Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo; Steffen Peuker, California Polytechnic State University, San Luis Obispo

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New Engineering Educators Division (NEE)

underscores thesignificance of case-based learning in instilling ethical principles and critical thinking skills infuture engineers, ultimately contributing to the cultivation of responsible professionals in thefield.IntroductionIncorporating ethics into engineering education, particularly in senior design courses, has been atopic of interest and research, for example [1]-[6]. The Accreditation Board for Engineering andTechnology (ABET) requires that all accredited engineering programs must ensure theirgraduates possess the capacity to identify ethical and professional obligations in engineeringscenarios and make well-informed decisions. These decisions must consider the consequences ofengineering solutions in global, economic, environmental, and

Conference Session

New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pablo Robles-Granda, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Celina Anwar, University of Illinois at Urbana - Champaign; Shivi Narang, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign

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determine (1) whether studentengagement with UDL tools is self-informative and (2) to assess whether these interactions can beused to detect engagement changes. Two key UDL components are studied: (a) digital forms,which facilitate non-graded participation and formative feedback, and (b) multimedia tools thatprovide accessible, self-paced learning opportunities. Student interactions are analyzed usingauto-regressive models, including ARIMA, SARIMA, and advanced machine learning methodslike GRU and CatBoost. The study also employs Pruned Exact Linear Time (PELT) to detectsignificant engagement shifts. Findings suggest that student interaction data predicts futureengagement, with GRU performing best in minimizing absolute errors and ARIMA excelling

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Wieserman, University of Pittsburgh, Johnstown; Sami Alshurafa; Maher M. Murad, University of Pittsburgh, Johnstown

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verbal and written communication. The goal being toincrease teaching and learning effectiveness. Instructors are obligated to share knowledge, information, and skill sets with their students.However, many instructors are unaware of their students' preferred communication styles.Furthermore, even across different sections of the same course, each individual class canhave a completely different communication style. Many people are even unsure of their owncommunication style. As a result, each course should be adapted to meet the needs of eachdifferent group of students each semester the course is taught. According to the literature,engineering students are hands-on, active, and visual learners [1]-[4]. Comparisons of thestudent's self-assessment

Conference Session

Faculty Development and Research Programs (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

James W. Giancaspro, University of Miami; Diana Arboleda, University of Miami; Aaron Heller, University of Miami; Ali Ghahremaninezhad, University of Miami

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established researcher in the social sciences. It ishoped that this work will provide a holistic summary of their pathway, and to also caution andguide faculty who are contemplating either a partial or complete shift in their research paradigmto EER.KeywordsFaculty development; mentoring; research initiation; engineering formation; RIEF1. IntroductionEngineering education research (EER) is an interdisciplinary field that addresses the uniquechallenges associated with the teaching and learning of engineering, and the pathways leading toengineers' professional formation and growth [1-3]. EER integrates a wide range of qualitativeand quantitative elements from the physical sciences, social sciences, mathematics, andengineering. The scope of EER was

Conference Session

Teaching Tools: Problem Solving and Hands-On Teaching (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew Ritenour, Western Carolina University; Yanjun Yan, Western Carolina University; Hugh Jack, P.E., Western Carolina University

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individual and group lab assignments, the authors discovered that (1) students arecomfortable with both individual lab kits and benchtop equipment and view these two resourcesas complementary, (2) students see value in individually-completed labs but also like the peer-to-peer mentoring that can occur when working with a lab partner, and (3) students are using labkits outside of class for a variety of activities, including self-directed learning. Disadvantagesand limitations of lab kits are also reviewed and discussed.1. IntroductionIndividual lab kits have been evaluated as a tool to enhance active learning, even before thepandemic [1], and many types of lab kits have been designed for specific courses [2] [3] [4]. Thepandemic pushed many educators

Conference Session

EE/NEE Joint Panel Discussion: Ideas for an Enjoyable and Productive Sabbatical

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jean M. Andino P.E., Arizona State University; David V.P. Sanchez, University of Pittsburgh; Michelle Marincel Payne, Rose-Hulman Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Daniel B Oerther P.E., Missouri University of Science and Technology

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Environmental Engineering Division (ENVIRON), New Engineering Educators Division (NEE)

Conference Session

Teaching Tools: Student Experience and Reflection (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Rebecca Mazur

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(Hadzigeorgiou et al., 2012) and math education (James, 2006) to the informalstudy of literature (Stewart, 2014). Increasingly, IE is seen as a promising approach to supportingengineering students’ engagement with content, both by connecting to students’ emotions and byfacilitating the conceptual transfer of key engineering design concepts (Ellis & Thornton, 2011).IE is grounded in the development of five different and increasingly complex types ofunderstanding that correspond to theorized stages of language acquisition. Associated with eachtype of understanding is a set of “cognitive tools” or mental devices that have been characteristicof human cognition throughout time (see Table 1).Transmedia storytelling (Jenkins, 2006) is another approach to

Conference Session

Teaching Tools: Problem Solving and Hands-On Teaching (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, Tecnológico de Monterrey, Mexico; Luis Alberto Mejía-Manzano, Tecnológico de Monterrey, Mexico; Rebeca Maria Garcia; Maria Ileana Ruiz-Cantisani, Tecnológico de Monterrey, Mexico; Patricia Vázquez-Villegas, Tecnológico de Monterrey, Mexico; Vianney Lara-Prieto, Tecnológico de Monterrey, Mexico; Edgar Omar Lopez-Caudana; Jorge Membrillo-Hernández, Tecnológico de Monterrey, Mexico

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application of sustainable platforms for the purification and detection of biomarkers. Has made research internships at the Michael Smith Laboratories at the University of British Columbia and the Water Center for Latin America and the Caribbean. In 2018 she was Coordinator at the Writing Lab of the Institute for the Future of Education. She is the co-author of 29 ISI indexed scientific publications, 1 book, 2 book chapters, and co-inventor of 4 intellectual properties. She is a member of the Mexican National System of Researchers. Her contributions in the field of sustainability have been in biotechnology, cereal sciences, energy efficiency; and active learning in education. https://orcid.org/0000-0003-1568-4954Vianney Lara

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jiaxi Li, University of Illinois Urbana-Champaign; Colin P. Lualdi, University of Illinois, Urbana-Champaign; Yijun Lin, University of Illinois, Urbana-Champaign; Aarya Bhatia; Jihong Cai, University of Illinois at Urbana-Champaign; Sujit Varadhan, University of Illinois at Urbana-Champaign; Rob Kooper, University of Illinois, Urbana-Champaign; Lawrence Angrave, University of Illinois, Urbana-Champaign

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available, and 20 (6.7%) items had ASL sign, example and definitionavailable. Preliminary results suggest this is a promising educational technology thathas the potential to help all students thrive in their engineering disciplines.1 Introduction Students in engineering classes have a wide variation in their prior knowledge and skills,which is due to several factors including large variations in high school learning opportunities,individual variations in knowledge acquisition modulated by challenges of moving to COVIDonline instruction, and students who have taken alternative degree pathways (e.g., transferfrom another college). These factors may lead to “knowledge-gaps,” meaning a student maybe inadequately prepared to understand a new topic

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuliana Flores, University of Washington; Cynthia J. Atman, University of Washington; Soraya Grace Barar; Jennifer A Turns, University of Washington

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studentsexplored multiple elements of the design process and had the opportunity to discover their idealdesign signature. During the delivery of the seminar, the education team wrote weekly reflectionsto capture their adaptation experiences. Using qualitative methods, we analyzed the educationteam’s structured reflections. The thematic analysis resulted in three emergent themes: 1) Ithought this would be easier, 2) acting on values, and 3) teaching as an educational journey. Wediscuss these themes in light of positioning theory and the norms that early career instructorsmay find themselves working within.IntroductionStephanie Cutler and Alexandra Coso Strong (2023) bring awareness to the lack of discussionabout faculty as people in engineering education

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta

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Basaraba1, 1 University of Alberta, Canada, 2 Cape Breton University, CanadaAbstractA discipline-specific pedagogical professional development (PD) program was created for Graduateteaching assistants (GTAs) in the Faculty of Engineering at a Canadian university to support and enhanceGTAs pedagogical knowledge and competencies. As GTAs are employed to assist with course and labdelivery supporting their development as instructors and mentors may enhance undergraduate learningexperiences. Situated learning theory informed the development of the community of practice based PDprogram. This case study explores the perspectives of GTAs who participated in the pilot PD program,including what they learned, how they

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuzhang Zang, Western Washington University

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New Engineering Educators Division (NEE)

members to navigate the complexities of academia confidently, fostering personal andprofessional growth while enhancing the educational and research experiences of their students andcolleagues.1 IntroductionThe transition into academia as a new faculty member marks the beginning of a challenging yetrewarding journey[1]. For many individuals, this period represents a significant shift from therole of a student or postdoctoral researcher to that of an educator, scholar, and contributor tothe academic community. As new faculty members navigate the complexities of their roles, theyencounter various responsibilities and expectations, ranging from teaching and research to serviceand mentorship. Effectively managing these demands while striving for

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

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other dereliction of duty. Given this background, it is not surprising that manyfaculty members run their courses similarly. Evidence-based teaching has changed some of theseviews, but strict deadlines are still seen as necessary for rigor in many cases. However, there isincreasing evidence in the literature that these two concepts – strict deadlines and rigor – are notstrongly linked and that these deadlines may disadvantage certain groups of students.Deadlines and rigorAcademic rigor was defined by the 1947 Truman Commission as promoting critical thinking,having high expectations, and providing scaffolding to allow all students to achieve high levels[1]. Professors seeking rigorous policies may equate high expectations with detailed

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign

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education community, especially for instructors who have recently started teaching acourse with a laboratory or large design project.IntroductionLaboratory experiences are a form of experiential learning and a common component ofundergraduate STEM education. They provide valuable experiences for students, who benefit byconnecting the theories learned in class to practice in the laboratory. In the laboratory, studentsalso have opportunities for design, problem solving, and exposure to real-world issues that arenot usually present in traditional hand-written homework assignments [1]. However, to operateeffective laboratories, engineering departments and colleges must address challenges such asbudget constraints, space limitations, class size, and

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo

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New Engineering Educators Division (NEE)

examples of how they are used in classroomenvironments.Introduction and MotivationIn the ever-evolving landscape of engineering education, the quest for fair and effectivegrading practices has become a topic of interest. The idea of "Grading for Equity," as JoeFeldman defines it in his book of the same name from 2019, lies at the core of thisauthor’s endeavor to change their grading practices. This approach transcends traditionalgrading norms, advocating for practices that are not only mathematically accurate butalso bias-resistant and motivational, ultimately geared toward fostering meaningfullearning experiences for students. [1]Traditional grading systems have several positive features that contribute to effectivecommunication within the

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Viktoria Medvedeva Marcus, University of Florida

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,behavioral intention to use, perceived usefulness, and perceived ease of use. GPA andvoluntariness had significant relationships with actual use and perceived usefulness. Housing hadno effect on any of the TAM factors. This study provides valuable insights into how students'unique backgrounds shape their educational journeys, insights which program managers and neweducators can utilize to inform the design of new programs.Introduction. In early March 2020, the World Health Organization declared an outbreak of a novelcoronavirus a global pandemic [1]. As COVID-19 guidelines were rapidly put in place, requiringsocial distancing and closure of many public places, including most schools and universities,who had to quickly pivot to distance

Conference Session

Faculty Development and Research Programs (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, Oregon State University; Abigail Clark, The Ohio Northern University; Rachel Louis Kajfez, The Ohio State University; Cassie Wallwey, The Ohio State University

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futureresearch on interdisciplinary STEAM collaborations.Keywords: Interdisciplinary collaboration; Science, technology, engineering, arts, andmathematics (STEAM); case study; faculty developmentIntroduction & BackgroundResearch, particularly that which is conducted within academia, is often confined to a singlediscipline or to a narrow band of related fields [1]. However, many of the world’s mostchallenging problems are interdisciplinary in nature and require input from experts in a widerange of fields to find creative solutions. These are sometimes referred to as “wicked problems”,or problems that are ill-defined, have no clear right or wrong answer, and have multiplestakeholders with competing priorities [2]. While these wicked problems have

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gracie Kerr, University of Nebraska - Lincoln; Hayden J Wulf, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln

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New Engineering Educators Division (NEE)

instructorcommunication were presented in the results. Results were presented based on the percentage ofcourses displaying evidence of each code level. The findings indicated that the presence ofopportunities for instructional support increased from 95% of courses to 100% of courses overthe observed period from Spring 2019 to Spring 2023. Instructor communication relative tostudent personal support resources increased from being present in 33% of courses to beingpresent in 65% of courses from Spring 2019 to Spring 2023. On average, penalties wereconsistently more present across all semesters (~2 per syllabus) than leniencies (~1 per syllabus),and neither dimension experienced significant changes over time. From Spring 2019 to Fall2021, 43% of syllabi on average

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Steven B. Warth, Austin Peay State University; Bobette Bouton; Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University

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context, requiring social competencies to balance technical expertise with interpersonal, cultural, and environmental sensitivity. Empathy, an ability to understand others, experience their feelings, and behave responsively, is an essential skill and orientation for solving these complex engineering problems and holistically serving society. However, studies suggest engineers are not learning empathy during their collegiate years [1] and collegiate engineering culture can devalue social and professional competences [2]. This lack of empathy formation in college students prompted our research team to conduct focus groups where we asked ten engineering educators “What areas of engineering formation could be enhanced by

Conference Session

New Engineering Educators (NEE) Technical Session 2 - Technology Tools

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Fakhoury, Lebanese American University; Michel Elkhoury, Lebanese American University; Pierre Rahme, Lebanese American University; Abbas A. Tarhini, Lebanese American University; George E Nasr, Lebanese American University

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use of immersive technologies in education.By addressing both technological and pedagogical dimensions, the study contributes to thegrowing body of research supporting the integration of VR to enhance learning outcomes inEngineering Education.Keywords: Higher Education, Virtual Reality, Student Experience, Experiential Learning,Engineering, Simulation.1. IntroductionEngineering Education plays a critical role in preparing students to tackle complex, real-worldproblems, yet traditional teaching methods often fall short in meeting the needs of modernlearners. The discipline requires a strong foundation in theoretical knowledge and practicalapplication, but conventional lectures and textbook-based approaches frequently struggle toengage students

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Ansell, University of Illinois at Urbana - Champaign; Jessica R TerBush, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Elaine C. Schulte, University of Illinois at Urbana - Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Rebecca Marie Reck, University of Illinois at Urbana - Champaign

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in a previous tips and tricks paper[1], it is impossible to make a course invariable under multiple instructors. Each member of theteaching team will bring in their own pedagogical content knowledge [2], [3], beliefs abouteffective teaching [4], [5], and personality into the way they do their job. We value the growth ofteaching team members as educators, yet we also acknowledge the effects that the differentchoices of individual team members can have on a course and its students. For example, researchhas found that graduate student teaching assistants have significant impact on course climate,grades, and retention in STEM courses [6].In this paper we focus on the context of teaching teams in lab and design-focused STEM coursesat large

Conference Session

New Engineering Educators (NEE) Technical Session 2 - Technology Tools

Collection

2025 ASEE Annual Conference & Exposition

Authors

Martin Karl Fislake, University of Koblenz

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to turn down orders due to a lack of available skilled workers atall levels (according to Verein Deutscher Ingenieure [1]).Unfortunately, these analyses have almost forgotten about the sociological conditions as decisionfactors for students, as Pfennig [2] states. Fislake [3] and Heine [4] add that these developmentsare merely a result of the cumulative effect of individual decisions. As a result, despite interest,talent, and a positive self-image of expected technical skills, there is a lack of enthusiasm for STEMcareers and studies.To address the problem, policymakers, business, academia and civil society are attempting toaddress the STEM skills gap through a variety of activities to promote sustained interest intechnical careers and to