Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Eva Schiorring, STEMEVAL; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Vincent Mark Briones Crisostomo, Moorpark College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

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Diversity, NSF Grantees Poster Session

Paper ID #47786BOARD # 391: LSAMP/B2B: C6-LSAMP – Reflections on C6’s Fall UndergraduateResearch SymposiumProf. Dominic J Dal Bello, Allan Hancock College Dom Dal Bello is Professor of Engineering at Allan Hancock College (AHC), a California community college between UC Santa Barbara and Cal Poly San Luis Obispo. At AHC, he is Department Chair of Mathematical Sciences, Faculty Advisor of MESA (the Mathematics, Engineering, Science Achievement Program), has served as Principal/Co-Principal Investigator of several National Science Foundation projects (S-STEM, LSAMP, IUSE). In ASEE, he is chair of the Two-Year College

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christy Wheeler West, University of South Alabama; Nicole Carr; Eric Steward P.E., University of South Alabama

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NSF Grantees Poster Session

Paper ID #47382BOARD # 434: Reflections from S-STEM Scholars: Relative Importance ofIntegrating Transfer Students into University Culture or College of EngineeringCommunityDr. Christy Wheeler West, University of South Alabama Christy Wheeler West is an associate professor in the Department of Chemical and Biomolecular Engineering at the University of South Alabama, where she also serves as Director of the Office of Undergraduate Research. She holds a Ph.D. from Georgia Institute of Technology and a B.S. from the University of Alabama.Nicole CarrDr. Eric Steward P.E., University of South Alabama Associate Professor in the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy E. Allen, University of Virginia

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Diversity, NSF Grantees Poster Session

Paper ID #46306BOARD # 293: Reflection on Outcomes Data from Eight Years of a SummerREU Site in Systems Bioengineering and Biomedical Data SciencesDr. Timothy E. Allen, University of Virginia Dr. Timothy E. Allen is a Professor in the Department of Biomedical Engineering at the University of Virginia. He received a B.S.E. in Biomedical Engineering at Duke University and M.S. and Ph.D. degrees in Bioengineering at the University of California, San Diego. Dr. Allen’s teaching activities include coordinating the undergraduate teaching labs and the Capstone Design sequence in the BME department at the University of Virginia

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean S Larson, Arizona State University; Leah Folkestad, Arizona State University

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Diversity, NSF Grantees Poster Session

Paper ID #46429BOARD # 435: Reflections on a Decade of Engineering Workforce Developmentfor the Engineering Research Center for Bio-mediated and Bio-inspired Geotechnics(CBBG)Dr. Jean S Larson, Arizona State University Jean Larson, Ph.D., is the Educational Director for the NSF-funded Engineering Research Center for Bio-mediated and Bio-inspired Geotechnics (CBBG), and Associate Research Professor in both the School of Sustainable Engineering and the Built Environment and the Division of Educational Leadership and Innovation at Arizona State University. She has a Ph.D. in Educational Technology, postgraduate training in

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer S. Brown, University of Georgia; Landon Todd Smith, University of Georgia; Kristina Kennedy, The Ohio State University; Fred Richard Beyette Jr., University of Georgia; Julie P Martin, University of Georgia

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NSF Grantees Poster Session

ongoing study toinvestigate how our diverse mentoring group interacts to learn qualitative research methods inthe context of EER. Collaborative autoethnography is a qualitative research method that is“simultaneously collaborative, autobiographical, and ethnographic” [8, p. 17] in that it involves agroup of people collectively reflecting and documenting their perceptions of a shared cultural orlearning experience. It can be described as “a study of self [that is] conducted in the company ofothers” [8, p. 17]. In this work, we are a group of five academic researchers and practitioners atmultiple career stages collectively reflecting on our perceptions of mentoring relationshipswithin the context of the two RIEF projects that began in August 2024.A

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Patten, Temple University; Avi Kaplan; Ruth Ochia, Temple University

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NSF Grantees Poster Session

Biodesign course that aimed to promote students’ transfer of design thinking from the course to their capstoneproject in the following semester.Design thinking: Design thinking (DT) reflects a professional orientation and skills considered central to thepreparation of engineers for solving complex engineering problems of the 21st century [8]. Learning standards inundergraduate engineering education call for training students in applying engineering design to engineeringproblems that include “one or more of the following characteristics: involving wide-ranging or conflicting technicalissues, having no obvious solution, addressing problems not encompassed by current standards and codes, involvingdiverse groups of stakeholders, including many

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler-Morton, Rowan University; Darby Rose Riley, Rowan University; Eduardo Rodriguez Mejia, Rowan University; Cheryl A Bodnar, The Ohio State University; Kaitlin Mallouk, Rowan University; Yusuf Mehta, Rowan University

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NSF Grantees Poster Session

sociology [1]. In this work we focuson the methods dimension. “Methods” is the largest dimension of the CA framework, as itfocuses on the distribution and evaluation of the knowledge and skills required for expertise [1].The Methods dimension contains six principles: modeling (model.), coaching (coach.),scaffolding (scaffold.), articulation (art.), reflection (reflect), and exploration (explore). The firstthree principles reflect typical apprenticeship through an expert providing a demonstration of thework, followed by a collaboration with their mentor to guide them in their execution, andprovide feedback [1]. As individuals gain experience, the mentor assists them in progressing tomore complex tasks though scaffolding. The later three stages focus

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Diana Voss, Stony Brook University; Urszula Zalewski, Stony Brook University

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Diversity, NSF Grantees Poster Session

experiential learning and intensive self-reflection [4]. These two courses:Service Learning in STEM and Leadership in STEM, are required in the new curriculum of thishonors program. Both are offered exclusively and purposefully in a face-to-face format topromote interpersonal exchanges and build a strong peer network. They also allow students tofulfill general education requirements, and therefore, do not burden the students’ schedules.Course ContentService Learning in STEM pairs student teams with community partners for a service project.Students work with community leaders to identify a problem, design and implement solutions,and present their work. The course requires regular communication between the student teamsand community partners, as well as

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, The University of Tennessee, Knoxville

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NSF Grantees Poster Session

course. In addition, pre-service teachers also completed reflective journals throughoutthe course in which they were asked to reflect on how specific aspects of the course impactedtheir understanding of the nature of engineering and confidence in their ability to teachengineering. All reflective journals were collected and analyzed qualitatively using an opencoding method to identify common themes in responses.Based on quantitative survey results, the self-efficacy of pre-service teachers with teachingengineering increased as a result of participating in this course. Furthermore, qualitative analysisof reflective journal entries revealed that pre-service teachers felt more confident in their abilityto teach engineering after completing the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Rhea Dutta

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Joel Alejandro Mejia, University of Cincinnati; Julio C Mendez, University of Illinois Chicago; Luis E Montero-Moguel, The University of Texas at San Antonio

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NSF Grantees Poster Session

students’ reflection on the role of engineers in design through adiscussion of critical consciousness. All of these components make up a teaching framework thathas been presented at the 2024 Frontiers in Education conference through a special session and atthe 2025 ASEE Illinois-Indiana section conference. Doing so, has allowed a broad disseminationof the teaching framework to the engineering education community.The knowledge generation portion of this project includes a multiple method assessment usingsemi-structured interviews, online surveys, and document analysis. While all of these data areutilized in the assessment, the interview data was prioritized. The interview protocol and surveyfocus on two strands of assessment: gains in critical

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wei Zakharov, Purdue University at West Lafayette (COE); Senay Purzer, Purdue University at West Lafayette (PWL) (COE); Carla B. Zoltowski, Purdue University at West Lafayette (PWL) (COE); Joreen Arigye, Purdue University at West Lafayette (COE); Sarah Sewell, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

-Cycle Model [4]. Figure 1. Data Stewardship Frameworkreasoning) is accomplished by centering on the conscientious negotiation of design risks andbenefits. We further refined this framework into the Data Stewardship Framework (See Figure 1).Data StewardshipData Stewardship is the care and management of data throughout the project. It involvesidentifying underlying disciplinary, data management, and ethical principles and articulating thetrade-offs involved in decision-making across the project lifecycle plus reflecting on futureconsiderations and implications of those decisions.This data stewardship framework has guided the development of a rubric, featured in the poster,which has been used to grant three awards to undergraduate researchers who

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gustavo B Menezes, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Nicholas Rabb; Kenya Z. Mejia, San Francisco State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Nancy Warter-Perez, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

change the fundamental operation ofthe department, college, or university system, nor did they significantly transform thequantitative outcomes for the students on the macroscale. The programs did succeed, however, indemonstrating the potential of culturally reflective, human-centered, and resource-richapproaches on supporting students for whom higher education systems in the U.S. were notdesigned. The Eco-STEM project, which is a natural progression of previous programsimplemented in the College of Engineering, Computer Science, and Technology, aims to createstructures and tools that transform the current factory-like educational system into an asset-basedecosystem that better meets the diverse needs of students, faculty, and staff. The

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Manuel Padilla, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Briana C Bettin, Michigan Technological University; Kathryn Laura Hannum, Michigan Technological University; Adrienne Minerick, Michigan Technological University

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

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

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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

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

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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

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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

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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

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fanny Silvestri, Maricopa Community Colleges; Nichole Neal; Elisabeth Johnson

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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

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

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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

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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

Jessica Swenson, University at Buffalo, The State University of New York; Mary McVee; Duncan H Mullins, University at Buffalo, The State University of New York

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Diversity, NSF Grantees Poster Session

Mystery Bag Introduction to language ideologies (cont.) Novel Engineering: Snowy Day and Cohort 1 Teacher share* Reflection on learning and future reflection Community-based Engineering planning Introduction of Engineering Design Connecting Translanguaging and Communication of project Process Engineering expectations Introduction to Translanguaging Assignment of Reading Planning of future PLE days and Mindmap Assignment of Reading*Only included Year 2 and onwardIntroducing EngineeringOur introduction of engineering and the engineering design process builds on the expertise ofresearchers before

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Merideth Frey, Sarah Lawrence College; Dedra Demaree, Blue Ridge School; David Gosser; Colin David Abernethy

Tagged Topics

NSF Grantees Poster Session

online as an e-text or downloadable as editabledocuments for faculty to incorporate into their course materials. Along with the laboratorymodules, we include instructor’s manuals and supplemental materials (such as slides,assessments, extension activities, and example experiments) freely available on our website [9].In agreement with pedagogical best practices, an exemplar module contains: ●​ Expected Learning Outcomes ●​ Example Real-World Application that features technologies that make use of the topics covered in the module ●​ Highlighted Scientists from different scientific fields and backgrounds to help students see parts of their interests and experiences reflected in the materials ●​ Classroom Discussion Prompts