and teaching intervention. Guidance was provided only in response to logisticalquestions, such as “Can I draw a

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bernadette Sibuma, Massachusetts Bay Community College; Jayne Ryczkowski, Massachusetts Bay Community College; Meredith Watts

Tagged Topics

NSF Grantees Poster Session

academic year that followed. Each week of the institute included 9 hours of livemeetings over videoconferencing, during which nationally recognized speakers facilitatedsessions on culturally responsive teaching, intersectionality, and students of color experiences inSTEM. As well, participants completed reflections, discussions and readings outside of the livevideo meetings on their own utilizing the institution’s learning management system.Our research questions were: Does participation impact faculty beliefs and self-efficacy in usingsuch practices? Do students who take classes with faculty trained in culturally responsive andinclusive practices show higher levels of academic achievement in STEM?MethodsParticipantsParticipants were recruited via

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

narrative psychology.Major Project Goals: This project aims to enhance the professional identity, sense of belonging,and retention of STEM graduate students through an innovative storytelling pedagogy. Byfostering reflective and personal storytelling practices, the initiative addresses three corehypotheses. First, it posits that storytelling will improve students' self-perception, including theirprofessional identity and sense of belonging, while reducing feelings of impostorism. Second,the project hypothesizes that participating in storytelling workshops and performances willreinforce graduate student retention and facilitate their transition into STEM careers. Finally, itaims to challenge stereotypes about individuals pursuing STEM careers

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo; Nina J. Truch

Tagged Topics

Diversity, NSF Grantees Poster Session

reflective process. Significant work this past year includes department-driven callsaround supporting (new) faculty in their success, engagement, sense of belonging, and any otherway (new) faculty might define their experiences in the CPE department. Faculty identified threekey areas to be attentive to: onboarding (from informational to creating the conditions fortransformation), mentoring, and community through facilitated dialogue sessions. We initiatedresearch strands on the student experience and equitable teaching practices in our department.This paper and accompanying poster highlights key aspects of our work during the past year.IntroductionPart of our work to transform our department into one that is equitable and just involveddeveloping a

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine McGough Spence, Minnesota State University, Mankato; Neeko Bochkarev, Minnesota State University, Mankato; Justine Chasmar, Minnesota State University, Mankato; Michelle Soledad, Virginia Polytechnic Institute and State University; Luke John Nyberg

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Phillip Cornwell, U.S. Air Force Academy; Ryan Carr, U.S. Air Force Academy; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanics Division (MECHS)

disciplines, including engineering, where traditional assessment methods often focusheavily on quantitative metrics such as exams and problem sets.In engineering education, portfolios have been employed to assess a variety of skills andoutcomes that are not easily captured through conventional means. For example, portfolios areused to evaluate students' design capabilities, teamwork experiences, and communication skills,core competencies emphasized in ABET accreditation criteria [3]. Portfolios provide a structuredplatform for students to document their iterative design processes, reflect on their decision-making, and align their learning artifacts with specific course or program outcomes [4].Furthermore, the reflective component of portfolios has

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

Mehek Kunal Vora, Tufts University; Ethan E Danahy, Tufts University

Tagged Divisions

First-Year Programs Division (FPD)

background and experience prior to the course, spanning from lowexperience, reflecting minimal exposure to programming and robotics, to high experience,indicating strong foundational knowledge and confidence in these areas from beforehand.From these axes, four distinct categories of learners emerged: Self Reliant, Pioneering,Overwhelmed and Engaged learner. The first category, Self-Reliant Learners, includes studentswith high prior technical experience but low willingness to engage with AI. These students aredescribed as autonomous and confident in their coding and robotic abilities, preferring to rely ontheir own skills rather than embracing generative AI as a resource. This category refers tostudents who prefer to use the chatbots sparingly

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

PCK to investigate connectionsbetween teacher backgrounds, personal PCK (pPCK), the personalized professional knowledgeheld by teachers, and enacted PCK (ePCK), the knowledge teachers draw on to engage inpedagogical reasoning while planning, teaching, and reflecting on their practice. Observation,interview, and survey data were triangulated to develop narrative case summaries describingeach teacher’s PCK, which were then subjected to cross-case analysis to identify patterns andthemes across teachers.Findings describe how teachers’ backgrounds translated into diverse forms of pPCK thatinformed the pedagogical moves and decisions teachers made as they implemented thecurriculum (ePCK). Regardless of the previous subject taught (math, science, or

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford P.E., Lafayette College; Angela R Bielefeldt, University of Colorado Boulder; Rhonda K Young P.E., Gonzaga University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

end of the term. These concept maps wereanalyzed using standard metrics of depth and connectivity, and they were compared using anevaluation rubric to identify the types of concepts that were expected to be included, based ondefinitions of equitable infrastructure that are commonly endorsed by professionals.The paper offers insights into the efficacy of different approaches to integrating equitableinfrastructure concepts into first-year courses, reflections on student outcomes, and suggestionsfor faculty to effectively and efficiently introduce students to these topics. Our goal in sharingthis work is to inspire discussion within the engineering community about how faculty anddepartments across the U.S. can address equity and infrastructure

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Russell K. Marzette Jr., The Ohio State University; Bhavana Kotla, The Ohio State University; Cal King, The Ohio State University

Tagged Divisions

Design in Engineering Education Division (DEED)

EnvironmentAbstractHackathons have emerged as a beneficial platform for fostering innovation and practicalproblem-solving skills among students. These events encourage participants to prototypesolutions to complex problems rapidly and promote personal and professional growth. As onepart of a grant effort, it was proposed to study how students reflect upon, articulate, and exhibitthe entrepreneurial mindset (EM) in their hackathon-based problem-solving approaches. Asdefined here, the entrepreneurial mindset is based on the KEEN framework. The KEENframework consists of the 3Cs: Curiosity, Connections, and Creating Value. The Curiosityconstruct encourages learners to explore different perspectives and question the norm. TheConnections construct emphasizes integrating

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chelsea Joy Andrews, Tufts University; Jessica Watkins, Vanderbilt University; Kristen B Wendell, Tufts University; Rae Woodcock; Shannon Jean Keaveney Rausch, Tufts University; Vera Gor, Tufts University; Naina Sood Fox, Tufts University; Rachel Bandi; Molly Malinowski

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

reported on the influence of Design Talks on participating teachers.This paper reports on a qualitative study focused on teacher reflections and perceptions of theirexperiences facilitating Design Talks in their classrooms. Specifically, we ask: How doelementary teachers perceive the benefits of intentionally facilitated whole-class conversationsduring engineering design units? Study participants were the six classroom teachers in ourDesign Talks community of practice.Background and Conceptual FrameworkWhole-class talk in science and math. By using “Design Talks” as a catchphrase, we havehoped (1) to emphasize the importance of discussion in the learning of engineering, and (2) toexplicitly align with seminal work on “science talks” (Gallas, 1995

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Atota Halkiyo, Florida International University; Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

insights from a semester-long collaborativeclassroom ethnography that embedded in three engineering faculty classrooms and allowed forexploration of what worked to help them learn. The study draws on a broader project with multiple data sources including an embeddedclassroom ethnography, student survey responses, faculty weekly reflective meetings, andfaculty pre-post interviews; we used the project as an intervention to guide engineering faculty intransforming their pedagogy and creating racially-equitable learning environments.Theoretically, we draw on a few conceptual frameworks, including good pedagogy (e.g.,Ladson-Billing's 1995 "good teaching"), learner-oriented pedagogies, equity pedagogy, andpragmatism. Our three faculty

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

Lance Leon Allen White, Texas A&M University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

First-Year Programs Division (FPD)

. Preliminary results reveal aspectrum of understanding, ranging from predominately narrow task-oriented views to lesscommon broader evaluative and reflective approaches. The findings underscore the necessity ofintegrating explicit critical thinking instruction into engineering curricula to addressmisconceptions and strengthen this vital competency. This study aims to inform engineeringeducators and administrators of where first-year students are starting with this understandingwith the intention to illicit strategies for improvement and contributions to the development ofpedagogy to educate engineers who can navigate complex societal and technical challenges.IntroductionThis complete research paper discusses critical thinking in the context of first