Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini, Purdue University Library TSS

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

while alsomaking enough time to study for this class.The ApproachAn immediate recognition of my own situation from a few years prior came back to me. Iremembered how I felt in the office of my former advisor, and I remember what I wished wouldhave happened when I was under similar circumstances. I could have just nodded sagely, a lookof disappointment but understanding in my eye, and wished the student well in their academicendeavors, saying it was for the best. But I did not. Instead, I asked the student how they plannedon meeting their goals. What was their study plan? How did they study for exams or classregularly? How do they know how much time to put aside for studying? What I learned was thatthis student did not have a clear plan to meet

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Abdisa Bedane Halkiyu, Bule Hora University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

academic success, particularly within online learningcontexts where students must often self-regulate in the absence of structured face-to-faceinteractions [2], [3], [4]. The self-directed nature of online education requires students to notonly master content knowledge but also develop efficient time management strategies. Researchshows that inadequate time management skills correlate with increased stress, diminishedacademic performance, and higher dropout rates [5]. Therefore, understanding the specific timemanagement challenges faced by online students is important for crafting suitable interventionsand support frameworks.Time management entails a range of skills, including planning, prioritization, goal-setting, andself-monitoring, alongside

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mandana Ashouripashaki, The Ohio State University; Krista M Kecskemety, The Ohio State University

Tagged Divisions

Student Division (STDT)

. o Exploration (15-25): Individuals actively explore different career options, engage in specific training, and begin transitioning into the workforce. o Establishment (25-45): This stage involves establishing a stable career path, making significant contributions to the chosen field, and taking on increasing responsibility. o Maintenance (45-65): The focus here is on maintaining a steady career trajectory, continuously updating skills to stay competitive, and planning for retirement. o Disengagement (65+): This stage marks a gradual withdrawal from work, with individuals shifting their focus to leisure activities, family life, and community engagement. • Life Space

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ella Kokinda, Clemson University; Makayla Moster, Clemson University; D. Matthew Boyer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

aims to formulate a surveythat will complement the interviews where we will seek quantitative data regarding the identifiedthemes. For the survey, we plan to utilize the identified themes to generate survey questions thatwill include multiple choice and Likert scales to identify participants’ attitudes toward each of ouridentified themes. Additionally, we will collect demographic information and ensure that eachparticipant is actually a first generation women in a Computing graduate degree program. At theend of the survey there will be a place for participants to schedule their semi-structured interviewwith the research team. Table 1: Table of interview questions # Question 1 Who/What influenced you to

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiffany Chan, University of California, Davis; Tate L Chatfield, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Divisions

Student Division (STDT)

student-faculty micro-interactions but also offer a scalable and cost-effective approach that may beapplicable across diverse academic settings. The introduction of such initiatives becomesincreasingly crucial in ensuring that students, especially those at risk of disengagement, find asupportive and inclusive environment that enhances their sense of belonging and contributes totheir overall academic success [20] and well-being in BME.MethodsTwenty-three (23) non-graduating BME undergraduate students that have at least one year left intheir academic plan, recruited during April to December 2023, in groups of 3-5, participated indepartment-sponsored lunches with faculty members based on shared interests. Recruitment ofthe students was based on an

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Anna Brown, Utah State University; Marissa A Tsugawa, Utah State University

Tagged Divisions

Student Division (STDT)

multiplecases) techniques will be used to understand the teacher's perspectives of utilizing technologyand gamification to teach computer science [22].InterventionIn this intervention, the participating teachers will teach a robotics unit utilizing bothgamification and a LEGO® SPIKE™ robotics kit. The designed lesson plan (created by LeslieBrown) is titled ‘Robots in Healthcare’ where students will be tasked with coding the LEGO®SPIKE™ robot so that it can maneuver around a hospital to deliver medicine and food topatients. In the first week of the learning unit, students will practice using pseudocode. In thesecond week of the learning unit, students will practice using block-based code through theLEGO® SPIKE™ application and robotics kit.‘Robots in

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University

Tagged Divisions

Student Division (STDT)

while taking classes. Yet both approaches focus heavily on theacademic side of the student experience, and do not pay much attention to other areas of holisticgrowth or development. The course learning objectives provided by most classes focus primarilyon obtaining and retaining information. Some examples of standard course learning outcomes are“Learners should be able to recall nutritional guidelines for planning meals” and “Learnersshould be able to develop solutions for networking problems, balancing business concerns,privacy and technical issues” [10]. While these course learning outcomes evaluate how wellstudents are progressing in a class, they do not look at how much students have developedholistically.2.2 Zachman Framework The

Conference Session

Tools, Identities, and Personality in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Imran Parvez, Texas A&M University at Qatar ; Osama Desouky, Texas A&M University at Qatar; Marwa AbdelGawad, Hamad Bin Khalifa University

Tagged Divisions

Student Division (STDT)

. • Achieved measurable progress in two months that previously▪ Demonstrate the measurable impact of structured planning and took eight, monitored using Microsoft Planner and statistical adaptive leadership on team performance. tracking

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Engelke, NC State University / UNC-Chapel Hill; Zachary Wiebe; Daisy Huang, University of North Carolina at Chapel Hill; Spencer Dougherty, University of North Carolina at Chapel Hill; Margaret Elizabeth Ambrose

Tagged Divisions

Student Division (STDT)

ability to perform those objectives. Many PAs voiced feeling burnout from ayear-long program of weekly sessions, and some expressed boredom with the lack of structuredactivities in some tool areas. PSs shared similar feelings of burnout with the year-long format,especially for those that facilitated the same tool area for all four rotations. Scheduling issues inthe final rotation of Spring 2024 required some PSs to facilitate outside of their normal tool area,which they felt unprepared to do given the lack of formal planning. Based on these issues, full-time staff initiated a re-design of the Staff CoP program before the 2024-2025 academic year,with development and implementation led primarily by newly promoted PSs.MethodologyRevision and

Conference Session

Student Division (STDT) Technical Session 3: Student Innovative Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eisa A. Khawaja, Alpharetta High School; Hoda Ehsan, The Hill School

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Paper ID #37721Work in Progress: A Survey of Artificial Intelligence EducationalResources for Pre-College EducationEisa A. Khawaja, Alpharetta High School Eisa Khawaja is currently a junior at Alpharetta High School in Alpharetta, Georgia. He plans to pursue a degree in mechanical engineering. He is also interested in Artificial Intelligence and participated in an AI Scholars summer program.Dr. Hoda Ehsan, The Hill School Hoda is Chair for Engineering and Computer Science Department and the Director of Quadrivium Design and Engineering at The Hill School. She holds a Ph.D in Engineering Education from Purdue University

Conference Session

Student Division (STDT) Technical Session 6: Underserved Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Tech; David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

activities, and professional development in engineering education.Dr. David B. Knight, Virginia Tech David Knight is an associate professor in the Department of Engineering Education at Virginia Tech. He also serves as Special Assistant to the Dean for Strategic Plan Implementation and Director of Research of the Academy of Global Engineering. His research tends to be at the macro-scale, focused on a systems- level perspective of how engineering education can become more effective, efficient, and inclusive, and considers the intersection between policy and organizational contexts.Dr. Walter C. Lee, Virginia Tech Dr. Walter Lee is an associate professor in the Department of Engineering Education and the director for

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jun Zhu; SUN TIEMIN, Beijing Foreign Studies University; jiayao sun; Fangyuan Chai

Tagged Divisions

Student Division (STDT)

information (Yue, et al., 2023). Therefore, if colleges could provide morecareer guidance for graduates, such as employment information and career curriculum,graduates are more likely to be satisfied with employment.2.3 Career Readiness Career Readiness is a crucial aspect of career selection process, encompassing theadaptation to roles from student to professional worker, training for work abilities,adjustment of personality and career, career design, and career planning, all in order tomake an informed choice and excel in career. Career readiness can be divided into broadand narrow categories. The broad sense of career readiness includes not only theemployment readiness made by the unemployed to engage in a certain occupation orobtain a certain

Conference Session

Student Division (STDT) Technical Session 3: Student Innovative Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adam J Murrison, Worcester Polytechnic Institute; Cameron Wian, Worcester Polytechnic Institute; Sydney Kerivan, Worcester Polytechnic Institute; Jakob Sperry, Worcester Polytechnic Institute

Tagged Divisions

Student Division (STDT)

educational material and workshops that are being output to thestudent users, and it is more commonly being asked whether “maker activities'' can beincorporated “into rigid instructional plans to align with standardized testing” (Dousay, 2017).This paper offers a framework to operate accessible educational hands-on workshops to students,while also presenting a system that can benefit the makerspaces that host these workshops. 1.2 State of the Art: The Maker Movement originated about two decades ago with the purpose of connectingpeople with the same interests, whether that be through finding new hobbies, gaining new skills,or encouraging collaboration (Deloitte and Maker Media, 2013). Since then, a significant amountof work has examined

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Luke Morrison, University of South Florida; Chris S Ferekides, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

engineering practices, primarily focusing on team-basedactivities to promote professional engineering communication, along with helping students createa qualification plan to develop their undergraduate and professional goals in engineering. TheTRUE Capstone projects focus on preparing students for professional engineering problems byincorporating industry partners into the project decision process in order to identify real-worldproblems and solutions for the Capstone teams.In accordance with the RED ideology, a group of students, mentored by an engineeringeducation researcher, decided to apply Participatory Action Research (PAR) to study the role ofnew changes in the department. In this paper, we present the investigation led by one of

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Paper ID #47337Bridging the Gap: Autoethnographic Insights into Project-Based Learning inElectrical EngineeringWylam Patrick DeSimone, University of Georgia Wylam Desimone is an Electrical Engineering student at the Georgia Institute of Technology, having transferred from the University of Georgia. He focuses on hardware development, product ideation, and rapid prototyping, creating innovative solutions for technical challenges. At the University of Georgia’s Cultivate Lab, Wylam worked on a robotic guitar project as well as other studies focused on engineering education. He plans to continue research at the Georgia

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aadhy Parthasarathy, University of Illinois, Urbana-Champaign; Rupal Nigam, University of Illinois, Urbana-Champaign; Aanchal Gupta, University of Illinois, Urbana-Champaign; Tove Elisabeth Kopperstad, University of Illinois, Urbana-Champaign; Ani Pirosmanishvili, University of Illinois, Urbana-Champaign; Theresa Ann Saxton-Fox, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

attend (almost) every event in a series, for example, by structuring the programinto a for-credit course that meets regularly. A unique aspect of the GrOW program was that itwas led by (senior) graduate students (authors), who first-hand understood the needs of first-yeargraduate students, which yielded relatable and useful events. Therefore, the authors also suggestthat there be some involvement of students (for example, from registered graduate studentorganizations) in the planning and execution of such programs in the future.SummaryA year-long orientation program for gender minorities in the first year of graduate engineering atUIUC was developed and consisted of 7 events spread throughout the academic year. Thisprogram had three themes of

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, The Ohio State University; Julie P Martin, University of Georgia

Tagged Divisions

Student Division (STDT)

for? How can I best serve my professional community? – and the answers to these bigquestions have led me to pursue opportunities like becoming a program director at NSF andtaking on new administrative roles at my institution.Rachel: There was a time when I was extremely lost in my career. I did not know what I wantedto do next, but I knew I was very angry every day I went to work. Something had to change. Istarted working with a career coach and everything turned around. We explored the source of myanger, talked about ways to get out of my rut, strategized applying for new roles, planned outdifficult conversations, and started to unpack what I really wanted and needed in a career to behappy. I do not do coaching consistently, but during

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Nosakhare Iyobosa Idiaghe, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica R Deters, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

likeresearching it. And I was like, yeah, I know, I really want to do this. I’ve not really thought aboutchanging my major. [...] I do like horticulture, which deals a lot with how infrastructure impactsthe environment. I think it’s interesting, but I’m not in love with it. If I were to change, or if Ihad a different spark at some point in my life, I would change to that.Motivation and ChallengesAcademic Challenges: I knew math was going to be hard going into it. And failing this Calc IIIclass really made me think it's time to start a back-up plan, even though I really don’t want to.I’m taking it again this summer, but if I fail it twice, maybe it’s a sign that I should switchmajors. Someone I know told me to switch professors. So, I have the top

Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hang Zhang, Jining Normal University,China; Hao He; Ming Li, Beijing Foreign Studies University

Tagged Divisions

Student Division (STDT)

context, there are numerous research papers onlearning outcome assessment. For instance, Brannan, Dion, and Fallon exploredassessment strategies for student learning outcomes, provided two specific assessmentcases using program objective matrices, and explained the characteristics of thisassessment method and how it meets EC2000 and promotes continuous improvementin classroom teaching [1]. Kenneth Stier and Richard Boser analyzed general programassessment methods as elements of curriculum continuous improvement that meetaccreditation criteria, helping ABET accreditation faculty in the technical fielddevelop effective assessment plans [2].Due to the lack of comprehensive analysis of the historical background, internal logic,and basic concepts of

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philippa Eshun; Kacey Beddoes, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

making whatever he sayssound condescending. If I ever ask him a question he won't let me finish my question beforespeaking over me which results in him answering something I wasn't asking.” The second phasespanned primarily years two and three and was comprised of learning how to work with a widerrange of people with different communication and interaction styles. The third phase spannedprimarily years four and five and was comprised of transitioning into supervision and managementroles. As one participant explained: I've learned that it takes a lot of planning to have people under you, maybe even outside of work hours…Throughout the whole day I'll be having to go and teach them how to do certain things, they have lots of

Conference Session

Student Division (STDT) Technical Session 2: Student Success and Resources

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isabel Anne Boyd, University of Tennessee, Knoxville; Chulin Chen, University of Tennessee, Knoxville; Lorna Treffert, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

Tagged Divisions

Student Division (STDT)

design and problem-solving, relationships betweengroup members, and roles assumed by group members. Thus, we added three keys to characterizethe nature of significant interactions during the group meeting: discussions (D), interactions (I),and team roles (R). These keys accompany timestamps within the template. Discussions worth not-ing with the key D should focus on using research approaches, planning, or applying knowledge.If a decision was made as a result of a discussion, we also wanted to note who drove the decision,which team members were involved, and what role they played. We also wanted to note interac-tions between team members which added to our understanding of their relationships and how theytreat/work with other members. We also

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurel Lynn ONeill, Penn State University; Luis Delgado Jr., Penn State; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

always bechallenges representing all identities; in this panel, there was a lack of students who were not white.Future panels would benefit from including additional, different intersectional identities.The panel referenced in this paper was out of a similar panel planned and moderated by the firstauthor the ASEE Zone 1 conference in 2023. Following the success of it, a panel was run again bystudents with support from a teaching and learning center. Engineering faculty, students, staff, andadministrators were invited to attend the panel. Demographic data is limited, but there wereapproximately 50 attendees in the conference room resulting in attendees standing and bringingchairs from other rooms.The questions asked to the panelists are as

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University

Tagged Divisions

Student Division (STDT)

Results and Feedback We have quantitative results from the pre- and mid-semester surveys at this time, and oursample was smaller than expected (n = 20 pre-, n = 16 mid-semester). Though we do not yethave post-semester data to run our planned quantitative analyses, we noticed in the descriptives(see Table 1) that our sample started out rating themselves so high on the 4Cs that there is notmuch room for growth. Thus, we need to find a way to capture most/all of the class in order todetect an effect if one exists. Also, these students already receive CATME training to assist themin assigning more realistic ratings to themselves and peers. We would like to adapt this trainingfor our survey next semester and see if the self-reports change

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simon Zhang, Northeastern University; Joshua Dennis, Northeastern University; Haridas Kumarakuru, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

Student Division (STDT)

to move from a planning phase to atesting phase quickly, boosting efficiency in the design cycle.A review of the scientific literature regarding heat transfer in cooking systems was insightful tounderstanding the dynamics of the cooking process. In evaluating the accuracy of our thermometer’stemperature prediction models, replication of or comparison to proven thermal models was essential to theproject’s success. Another consequence of reviewing literature was simply our familiarization with aunique application of mathematics that may guide our future interests in product engineering and design.Previous demonstrations in literature that model internal temperature of food systems often describedtemperature via a variation of the heat equation

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cody Petitt, Ohio University ; Greg Kremer, Ohio University; Timothy Cyders; Emily McCarty; Robert F. Lindsey; Ryan Pytosh, University of Florida

Tagged Divisions

Student Division (STDT)

activities, especially in a supportive community. One student’s response highlighted the impact: “Being involved in something valuable has been very important for me. This is something I really do care about on my own time, so being able to advocate for it with others has been beneficial for me. There are days I struggle to find time even to eat dinner let alone take a minute for myself, but since joining I have seen improvements in my work after taking a break.”We recognize the importance of measuring the impact of student-led interventions for improvingstudent wellbeing, and also the challenge of making meaningful measurements. Acomprehensive culture audit [14],[15] is being planned to make transparent the multiple

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University

Tagged Divisions

Student Division (STDT)

Education Experiential learning, most simply defined as learning by doing, can occur in multiplecontexts at the university level. For example, many undergraduates have opportunities for hands-on laboratory time, internships, and service-learning programs. Through these experiences,ideally four stages should occur: participating in the experience, reflecting about the experience,conceptualizing (understanding) what they experienced, and applying what they learned in asimilar setting [6]. When bringing experiential learning into the classroom, particularly within acourse focused on engineering design, it can integrate authentic learning experiences intostudents’ plan of study and daily lives [1]. A recent systematic review [7

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruidong Ma, University of Washington; Frank Gao, University of Washington; Renee M. Desing, University of Washington

Tagged Divisions

Student Division (STDT)

effectiveness of thecourse. The course was first offered to both undergraduate and graduate students in the fall quarterof 2023. It attracted students from mechanical engineering, bioengineering, and industrialengineering. The effectiveness of the class is evaluated through assessing students’ achievementof the course assignments, such as their assigned projects and team-based presentations, informalstudent feedback collected throughout the course, and the formal course evaluation. Based on theevaluation results, we present our plans for continuous improvements to future offerings of theclass. While we will continue to make modifications and adjustments, the “Artificial Organ”course represents an innovative educational initiative aimed at equipping the

Conference Session

Student Division (STDT) Technical Session 6: Underserved Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne Victoria Wrobetz, Front Range Community College, Colorado

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

and Information Access. These themes fitexisting theories about transfer student success, such as Laanan’s Transfer Student CapitalTheory (Laanan et al., 2010). When students are provided with the skills and tools they need,they thrive in engineering programs and transfer at higher rates. I did not find many paperswhich focused specifically on working or caretaking students, but several papers consideredthese groups. Planning for the success of these students involves some special considerations,which I discuss below. For many engineering transfer students, forming a strong community at school can bechallenging due to external commitments. Formal mentorship programs can help these studentsform a strong engineering identity while

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fangyuan Chai; Yi Wang; Zhaoping Feng; Jing Jin; Jun Zhu

Tagged Divisions

Student Division (STDT)

the context of employment education and services, the landscape ofuniversity graduate employment services has evolved significantly from state-led joballocation policies. During the planned economy era, employment for graduates wasarranged by the state. In 1987, the introduction of “supply-demand meetings” began todiminish the role of these policies. By 1999, most regions had abolished the jobassignment system, and post-2000, with the expansion of higher education,employment services shifted towards promoting autonomous job selection and careerguidance. Despite this transformation, university-provided career guidance and servicesstill require enhancements in terms of service philosophy, platforms, methods, andpathways [25]. There are

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Liliana Elizabeth Tarud, Auburn University; Joan Tisdale, University of Colorado Boulder

Tagged Divisions

Student Division (STDT)

of EV’s, there are a host of necessary support. The AmericanSociety of Civil Engineering has identified the following as support needed for the planning,design, investment and integration of EV’s: establishing reliable funding sources to incorporateEV facilities into existing and future roadways; making recharging speeds comparable to petrolrefueling facilities; equitable access to EV charging stations; and the planning, design,construction, integration, maintenance and operation of the transportation and energy networksthat support EV’s [10]. This paper will focus on the challenge of the increased vehicle weight ofEV’s on infrastructure.Electric vehicles weigh more than their combustion counterparts. EV’s typically weigh about30% more than