Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Garrett Weidig, Michigan State University; Geoffrey Recktenwald, Michigan State University

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New Engineering Educators Division (NEE)

Variation in Incentive Techniques Affect AttendanceAbstractLecture attendance in engineering classes is critical for improving grades, developing afundamental understanding of material, and bettering social bonds [1], [2]. Late-afternoon Fridaylectures often experience a decrease in attendance and this decrease can have negative effects onstudent success [3]. Therefore, the primary objective of this work was to increase Fridayattendance in a senior level, required Mechanical Engineering (ME) class. This was done byintroducing a Friday lecture schedule that had three rotating incentives on Fridays: in-personquizzes with a lecture, in-person group work/homework sessions and a lecture, and asynchronous, Zoom lecture (not in-person). Attendance data

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ghazal Barari, Embry-Riddle Aeronautical University; Brian Sanders, Embry-Riddle Aeronautical University - Worldwide

Tagged Divisions

New Engineering Educators Division (NEE)

individual engineering courses, such as Fluid Mechanics and Thermodynamics. c. Identify critical factors contributing to engagement and disengagement in online engineering courses. d. Evaluate the impact of VEs on cognitive, psycho-motor, and affective skills through project-based learning. e. Develop strategies to improve teaching practices and retention rates in ERAU’s engineering programs.2. ApproachThe research follows a three-phase approach:Phase 1- Development and Implementation of VEs: In the first phase, VEs are developed andintegrated into Fluid Mechanics courses to create immersive learning experiences. Preliminaryengagement data were collected to establish baseline metrics and identify patterns in studentinteraction

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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Diversity

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New Engineering Educators Division (NEE)

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

New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

H. Schwab, The Ohio State University; Heidi A. Diefes-Dux, University of Nebraska - Lincoln; Anu Singh, The Ohio State University; Euclides Maluf, University of Nebraska - Lincoln

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New Engineering Educators Division (NEE)

,evaluating, planning). A way to develop MRSs is open-ended reflection that encouragesstudents’ critical thinking of their learning processes. Embedding reflection in engineeringcoursework is challenging. This study had two purposes, to examine (1) changes in the MRSsthat students used in reflections across two semesters and (2) differences in students’ MRSswhen instructors were new to versus their second year of reflection implementation. At a largemidwestern university, this study took place in two sequential courses with two cohorts ofstudents who participated in written reflections alongside engineering coursework. Cohort 1 wastaught by two instructors new to implementation, while Cohort 2 was taught by the sameinstructors in their second year of

Conference Session

New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rubaiya Murshed, Embry-Riddle Aeronautical University - Prescott

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New Engineering Educators Division (NEE)

, autonomy and motivation amongstudents [1], [2]. Integrating technology into education is an effective way to create active learningenvironments. In this study, Nearpod was employed as a platform to promote various aspects ofactive learning in the classroom and enhance students' learning experiences in two sections ofThermodynamics course, involving a total of seventy-two students.Previous studies integrating Nearpod into various disciplines and educational settings havedemonstrated its effectiveness as an active learning platform [3], [4], [5]. This tool offersinteractive and game-based features for versatile applications, enabling diverse outcomes andexperiences across courses. Unlike previous investigation, this study explains how this tool

Conference Session

New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

C. Richard Compeau Jr, Texas State University; Kimberly Grau Talley P.E., Texas State University; Austin Talley, Texas State University

Tagged Divisions

New Engineering Educators Division (NEE)

Sticks: An Activity to ImproveStudent Engagement. It was named Classicle Sticks in homage to Popsicle ® sticks, as the sticksform the basis of this student engagement activity. In this follow-on, the Classicle Stick activitywas implemented in a total of ive engineering courses at Texas State University in ElectricalEngineering and Engineering Technology. In addition to gathering more data regarding theeffectiveness of the activity, a second Likert survey was created and administered to a subset ofthe students polled a year ago. Approximately half (15/27) of the students in Linear ControlSystems were introduced to Classicle Sticks a year ago in Electronics-1. In addition tocontinuing to probe effectiveness, this second survey addresses stress and

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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Diversity

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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

Jiawei Gong, Pennsylvania State University, Behrend College; Debalina Maitra, Kennesaw State University

Tagged Divisions

New Engineering Educators Division (NEE)

theories, aiming for transformational change. I also extensively (formally and informally) mentor students with multi-marginalized identities. ©American Society for Engineering Education, 2025 1WIP: Leveraging AI for Literature Reviews: A Guide for New ResearchersThe importance of conducting a comprehensive literature review cannot be overstated, as itserves multiple purposes: summarizing a field to identify future research directions, findingevidence to support results and discussions, and breaking barriers in interdisciplinary studies [1].This process is time-consuming and demands significant effort and training to

Conference Session

New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ines Basalo, University of Miami; Renee Evans, University of Miami

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New Engineering Educators Division (NEE)

similarly cited the need for a more practical approach to mathematicseducation for engineering students [1] [2]. Moreover, a widely studied application-orientedmodel for teaching mathematics has shown positive impacts on student retention, motivation andsuccess in engineering programs [3].This paper describes the course design process emphasizing the significant role of student inputand continuous student feedback in the design and implementation of the first course in thesequence. The pilot course launched in Fall 2024 with an enrollment of 31 students. Eligibilityfor the course required the completion of Calculus I and Calculus II. During pre-registrationadvising, eligible students were presented with the option to enroll in this pilot course

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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Diversity

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New Engineering Educators Division (NEE)

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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Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

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 2 - Technology Tools

Collection

2025 ASEE Annual Conference & Exposition

Authors

Casey J Rodgers, University of Illinois at Urbana - Champaign; Afeefa Rahman, University of Illinois Urbana-Champaign; Ann C Sychterz Ph.D., P.Eng, University of Illinois at Urbana - Champaign; Jacob Henschen, University of Illinois at Urbana - Champaign

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New Engineering Educators Division (NEE)

[1]. In healthcare, virtual reality simulations enable medicalstudents to rehearse surgical procedures, thereby improving their skills in a low-risk, controlledsetting [2]. This technology has been employed in therapeutic contexts, where immersivesimulations assist patients in surmounting phobias and fears [3]. Rizzo et al. [4] investigated virtualreality as a mechanism for military training, specifically in combat simulation and stress-induceddecision-making, concluding that virtual reality facilitates effective, immersive training thatimproves readiness and situational awareness without real-world hazards. In architecture andconstruction, virtual reality allows designers and clients to digitally examine building plans,offering insights

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allie DeLeo-Allen, DKB Solutions, LLC; Alicia Boudreaux Kiremire MS, PE, PMP, FlowStream Management LLC; Katie Evans, Houston Christian University; Anne Case Hanks, University of Louisiana Monroe; Krystal Corbett Cruse, Louisiana Tech University

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New Engineering Educators Division (NEE)

of the external funding landscape for STEMeducators at non-R1 institutions.RationaleInstitutional ChallengesSince the 2008 Great Recession, higher education institutions, both public and private, havegrappled with an unprecedented funding crisis. Public universities have experienced dramaticreductions in state and federal support, forcing them to rely heavily on student enrollment andtuition revenue—effectively shifting the financial burden to students. Tuition costs have surgedat a rate "two to three times higher than inflation" [1]. Compounding these challenges, the"starkly declining" number of high school graduates has further reduced the pool of potentialcollege students [1].Private institutions are self-funded, not receiving financial

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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Diversity

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New Engineering Educators Division (NEE)

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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Diversity

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New Engineering Educators Division (NEE)

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

Conference Session

New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric J Steward, University of South Alabama; Sean Walker, University of South Alabama; Rachel Chai, University of South Alabama; Zachary Miller, University of South Alabama; Bryant Baldwin, University of South Alabama

Tagged Divisions

New Engineering Educators Division (NEE)

engineering identityAbstractSupplemental Instruction (SI) is an educational practice that has been utilized for decades toengage undergraduate students taking high risk courses with peer-to-peer support. With historicsuccess, there has been a proliferation of SI programs at institutions of higher learning with over3,500 programs across the United States [1], [2], [3]. To further continue the historic successesof the SI programs and student achievement, the motivations and perceptions of a student andtheir impacts on their performance in the classroom and aspects of university life are assessed.Further, engineering identity and perception of the profession are important factors that influencestudent success in undergraduate engineering programs

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ke Tang, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Jennifer R Amos, University of Illinois Urbana-Champaign; Jacob Henschen, University of Illinois Urbana-Champaign; Abdussalam Alawini, University of Illinois at Urbana - Champaign; Matthew D Goodman, University of Illinois Urbana-Champaign; Halim Beere, University of Illinois Urbana-Champaign

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New Engineering Educators Division (NEE)

practice.Data-driven instruction has continued to attract interest for its promise to help addressinstitutional objectives as well as increase the quality and standardization of instruction at thecourse level [1, 2].Instructors, informed by student data, can gain an insight into student learning environments andprogress and then reshape course design and lesson planning [3]. To facilitate data-driveninstruction, numerous learning analytics tools have been developed to collect, analyze, andvisualize student data. The tools can be as simple as spreadsheets and be easily applied to showstudent performance data in charts [1]. Such simple data collection and visualization can helpinstructors with data-informed decision making to adjust their lesson plans