Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tao Zhou, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-School High School Science Experiences and Influence on Students’ Engineering Choices,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 6, no. 2, Jan. 2017, doi: 10.7771/2157-9288.1131.[5] F. Lewis, J. Edmonds, and L. Fogg-Rogers, “Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers,” Int J Sci Educ, vol. 43, no. 5, pp. 793–822, Mar. 2021, doi: 10.1080/09500693.2021.1887544.[6] M. Riojas, S. Lysecky, and J. Rozenblit, “Adapting Engineering Education to Resource- Constrained Middle Schools: Teaching Methodologies and Computing Technologies,” in 2010 17th IEEE International Conference and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mitra Varun Anand, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

prototyping, designthinking, and peer-to-peer mentorship [17], [18]. Studies show that regular engagement inmakerspaces can increase students’ self-efficacy, technical proficiency, and motivation acrossvarious engineering and non-engineering domains [5]– [9].One emerging model is the student-run workshop, wherein trained student instructors delivertopic-specific sessions on tools (e.g., laser cutting, electronics) or processes (e.g., designthinking, prototyping). Such workshops potentially reduce faculty load, encourage agencyamong student leaders, and introduce newcomers to a wide range of technologies [7]. Althoughprior research has linked makerspace use to skill growth and confidence-building, relatively fewstudies have examined how these

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Kusa, Duke University; Siobhan Oca, Duke University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, subjective and objective measures of robotics interest and self-efficacy.This paper discusses the student feedback, student performance, and practical benefits andlimitations of these different levels of guidance for learning ROS and for tutorial development ingeneral. Lessons learned will be discussed including: pitfalls in developing inquiry basedlearning tools, types of asynchronous support needed with different levels of guidance,perceptions of student performance benefits versus self-efficacy development, and advice whendeveloping sequential tutorials for learners with different educational backgrounds. These will bediscussed in the specific contexts of the last three years of these tutorial’s evolution, emphasizingthe pros/cons of each

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Madeleine Mickle, MoLSMAP; Tayo Obafemi-Ajayi, Missouri State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

aspectsof life, including home, school, and the community. To address these challenges, AGLMN seeks to create a safeenvironment by offering meaningful mentorship based on connecting participants with individuals who share theirexperiences and fostering a trusted supportive community. Dedicated to equipping young girls for success in thereal world, they promote a diverse set of skills such as leadership and innovation, while actively engaging themwith stimulating projects and opportunities from STEM fields. A significant observation is that many of theseyoung girls have experienced failure on various levels multiple times, resulting in a reduced perception of theirown self-efficacy. Self-awareness is one of the foundations that is an important

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

studentsparticipating in industry-linked PBL projects reported higher levels of self-efficacy andmotivation compared to their peers in lecture-based courses. These outcomes are particularlypronounced in vertically integrated projects, where students from different academic levelscollaborate, creating opportunities for mentorship and peer learning (Cabrera et al. 2018). However, challenges remain in implementing PBL, particularly in interdisciplinarysettings. For example, Hmelo-Silver (2004) noted that the open-ended nature of PBL cansometimes lead to frustration and cognitive overload, especially for students with limited priorexperience. Nonetheless, these challenges can be mitigated through structured guidance andscaffolding, which help students

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM,” Journal of Research in Science Teaching, Vol. 54, No. 2, pp. 169-194.28. Willis, D., Krueger, P., Kendrick, A., 2013, The influence of a research experiences for undergraduate program on student perceptions and desire to attend graduate school,” Journal of STEM Education. Vol. 14, No. 2, pp. 22-28.