Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allyce Horan, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

. ©American Society for Engineering Education, 2025Cultivating Community and Confidence Through the Thesis Writers RetreatIntroductionOur institution’s first Thesis Writers Retreat was implemented in 2019 during a time whengraduate students’ mental health, progress towards graduation, and academic support became akey focus. The Colorado School of Mines Writing Center was a key element of that support, witha goal that year to drastically increase graduate student services through programming and one-on-one consultations. Graduate students would share feelings of extreme stress, isolation, and amisunderstanding of both short-term and long-term goals with their advisors, feelings that are alltoo familiar to anyone working their way through graduate

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., University of Florida; Ifeoma Mary Nwanua, University of Florida; Jasmine E. McNealy, University of Florida; Idalis Villanueva Alarcón, University of Florida

Tagged Divisions

Graduate Studies Division (GSD)

to tackle complex engineering education problems across the learner life span. ©American Society for Engineering Education, 2025 Development of a Diagnostic Tool to Identify Graduate Students' Self- Determined CommunicationAbstractEffective communication is essential for the professional development and preparation ofgraduate engineering students, yet existing instruments do not adequately define and assess howstudents develop autonomy, competence, and relatedness in academic discourse. Grounded inSelf-Determination Theory (SDT), this study presents the Communication & Facilitation ofLearning in Oral & Written Scholarship (COMM-FLOWS) diagnostic tool, a novel

Conference Session

GSD 2: Identity and Motivation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech Department of Engineering Education; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

Paper ID #45835Tracking the Evolution of Interdisciplinary Identity-Based Motivation in EngineeringGraduate Students: A Longitudinal StudyDr. Margaret Webb, Virginia Tech Department of Engineering Education Margaret (Maggie) Webb is holds a PhD in Engineering Education and an M.S. in Civil Engineering from Virginia Tech, as well as a B.S. in Mechanical Engineering from Rice University. Her research focuses on interdisciplinary identities and motivation in engineering education, examining interdisciplinary graduate education, convergent research approaches, and applying organizational systems theories to develop ethical

Conference Session

Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Paulina Z. Sidwell, McLennan Community College; April K. Andreas, East Texas A&M University; Michelle Pettijohn Powell, Waco Independent School District

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

from Southern Methodist University and a Ph.D. in Systems and Industrial Engineering from the University of Arizona. Her papers have appeared in journals ranging from ”Networks” and ”The JournalDr. Michelle Pettijohn Powell, Waco Independent School District ©American Society for Engineering Education, 2025 Enhancing Engineering Self-Efficacy in Community College Students Through Workshop ImplementationAbstractEfforts to increase engineering degree completion at community colleges often focus onrecruitment, academic performance, and persistence. However, an often-overlooked yet crucialfactor is engineering self-efficacy—students' belief in their ability to learn and performengineering

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago

Tagged Topics

Diversity

Tagged Divisions

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

Illinois at Chicago (UIC). With a Ph.D. in Chemical Engineering from Michigan State University, Dr. Bilgin has extensive experience in both biotechnology research and engineering education. Since joining UIC, she has developed and taught various undergraduate courses, integrating innovative teaching methods and industry-relevant content to enhance student learning and engagement. Dr. Bilgin’s research focuses on engineering education, particularly in fostering professional identity among engineering students and integrating data science into the chemical engineering curriculum. She has received multiple awards for her contributions to teaching and mentoring, including the ASEE Ray Fahien Award and the UIC COE Harold

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jen (Jennifer) Herman, The Ohio State University; Leah Wahlin, The Ohio State University; Deborah Kuzawa, The Ohio State University

Tagged Divisions

Graduate Studies Division (GSD)

their engineering education research communications skills.BackgroundResearchers have documented how graduate students in engineering PhD programs learn to writeand communicate their research findings effectively. Benefits have been demonstrated throughapproaches grounded in genre analysis theory [9] and academic literacies theories [7], [1], whichaim to introduce students to “disciplinary conventions for writing” [1, p. 10] as theysimultaneously take on writing as part of their developing researcher identity [7]. Studies havefurther demonstrated that this identity development occurs through socialization, includinginformal conversations, coursework, and formal presentations and papers [1]. Other worksuggests development of this researcher and

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Matthew James Lydon, Worcester Polytechnic Institute

Tagged Divisions

Graduate Studies Division (GSD)

Paper ID #46452Convergence Research in Graduate Engineering EducationDr. Yunus Do˘gan Telliel, Worcester Polytechnic Institute Yunus Do˘gan Telliel is an Assistant Professor of Anthropology at Worcester Polytechnic Institute. He is in the Humanities and Arts department and has collaborative faculty appointments in the Interactive Media and Game Development program and the Robotics Engineering department.Mr. Matthew James Lydon, Worcester Polytechnic Institute ©American Society for Engineering Education, 2025 Convergence Research in Graduate Engineering Education Yunus

Conference Session

Tools, Identities, and Personality in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen Elizabeth Nortz, University of Michigan; Cynthia J. Finelli, University of Michigan; Susan M Lord, University of San Diego

Tagged Divisions

Student Division (STDT)

evidence-based instruction, identifying ways to better support students with neurodiversities, and promoting students” sense of social responsibility through engineering coursework. Professor Finelli is a fellow of both the Institute for Electrical and Electronics Engineers (IEEE) and the American Society of Engineering Education (ASEE). She previously served as deputy editor for the Journal of Engineering Education, associate editor for the European Journal of Engineering Education, and associate editor for IEEE Transactions on Education. She founded the Center for Research on Learning and Teaching in Engineering at University of Michigan in 2003 and served as its Director for 12 years.Dr. Susan M Lord, University of

Conference Session

Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Ana Mazilu, College of Lake County

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Diversity

Tagged Divisions

Two-Year College Division (TYCD)

college’s NSF S-STEM grant, Building an Academic Community of Engineering Scholars.Dr. Ana Mazilu, College of Lake County Earned PhD in Physics from UIC, focus on solid state physics, specifically on high-Tc superconductors. Served as a physics tutor as part of three consecutive NSF grant-based scholarship programs for the engineering students at College of Lake County. ©American Society for Engineering Education, 2025 Examining an NSF S-STEM Community College program through an Identity LensIntroductionCommunity colleges are well positioned to assist in fulfilling the National Science Foundation(NSF) mission developed for the S-STEM program: increase the number of

Conference Session

Diversity, Inclusion, and Representation in STEM

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Tiera Tanksley, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

. Through this analysis, we aim to identifypathways for transforming HE education to better recognize and build upon the assets,knowledge, and experiences that marginalized students bring to the field.Diversifying Humanitarian Engineering EducationHumanitarian Engineering (HE) graduate programs represent an emerging discipline withinengineering education, training engineers to address infrastructure and service disparities inmarginalized communities both domestically and globally. These programs distinguishthemselves through explicit commitments to diversity, sustainability, and communitypartnerships, emphasizing user-centered design approaches and alignment with contemporaryframeworks like the United Nations Sustainable Development Goals [8], [9

Conference Session

Engagement and Participation for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea Lidia (Lili) Castillo, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

. Through her research, Lili hopes to amplify the voices of historically underrepresented populations in engineering to foster an inclusive space in engineering education for diverse students through asset-based and culturally relevant approaches. ©American Society for Engineering Education, 2025“I’m allowed to be my own person in engineering”: How gender identity-based engineering student organizations support women’s engineering identity developmentBackgroundThis work-in-progress paper examines women’s motivations for joining gender identity-basedengineering student organizations (GI ESOs) and how those organizations support women’sengineering identity development. Engineering holds a reputation

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rodriguez, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University; Antarjot Kaur, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

. in Bioengineering from George Mason University with specialization in Medical Imaging and Devices. Her research interests include broadening participation in engineering, engineering pedagogy, and developing career pathways for engineering students. ©American Society for Engineering Education, 2025Strengthening the Artificial Intelligence Workforce: Developing an AI Certificate andComputing Identity at a Hispanic-serving Community College Through an NSF DUE/HSIGrantThe rapid expansion of the computing field creates a continuous demand for skilled computingworkers. However, there is a dearth of postsecondary students in computing majors incomparison to that demand, and the field lacks the diversity

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #45658The Role of Practicing Engineers in Recognizing Students’ IdentitiesDr. Kelsey Scalaro, Cornell University Kelsey is a postdoctoral scholar with the STRIDE group at Cornell University. She recently graduated with PhD in Engineering Education from the University of Nevada, Reno. She has a BS and MS in mechanical engineering and worked in the aerospace industry for four years before returning to academia to complete her doctoral degree. Her research focuses on undergraduate engineering identity and is interested in exploring how it can be equitably supported through pedagogical practices.Dr. Indira Chatterjee

Conference Session

Undergraduate Career Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tara Esfahani, University of California, Irvine; David A. Copp, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

the recipient of several awards for his innovative teaching and excellence in research mentorship. ©American Society for Engineering Education, 2025 Trust me, I’m an Engineer: Exploring Engineering Identity and Concepts of Expert Versus Novice in the Aerospace Engineering IndustryAbstract In this work in progress, we explore what skills and experiences help engineeringgraduates transition from novices to expert engineers in industry. To achieve success in industry,recent engineering graduates may rely on applying tools from their undergraduate educationrelated to problem recognition and asking questions when they lack expertise. By contrast, seniorengineers emphasize that soft (professional

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)

-held assumptions and encouragedme to approach advocacy with renewed clarity and optimism.”Conclusions: Impacts of the Pilot CourseSociotechnical thinking, identity development, and building confidenceAt its core, the Pilot Course discussed throughout this work was meant to create a curricular spacewhere social and community-centered concerns held by students could be validated, discussed,and approached using tools that are less commonly taught in engineering curricula. Facilitatorscaptured this aspect of the course through its learning outcomes, in particular: “By participating,students will articulate their scientific and/or engineering identity and how it relates to criticalconsciousness and their unique potential to shape the world.”While

Conference Session

Civil Engineering & Leadership Division Joint Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Monica Pickenpaugh PE, United States Air Force Academy; Owen Sedej P.E., United States Air Force Academy; Brad Wambeke P.E., United States Air Force Academy; Joseph Pickenpaugh PE, PMP, NORAD and USNORTHCOM J4

Tagged Divisions

Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)

education through aholistic approach using a combination of methods. The framework used here may serve as aframework for other institutions examining incorporating or implementing leadership inprograms.Leadership OutcomesLeadership is an integral part of education at the US Air Force Academy (USAFA). Thisleadership is ubiquitous in all functions at USAFA including the Civil Engineer major. CivilEngineer majors will graduate and enter various career fields all with the expectation that theywill be leaders. The nine institutional outcomes define the goals for students to work towardimproving. The objective of this paper is to explore leadership theory and practice in civilengineering education through a holistic approach using a combination of

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

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

the opportunities that students had to access resources and receivetraining in the theories and practices of STEM through their coursework along with opportunitiesto engage in scholarly discussion with their instructors and peers. We also examine the role ofgender and recognition of gender disparities in the development of this STEM pathway andoverall science identity. Methodology This study was conducted at Blue Lake College, a Hispanic-Serving community collegein California, to explore how institutional and individual factors influence STEM studentoutcomes. The “Culturally Contextual STEM Identity” (CCSI) tool was developed specificallyfor this campus and used to measure constructs related

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Nakamura, University of Hawai'i at Mānoa Department of Mechanical Engineering; Corrisa Heyes, University of Hawai'i at Mānoa; Joseph J. Brown Ph.D., University of Hawaiʻi at Mānoa

Tagged Divisions

Engineering Leadership Development Division (LEAD)

with Multi-Level Mentorship and Vertically Integrated Projects in Research Groups: A Case StudyAbstractThis case study presents an integrated mentorship model within a mechanical engineeringresearch group to enhance engineering education and training through peer-led learning andcollaborative laboratory projects. The faculty advisor oversees PhD candidates, who mentormasters students, who in turn guide undergraduates, creating a continuum of knowledge transfer,leadership development, and task accountability. Integrated lab projects connect all levels,fostering collaboration and communication while addressing real-world engineering challenges.This structure motivates undergraduates to pursue graduate studies by

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; April Dukes, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh

Tagged Divisions

Graduate Studies Division (GSD)

2018publication Graduate STEM Education for the 21st Century [1], emphasize the importance of transforminggraduate education to address these gaps. This transformation requires programs to incorporatecommunication, teamwork, leadership, and adaptability skills, essential for success in academia, industry,and entrepreneurial endeavors. At the University of Pittsburgh’s Swanson School of Engineering, theDepartment of Chemical and Petroleum Engineering has pioneered this transformation by developing aPersonalized Learning Model (PLM) for graduate education.The PLM, funded by the National Science Foundation Innovations in Graduate Education award, introducesa five-component framework to personalize graduate learning. This paper focuses on the secondcomponent

Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Vick, University of Kentucky; Sarah A Wilson, University of Kentucky; Joseph H Hammer; Matthew Whitwer, University of Kentucky; Adrian Nat Gentry, Purdue University at West Lafayette (PWL) (COE)

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

. 2, pp. 371–392, 2021, doi: 10.1002/jee.20391.[10] M. L. Sánchez-Peña and S. A. Kamal, “A comparative analysis of mental health conditions prevalence and help seeking attitudes of engineering students at two institutions in the U.S.A,” presented at the 2023 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), Oct. 2023, pp. 1–9. doi: 10.1109/WEEF- GEDC59520.2023.10343627.[11] J. A. Yang, M. K. Sherard, C. Julien, and M. Borrego, “Resistance and community-building in LGBTQ+ engineering students,” J. Women Minor. Sci. Eng., vol. 27, no. 4, 2021.[12] A. N. Gentry, J. P. Martin, K. A. Douglas, E. Holloway, and C. Thompson, “Nonbinary Engineering Students’ Access to Resources Through Cis* and

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Annalisa Perez, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.; Sarah Huizar, University of Texas at El Paso; Christopher Isaac Camacho, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, providing mentorship to undergraduates, participating in the building of learning networks to enhance student development, coordinates professional development workshops for Engineering Leadership 1301 courses, and advises the El Paso Honey Badgers eSports student organization.Christopher Isaac Camacho, University of Texas at El Paso Christopher Camacho is an undergraduate student pursuing a B.S. in Engineering Innovation and Leadership with a concentration in Electrical Engineering at The University of Texas at El Paso. He serves as a teaching assistant and student researcher at the Center for Research in Engineering and Technology Education (CREaTE). In the summer of 2024, he participated in an NSF Research Experience

Conference Session

First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Gray, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

Paper ID #45864Exploring Engineering Majors Through Engaging Synthetic ScenariosDr. David Gray, Virginia Polytechnic Institute and State University Dr. David Gray is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. He teaches in the first-year general engineering program and leads interdisciplinary undergraduate research initiatives. His work focuses on integrating engineering identity development, early-career student research, and human-centered design into undergraduate curricula. Dr. Gray serves as PI on several externally funded projects supporting sustainable aviation

Conference Session

Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Will Tyson, University of South Florida; Geeti Anwar, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

demanding fields, and informs their aspirations for STEM careers.Responses from 39 community college transfer students, gathered through in-depth interviewsand focus group discussions, reveal that the scholarship provides support in various areas,including academic choices, community and social engagement, and providing motivation andpersistence. Additionally, the S-STEM scholarship informs participants' future aspirations byoffering personal and professional development, educational and research opportunities, careeropportunities and access to resources and informational support. Participants highly value thescholarship's role in shaping their career trajectories in the STEM field and contributing to theiracademic success.1. IntroductionThe demand

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University

Tagged Topics

Diversity

Tagged Divisions

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

discussions the students could test each other’sunderstanding of the course content, through the group debate the students could developawareness regarding their social and ethical responsibilities as engineers. Through the debates, thestudents learned to consider the pros and cons of controversial topics like gene editing, human-animal chimera, brain organoids, and so on, and got the opportunity to learn how to be respectfulto those with different perspectives. Before beginning the group activities, the students submitteda teamwork contract. The students read online articles and watched a YouTube video on effectiveteamwork before filling out the contract, where they discussed their individual roles in the team,preferred methods of communication

Conference Session

Engineering Technology Division (ETD) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gretchen Dietz, Western Carolina University; Jordan C Bullington-Miller; Audrey Rorrer

Tagged Divisions

Engineering Technology Division (ETD)

experiences of FGS in engineering through a deficit model,focusing on barriers and challenges. In contrast, we aim to reframe this perspective by focusingon the assets and capital that FGS bring to their educational experience, as well as how theynavigate the structures of engineering education. Martin et al. [13] began challenging the deficitframing of FGS, and we seek to build on this work by exploring how the social capital andidentity development of FGS in engineering can lead to success.This project aims to focus on identity development alongside social capital for engineeringtechnology students, specifically exploring how their engineering identity, social capital, peerinteractions, and participation in both major-related and extracurricular

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)

. Drawing from his industry background, he founded the Graduates Advancing Professional Skills (GAPS) program, which is supported by NSF IGE funding to enhance professional skills training for STEM graduate students. ©American Society for Engineering Education, 2025Empowering Professional Skill Training for STEM Graduate StudentsThrough Active Learning and Inductive TeachingAbstractThe Graduates Advancing Professional Skills (GAPS) program, funded by the National ScienceFoundation, supports professional skills development in STEM graduate education. In traditionalSTEM curricula, technical knowledge is often prioritized, while key competencies such asproject management, communication, and teamwork are frequently

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wayne L Chang, University of Illinois Urbana-Champaign; Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois at Urbana - Champaign; Shelby Hutchens, University of Illinois Urbana-Champaign; Callan Luetkemeyer, University of Illinois at Urbana - Champaign; Brian Mercer, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Kersh, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics Division (MECHS)

skills and greater confidence and comfort in working withcomputation tools for solving complex engineering problems. More details on this work can befound in [6].Reform Project 3: Open-access online interactive reference pages and course resourcesThis initiative aimed to develop current course resources into open educational tools that otherhigher education institutions can adapt. This effort not only provided campus students withenhanced learning materials but also extended the benefits to a broader academic community. Theproject collaborated with the local community college to help improve transfer student readiness.This partnership served as a model for ensuring that transfer students are well-prepared foruniversity-level coursework. Resource

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

Melissa Lepe, University of California, Irvine; Spencer Currie, University of California, Irvine; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

University of Florida where he also earned his bachelor’s and master’s degrees in Family, Youth, and Community Sciences.Dr. Linda DeAngelo, University of Pittsburgh Linda DeAngelo is Associate Professor of Higher Education, and Director of Graduate Studies and secondary faculty in the Gender, Sexuality, and Women’s Studies Program at the University of Pittsburgh. Dr. DeAngelo studies social stratification, investigating how social inequities are produced, maintained, and interrupted. Currently her scholarship focuses on access to and engagement in faculty mentorship, the pathway into and through graduate education, and gender and race in engineering.Prof. Natascha Trellinger Buswell, University of California, Irvine

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Jayne Hitt, New Model Institute for Technology and Engineering; Steve Bertasso, New Model Institute for Technology and Engineering

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

Paper ID #46757Educating for DEI in Construction Engineering: Translating Findings onDisability Considerations on Worksites into Pedagogy and Course ContentProf. Sarah Jayne Hitt, New Model Institute for Technology and Engineering Dr. Sarah Jayne Hitt is the Lead for Transferable Skills at the Centre for Advanced Timber Technology and Founding Professor of Liberal Studies at the New Model Institute for Technology and Engineering in Hereford, UK. She specializes in curriculum development as well as integrating ethics, sustainability, and communication into engineering education, and serves as project manager for the Engineering

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Fay Booker, Whatcom Community College; Pat Burnett, Whatcom Community College; Seth Greendale, Whatcom Community College; Petra McDonnell-Ingoglia, Whatcom Community College; Anna Wolff, Whatcom Community College; Tran M Phung, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

without clear connection to engineeringapplications, can discourage capable students from pursuing or persisting in engineering majors.To address this challenge, a multidisciplinary team of faculty at Whatcom Community College(WCC) developed The PEEC3 (Preparing Early Engineers through Context, Community andConnections) project, currently in the third year of a five-year grant from the NSF IUSE:Innovation in Two-Year College STEM Education (ITYC) Program. The main activity of thisgrant concerns the development, pilot offerings, and impact assessment of the Engineering inContext (EiC) Learning Community, an innovative two-quarter integrated curriculum designedfor precalculus-level students entering our engineering transfer program. This project