Displaying results 241 - 270 of 1838 in total
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Nadia N. Kellam, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
baked into AI systems, disproportionatelyharming marginalized communities [8]. For instance, facial recognition algorithms have beenshown to perform poorly on individuals with darker skin tones, a failure directly tied to the lackof diversity in the datasets used to train these systems. Buolamwini highlights how theseshortcomings are not merely technical errors but reflections of broader societal inequities.AI, when developed without intentional consideration of equity, codifies historical patterns ofdiscrimination into digital systems. These harms are further exacerbated by the privilegedpositionality of AI designers, who frequently prioritize technical capabilities over societalconsequences. As a result, AI systems often serve the needs of
- Conference Session
- Advancing Educational Technologies: VR, AR & Simulation
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Gimantha N Perera, University of Arizona; Karen B Chen, North Carolina State University at Raleigh; Laura Bottomley, North Carolina State University at Raleigh; Robert Kulasingam; Emily H Fang, North Carolina State University at Raleigh; Julie Ivy, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Industrial Engineering Division (IED)
occursthrough direct experience, which Kolb (2001) describes as a four-stage, cyclical process (Kolb et al.,2001). These stages consist of (1) concrete experience, (2) reflective observation, (3) abstractconceptualization, and (4) active experimentation (Kolb et al., 2001). Many existing educational ARapplications incorporate elements of experiential learning theory because the technology can facilitatemeaningful interaction with rich, personalized environments (Goff et al., 2018; Mystakidis et al., 2022).Furthermore, AR is becoming an increasingly promising tool as educators turn to technology andmultimedia as a means of promoting conceptual change (Magana et al., 2022; Ozkan & Selcuk, 2015).Informed by the assertions of experiential learning
- Conference Session
- Sustainability & Civil Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Laura Doyle, Santa Clara University
- Tagged Divisions
- Civil Engineering Division (CIVIL)
begin to apply the coding skills to an area of interest that some students understandthe relevance. To meet the needs of the civil engineering workforce, improving computerprogramming skills is essential. To accomplish this, as well as meet the needs of an increasinglydiverse student population, an innovative approach is needed in teaching computer programmingskills to civil engineering students. Service-learning and situated learning provide the frameworkfor a new project in a Computer Methods for Civil Engineering course.Service learning is a type of experiential learning that combines community service withclassroom learning, including preparation and reflection [3]. Service learning in engineeringenhances disciplinary knowledge [4], [5], [6
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 3
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Joshua L. Hertz, Northeastern University
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
department’s recentlyapproved mission statement obligates themselves to “educate human-centered engineers anddiscover new knowledge in service of the common good” [2]. In addition, the program’seducational objectives include supporting their graduates’ ability to be “discerning about the roleof engineering in society and critically reflect on their contributions to society professionally andpersonally” [2]. There are several aspects of Boston College's Human Centered Engineering program that arefoundationally new or at least notably uncommon: • centering an entire undergraduate program on the concept of human centered engineering; • embracing practices of reflection; • purposefully integrating much of the curriculum across
- Conference Session
- GSD 3: Pedagogy and Curriculum
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jacqueline Rohde, Georgia Institute of Technology; Emily Grace Weigel, Georgia Institute of Technology
- Tagged Divisions
- Graduate Studies Division (GSD)
2024 (five total terms, including summers).In this time frame, this course attracted an average of 12 students per term from the Colleges ofEngineering (n=37), Computing (n=1), Design (n=4), Liberal arts (n=9) and Sciences (n=17)from across the institute who wish to develop their teaching skills. The total number of studentsfrom colleges outside of engineering was 31 (hereafter, collectively the “non-engineering”group). This course can audited or taken for a grade (letter grade or pass/fail), at the students’discretion, and is evaluated based on completion of required observations, submission of lessonplans, and required written reflection assignments.This course serves as a structured opportunity to gain hands-on teaching experience
- Conference Session
- Materials Division (MATS) Technical Session 4
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Susan P. Gentry, University of California, Davis; Erika La Plante, University of California, Davis
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials Division (MATS)
SetupThis work investigated four commercially-sourced petrographic thin sections. The students’assignment focused on ironstone[7], but the authors also evaluated three other petrographicslides: volcanic scoria, aeolian sandstone, and oolitic limestone. For reference, the fourpetrographic thin sections were purchased from Northern Geological Supplies Limited in August2024 for a total of £103, including international shipping to the United States. The samples wereimaged using Nikon Optiphot planar optical microscopes in the department’s undergraduateteaching laboratory. The microscopes are equipped for reflected and transmitted lightmicroscopy, with polarizers and Nomarski prisms available in reflection geometry. A low-cost,hand-held USB microscope
- Conference Session
- Engineering Leadership Development Division (LEAD) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Calvin Hawks, University of Colorado Boulder
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
the University of From Engineering Colorado Boulder, explored "street-smarts--skills beyond the technical or theoretical knowledge- -by engaging directly with alumni working in engineering industries. They then reflected on the conversation in an assignment, which were used as the data for this
- Conference Session
- First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Nichole Ramirez, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Lucas Galey, University of Texas at El Paso
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs Division (FPD)
introduce students to foundational engineeringmindsets. It emphasizes belonging through culture, the course, the engineering discipline, and theuniversity itself. This paper discusses the pedagogical approach, activities, assessment methods,and future evaluation plans, along with reflections from the instructor team andrecommendations for similar curriculum initiatives. Our institution is an open-access, research-intensive HSI on the US-Mexico border withapproximately 84% Hispanic students. Anyone with a high school diploma or GED who appliesto the university at the undergraduate level is accepted, creating opportunities for all while alsoposing unique challenges in the classroom. For instance, many of our students enter engineeringwith
- 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
- Cooper Vermeulen, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines & Technology
- Tagged Divisions
- First-Year Programs Division (FPD)
solutions through iterativetesting, and reflect on their experiences to deepen their understanding of the design process.The broader aim of this initiative is to prepare students for professional engineeringenvironments by instilling a mindset of systems thinking, adaptability and resilience. Bynavigating challenges such as structural instability, shifting weights, and wave dynamics,students develop problem-solving skills that extend beyond the classroom. This approach alignswith the growing emphasis on experiential learning in engineering education, which seeks tocombine theoretical knowledge with practical, hands-on experimentation.By integrating iterative design [2] and reflective learning [3], the “Will It Float?” designchallenge serves as a
- Conference Session
- Faculty Development: Round Table Discussions
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Pheather R Harris, University of California, Irvine; Tayloria N.G. Adams, University of California, Irvine; Star Lee, University of California, Irvine
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
engagement, and cultivating a culture of inclusion addresses disparities in undergraduateSTEM degree completion.PDS participants consistently highlighted the program’s role in increasing awareness ofminoritized student experiences and encouraged reflective teaching practices. One participantnoted in response to the question to what extent, if any, do you take into consideration thebackgrounds and experiences of students in your classroom, as part of your teaching practice?“…[B]eing part of the [PDS] brought that to the forefront. [I]f I’m being perfectly honest it's notsomething that I, myself, even considered, the backgrounds of certain students, before starting thePDS. I think my approach was always, I am going to be accessible, a resource for you
- Conference Session
- Engineering Libraries Division (ELD) Technical Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Patricia Verdines, The Ohio State University
- Tagged Divisions
- Engineering Libraries Division (ELD)
metaliteracy model introduced by Mackey and Jacobson [15] provided an integratedapproach to information literacy consistent with all the core elements of the ACRL standarddefinition – determine, access, evaluate, understand, incorporate and use – and included otherelements – collaborate, participate, produce and share [15]. A current metaliteracy modelincludes domains, characteristics and roles as core components, together with goals and learningobjectives, as described below [16]: • Domains: The four learning domains include affective, behavioral, cognitive and metacognitive • Characteristics: The key characteristics of a Metaliterate Learner include adaptable, open, productive, informed, collaborative, participatory, reflective
- Conference Session
- Faculty Development and Change
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Emma Edoga M.S., Texas A&M University; Rujun Gao, Texas A&M University; Mindy Bergman; Arun R Srinivasa, Texas A&M University; Yanai Y Otero La Porte, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Christopher Seets, Texas A&M University; Karan Watson P.E., Texas A&M University; Guillermo Aguilar, Texas A&M University; Claire Bowman-Callaway, Texas A&M University
- Tagged Divisions
- Faculty Development Division (FDD)
involve shared responsibility andaccountability among colleagues, last for at least one full semester, and are focused and concrete[13]. Many faculty development approaches utilize frameworks that focus on reflectiveteaching, aimed at encouraging individual faculty members to reflect on their teaching andimprove their instruction [14]. By focusing on individual development, faculty members havemore autonomy in decision making for their classrooms, empowered to use new pedagogicalapproaches and contribute to larger institutional change [11]. Common reflective teachingapproaches include educating faculty members about various instructional possibilities,encouraging them to collect experimental data within their own classrooms, and enabling
- 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
- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Precious Njeck, Arizona State University, Polytechnic Campus; Ogochukwu Nwabueze Okoani, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
graduate students' lived experiences.Based on the insights gained through this reflective and collaborative process, we identifychallenges faced by international graduate students and outline recommendations to addressthem. These suggestions include advocating for policy reforms to reduce systemic indifferencetowards wellness and establishing robust support systems tailored to enhance internationalstudents' well-being and academic success in U.S. graduate programs. Conceptual FrameworkOur conceptual framework is rooted in the Eight Dimensions of Wellness, and the eightBlafemme Healing models as proposed by SAMHSA (2016), and Mosley (2023), respectively.Both models introduce a broader, yet specific understanding
- Conference Session
- ECE-Career Development and Program Structures
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Pamela Bhatti, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Electrical and Computer Engineering Division (ECE)
rooted in human-centered design and is often related to developinga product or service. However, design thinking also evokes a sense of creativity andintentionality that goes beyond industrial or commercial settings. IDEO, a pioneering companyin design thinking, dramatically expanded the term’s dissemination and implementation. “Wewant to teach people how to use design thinking in their lives, communities, businesses andorganizations,” asserts Tim Brown, Executive Chair of IDEO [6]. Building on this vision, wedesigned a course module for graduate engineering students to integrate design thinking intoself-reflection and career development practices. Using a framework developed by Bill Burnettand Dave Evans at the Stanford Design School, we
- Conference Session
- ECE-Grading Approaches and Assessment Practices
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Barbara E. Marino, Loyola Marymount University; David Berube, Loyola Marymount University
- Tagged Divisions
- Electrical and Computer Engineering Division (ECE)
receivepartialcreditontheproblemsattempted.Finalgradesarethendeterminedbycombining the scores on the formative (homework) and summative (tests) assessments using a predetermined formula. In somecases,attendance,classparticipation,andlabworkmayfactor in the final grade calculation. Although this works reasonably well, the final grade does not accurately reflect student knowledge. tandards-based Grading is a more authentic way to assess student achievement. In a courseSusingauthenticgrading,coursegradesarebasedonstudentproficiencyinspecifictopics,called standards. Standards are regularly assessed and opportunities for reassessments are offered
- Conference Session
- Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Muhammad Guntur Purwanto, University of Minnesota - Twin Cities; Gillian Roehrig, University of Minnesota - Twin Cities; Jeanna Wieselmann, Southern Methodist University; Elizabeth Stretch, University of Minnesota
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
authentic AQ These moves are used to: invite students to take a position; questions that inviteauthor accounts so that students own responsibility for their students to take atalk; position students’ accounts in relation to each other to positiondevelop coherence in dialogue; promote meta-talk so that Making explicit ExInstudents reflect on their reasons and views before sharing invitationsthem with the rest Authoring accounts AuthA Positioning accounts PosA4. Talk Organization Reformulation Ref Teachers
- Conference Session
- NSF Grantees Poster Session I
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jin Woo Lee, California State University, Fullerton; Carlos Gunera, California State University, Fullerton; Erika A Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan
- Tagged Topics
- NSF Grantees Poster Session
influenced their design processes and outcomes. The findingsinform how the SET can support engineering instructors in incorporating socially engaged designprinciples along with traditional engineering content in their courses.Study DesignParticipants and ContextFour SET modules were implemented in a two-semester capstone mechanical engineeringcapstone design course at a large Western university designated as a minority-serving institution.Students were divided into 7 teams to work on engineering projects (3 industry-sponsored, 3community-sponsored, and 1 student-led) and each team was composed of 4-5 students. Allstudents were required to complete the SET modules and reflection prompts. Of the 32 studentsenrolled in the course, 27 students consented
- Conference Session
- NSF Grantees Poster Session I
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Oenardi Lawanto, Utah State University
- Tagged Topics
- NSF Grantees Poster Session
develop the skills to tackle complex problems andadapt to challenges. Constructing an accurate mental representation of a problem is essential, guidingsolution development and strategy refinement. These skills, central to self-regulated learning (SRL), arecrucial for open-ended problems in fields like engineering design [12].Self-regulation, especially monitoring and evaluation, is key to problem-solving. Monitoring tracksprogress and method effectiveness, while evaluation reflects on outcomes and refines strategies, improvingproblem-solving efforts.Figure 1. The interplay between MKT & SRA in a learning activity; Adopted from Butler & Cartier (2004) 2. The Study2.1. Objectives and Research QuestionsThe aim of this study was to
- Conference Session
- NSF Grantees Poster Session II
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Fanny Silvestri, Maricopa Community Colleges; Nichole Neal; Elisabeth Johnson
- Tagged Topics
- NSF Grantees Poster Session
theeffectiveness of Personal Development Planning (PDP), such as learning logs, journals,reflective practice, self-assessment, and self-regulation to track progress toward courseoutcomes. Most studies report a positive effect of PDP on learning (David Gough, 2033). Astudy was conducted among 84 Master's students in Business at Babson College inMassachusetts. The students were directed to complete a mandatory course-baseddevelopment plan over eighteen months. They discovered a trend from the students whoself-reported a high degree of progress versus those who noted little progress. The value ofdevelopment planning appears to be enhanced by a sense of personal agency (James M. Hunt,2017). IDPs are increasingly implemented in higher education, and students
- Conference Session
- ECE-Faculty Perspectives and Curriculum Evolution
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Huihui H Wang, Northeastern University; Jill K Nelson, George Mason University
- Tagged Topics
- Diversity
- Tagged Divisions
- Electrical and Computer Engineering Division (ECE)
the College of Engineering and Computing and an Associate Professor of Electrical and Computer Engineering at George Mason University. ©American Society for Engineering Education, 2025 Sharing Our Insights after Serving as Rotators at the National Science FoundationAbstract: A panel co-hosted by the Divisions of ECE and CoED will focus on the reflectionsfrom the former National Science Foundation (NSF) Program Directors. The panelists andmoderator served as rotating program directors across various directorates at NSF, all with aconnection to engineering and computing education. They will reflect on their experiences atNSF and what they learned from the position and will
- Conference Session
- AI Integration in Engineering Economy Course
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Raymond L. Smith III, East Carolina University; Ricky T Castles, East Carolina University; Emily Fuller Sondergard
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Economy Division (EED)
Economy naturally supports ethical analysis throughits real-world decision-making focus, a trend reflected in modern textbooks [9], [10]. These developmentsreinforce the importance of preparing students to address ethical considerations alongside economicanalysis.Although case-based learning has traditionally served as a cornerstone of ethics education in engineering,it is not without limitations. Conventional case study approaches often rely on static scenarios andinstructor-led discussions, which may restrict opportunities for individualized feedback and dynamicstudent engagement. Students may also struggle to fully connect abstract ethical principles to the evolvingrealities of professional decision-making. Addressing these limitations
- Conference Session
- Design in Engineering Education Division (DEED) - Foundations of Design Theory
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sourojit Ghosh, University of Washington; Sarah Marie Coppola, University of Washington; Arpita Bhattacharya, University of Washington
- Tagged Divisions
- Design in Engineering Education Division (DEED)
practices as a form ofworld-building and examination of the inner workings of technical artifacts and design methodsfrom multiple social, historical, cultural, and ethical perspectives. The course was conductedprimarily as a lecture with in-class discussion and activities, with additional discussion sectionscontaining hands-on design exercises. Students wrote weekly reflections, and the final projectwas a critique and re-design of the design process. The perceived need to make a change to the way the department was offering these twocourses arose from our experience teaching them and reading end-of-course evaluations, as wellas conversations with alumni and industry. A common theme across evaluations of DP overmultiple quarters was how
- Conference Session
- Curriculum Development and Pedagogical Innovations
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jennifer Currey, Union College
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering Division (BED)
as social support for learning, understandingmetacognition when designing a course, and alternative student assessment or grading. Treisman[4] was able to demonstrate that students’ learning significantly improved when they movedfrom working alone to working in study groups where they could debate problem solvingmethods and answers. McGuire [5] has described metacognition in learning as involvingplanning, assessing, controlling, and adjusting techniques of learning. Incorporatingmetacognitive strategies of reflection and self-questioning into a course leads to improvedlearning. Incorporating peer-to-peer learning, metacognition, as well as other pedagogicaltechniques can disrupt the illusion that traditional methods of instruction are
- Conference Session
- Focus on the First Year
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kevin Haas, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Jennifer Kaiser, Georgia Institute of Technology
- Tagged Divisions
- Civil Engineering Division (CIVIL)
. Therefore, it was not surprising that the retention of students within the major was as lowas 50%. To improve student retention by helping students learn more about the CEE field and buildtheir professional identity as soon as they enter the major, a new course was developed for first-year students within civil and environmental engineering. This course has been taught in the fallsemester commencing in 2019. It is designed to be highly interactive meeting one hour a week instandard lecture format and two hours a week in smaller studio sessions. The course is organizedinto four modules with each covering one of the major cross-cutting areas within the program andwith each module consisting of Learn, Do, and Reflect components. The students work in
- Conference Session
- Design in Engineering Education Division (DEED) - Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Yuwei Deng, King's College London; Wei Liu, King's College London; Claire Lucas, King's College London
- Tagged Divisions
- Design in Engineering Education Division (DEED)
understanding of Design Thinking in engineeringeducation.Table 2 Classification of Design Thinking Approaches Among Participants Design Explanation Participant ID Thinking Process Step-by-step approach to integrating design thinking into ID-1, ID-4, the curriculum, including stages such as empathy, define, ID-5 ideate, prototype, and test. Method Specific techniques and strategies used to teach design ID-2, ID-3, thinking, such as brainstorming sessions, user research, ID-4, ID-6, prototyping, PBL, and CDIO. ID-6 State of Developing a reflective and
- Conference Session
- Design in Engineering Education Division (DEED) - Foundations of Design Theory
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Andrea L. Schuman, California Polytechnic State University, San Luis Obispo; David B Knight, Virginia Polytechnic Institute and State University; Mohammed Seyam, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Design in Engineering Education Division (DEED)
design at the beginning of their senior capstone. The participants in this study are 31students majoring in Computer Science, Secure Computing, or Data-Centric Computing andenrolled in a Software Engineering Capstone course. Students recorded themselves speakingbased on a series of reflection prompts. In their first reflection, which is the focus of this paper,the students were asked “How would you define design in computer science?” The transcripts oftheir responses were analyzed using provisional coding based on prior definitions of DesignThinking from literature. Their responses were used to answer the research question: How dosoftware engineering undergraduate students define design at the beginning of a capstonecourse? The results of this
- Conference Session
- First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Raghu Pucha, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Pranathi C Amballa, Georgia Institute of Technology; Stacy Ross, Georgia Institute of Technology
- Tagged Divisions
- First-Year Programs Division (FPD)
highlybeneficial to building core design skills [7].Peer mentorship can be a very valuable augmentation in engineering education, offering severalbenefits to both mentors and mentees. It is considered an effective pedagogical approach toenhance student engagement, learning outcomes, and retention in engineering education.Lunsford et al. [8] highlight the benefits of peer mentoring in cultivating a sense of belongingand improving students' confidence in their abilities within STEM disciplines, including first-generation university students. Similarly, Colvin and Ashman [9] discuss the dual benefit of peermentorship, where both mentors and mentees gain valuable learning experiences throughknowledge sharing and reflective practice.The integration of
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); MaeRianna Artang, Purdue Engineering Education; Lauren Elizabeth Graves, Indiana University - Purdue University in Indianapolis; Iori Honzawa; Jennifer Deboer, Purdue University – West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society Division (LEES)
as: “... someone whose job it is to make something... a lot of that feels very like you're in a lab doing your little tests rather than going out to locations, understanding the problem personally.”Quinn similarly shared: “…[engineering] as something to do with science and technology, more like math... but I don't think I would have had a clear answer on what they [engineers] do.”Kai reflected on their own assumptions: “I think I would have been a lot more flippant... I would have said, ‘Oh, numbers,’... logistics and specifications... I would have spoken with authority, but I would have been tepid.”These perspectives frame engineering as distant, detached, and inaccessible. As an external
- Conference Session
- Engineering Technology Division (ETD) Technical Session 5
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania; Tamara Schwartz, York College of Pennsylvania; Dean Zeller, York College of Pennsylvania
- Tagged Divisions
- Engineering Technology Division (ETD)
-leddiscussions focusing on three primary areas: (1) the impact of AI on the workplace, specificallyaddressing concerns such as “Will I have a job?” (2) future developments in AI and what’s next,and (3) the convergence of AI with other emerging technologies. After introductions, panelistsshared their personal journeys with AI, leading into in-depth discussions of these key themes,followed by an engaging Q&A session with students and faculty.This paper presents faculty observations, insights from student surveys, and reflections on theoverall experience. It underscores the significance of the forum for our college community andexplains why such discussions are both timely and essential. Testimonials and survey responsesprovide further context
- Conference Session
- Engineering Ethics Division (ETHICS) Technical Session - Case Studies
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Mary M Bevilacqua, University of Colorado Denver
- Tagged Divisions
- Engineering Ethics Division (ETHICS)
collaboratively written codes to analyze individual media case studies,identifying areas where their frameworks failed to address critical ethical dilemmas. This createdan opportunity to engage with ethical reasoning in a playful yet rigorous format, encouragingdeeper reflection and prompting revisions of their codes to better account for ambiguity,complexity, and edge-case scenarios in biomedical design ethics.Assignment DescriptionStudents were challenged to create a discipline-specific code of ethics tailored to biomedicalinnovation. Rather than simply summarizing or quoting standard documents, they were expectedto synthesize core concepts from foundational ethics texts with their own interpretations. Theassignment sequence began with a lecture series