Displaying all 17 results
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- Tools, Identities, and Personality in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Chloe Faith Mann, University of Nebraska - Lincoln; Nosakhare Iyobosa Idiaghe, University of Nebraska - Lincoln; Jessica Deters, University of Nebraska - Lincoln
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Nebraska - Lincoln Dr. Jessica Deters is an Assistant Professor of Mechanical and Materials Engineering and Discipline Based Education Researcher at the University of Nebraska - Lincoln. She holds her Ph.D. in Engineering Education and M.S. in Systems Engineering from Virginia Tech and a B.S. in Applied Mathematics and Statistics from Colorado School of Mines. Her research focuses on engineering culture, workplace preparedness and career trajectories of undergraduate and graduate students, and student well-being. She is the 2025 recipient of the Harold and Esther Edgerton Junior Faculty Award and the Henry Y. Kleinkauf Family Distinguished New Faculty Teaching Award. ©American Society for
- Conference Session
- Engineering Education Methods and Reflections
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- 2025 ASEE Annual Conference & Exposition
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- Nina Kamath Telang, University of Texas at Austin; Brittney Outlaw, University of Texas at Austin
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coursework becomes significantly morerigorous, built on foundational concepts learned in the first year but requiring deeperunderstanding and application. Additionally, there tends to be less structured academic support,leaving students to navigate difficult subjects with greater independence. Many students alsostruggle with time management as they balance increased academic demands withextracurricular activities, internships, or job searches. Moreover, the pressure to choose a specifictechnical area or specialization can create stress as students consider their long-term career paths.The program utilizes a group mentoring model, which is structured to maximize interaction andsupport among participants. Each mentoring pod consists of approximately
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- Student Success and Support Mechanisms in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- James Finn Morton, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia
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socioeconomic factors [1].Title I students often experience a deficit in resources and exposure to post-secondary educationpreparation; the lack of exposure can leave students unaware of the college process as well asunprepared for future careers and classes [1]. This can lead Title I students to being heavilydisadvantaged regarding college readiness when compared to higher-income schools.Understanding the difference between low and high SES will give us a better perspective on theeffects of low income vs. poor educational structure.Research has found that exposing more Title I students to engineering can boost their confidence[2]. Understanding students’ perceptions on engineering from Title I and non-Title I (low andhigh SES) will show how effective
- Conference Session
- Tools, Identities, and Personality in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Ashtyne Klair Monceaux, Louisiana Tech University; Caroline Cresap, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; David Hall, Louisiana Tech University
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Paper ID #48914How Personality Impacts Academic, Professional, and Social Activity Preferencesof Engineering StudentsAshtyne Klair Monceaux, Louisiana Tech University Ashtyne Monceaux, from Crowley, Louisiana, is a third-year undergraduate student at Louisiana Tech University, currently pursuing a Bachelor’s Degree in Civil Engineering. She hopes to pursue a career in Water Resources Engineering. Ashtyne’s involvement with her university’s own NSF S-STEM Success Scholars Program lead to her research in engineering education. Ashtyne is a member of Louisiana Tech’s Honors College, an ambassador for the College of Engineering
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- Industry and Technical Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Aakash Alpesh Patel, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia
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and safety in engineering for societal andEthics & Safety environmental benefit.Self-Reliance Developing independence and self-motivation in academics and career planning.Networking Skills Building connections with peers and professionals to learn and grow. Securing internships or projects to gain relevant experience and prepare for professionalCareer Development opportunities.Communication Documentation, reporting, and collaborative efforts within engineering projects.Investment Awareness Awareness of the financial and time commitments involved in engineering.Data AnalysisFrequency AnalysisThe processed data was analyzed to determine the frequency of keywords that
- Conference Session
- Engineering Education Methods and Reflections
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- 2025 ASEE Annual Conference & Exposition
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- Jad El Harake, Vanderbilt University; gina yu, Vanderbilt University; Kaden Jorge Tro; Jonathan Ehrman, Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, USA
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the importance of hands-on learning experiences,undergraduate engagement with STEM research is becoming more common [1], [2].Undergraduate researchers are often able to contribute to journal publications and conferencepresentations, benefitting both the undergraduate student, their research group, and their mentors.These experiences allow undergraduates to explore their interests to determine which researchfield is most interesting to them, and they provide an effective learning experience to applypractical skills for future careers [1]. Additionally, students who spend more time doing researchduring their undergraduate careers are more likely to be accepted into graduate programs andcontinue onto careers in science [3].However, the pressures
- Conference Session
- Collaborative Learning in Engineering
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- 2025 ASEE Annual Conference & Exposition
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- Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia
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the summer research semester, my reflections centered on learning the basics ofconducting research and aligning my work with my broader career goals. Prompts used duringthis time included: ● Why do you want to do research? ● What are your goals and interests? ● How do you hope this experience fits into your larger career goals?As the semester progressed, reflections became more cyclical and iterative, focusing on weeklygoal setting and self-evaluation of set goals and their related progress: ● Thinking about the goals you set last week, ○ What tasks did you accomplish? ○ What went well / supported you completing those goals? ○ What do you wish you could have done differently
- Conference Session
- Engineering Education Methods and Reflections
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- 2025 ASEE Annual Conference & Exposition
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- Ruidong Ma, University of Washington; Renee M. Desing, University of Washington
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. I have critically analyzed my self-reflections and evaluations to assess my personal andprofessional growth as an instructor over the last three years. In this paper, I present the results ofmy critical self-reflection through a set of lessons learned and how my teaching philosophy hasevolved, including improvements in teaching skills, time management, career development, andDiversity, equity, and inclusion (DEI) in the classroom. Based on my personal experience, thispaper aims to share a journal with peers who are interested in teaching while pursuing a Ph.D.degree and to bridge the teaching experience with career development.Keywords: self-reflection, graduate student instructors, improvement of teaching skills 1. Introduction
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- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
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- Brandon Wilson, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles
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Students’ Social Agency and Views on Working for Social change: Are STEM Disciplines Developing Socially and Civically Responsible students?,” Journal of Research in Science Teaching, vol. 52, no. 5, pp. 610–632, Feb. 2015, doi: https://doi.org/10.1002/tea.21203.[15] K. D. Gibbs and K. A. Griffin, “What Do I Want to Be with My PhD? The Roles of Personal Values and Structural Dynamics in Shaping the Career Interests of Recent Biomedical Science PhD Graduates,” CBE—Life Sciences Education, vol. 12, no. 4, pp. 711–723, Oct. 2013, doi: https://doi.org/10.1187/cbe.13-02-0021.[16] E. McGee and L. Bentley, “The Equity Ethic: Black and Latinx College Students Reengineering Their STEM Careers toward
- Conference Session
- Tools, Identities, and Personality in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Kylee Shiekh, Virginia Polytechnic Institute and State University; Ernesto Cuesta Alvear, Virginia Polytechnic Institute and State University; Summer S. Stevens, Virginia Tech
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Summer Stevens became doctoral student in Virginia Tech’s Engineering Education program after obtaining a BS in Civil Engineering from the University of Utah. She also looks forward to completing an MS in Structural Engineering at Virginia Tech. Summer’s career goals revolve around becoming a civil engineering or engineering education professor, or conversely, a university outreach program coordinator. Her current research interests include validating crochet as a form of tinkering, K-12 engineering identity, artistic understandings of engineering, family rights for engineers, engineering student mental health, engineering ethics education, and mass timber construction. ©American Society for
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
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- Danielle Usinski, University at Buffalo, The State University of New York; Alyndra Plagge, Trinity University; Emma Treadway, Trinity University; Jessica E S Swenson, University at Buffalo, The State University of New York
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engineering identity. We argue that engineering identity can bedeveloped through outside identity formation in non-engineering contexts. With these results, wehope that instructors introduce intervention strategies into first-year engineering courses thatguide students to recognize outside of engineering identities and activities as beneficial toengineering.BackgroundEngineering Identity FrameworkMany different definitions of identity have arisen within identity literature such as “a certain kindof person” [14, p.99], or who we think we must be to engage in a specific career [15]. Identity iscomposed of different role identities, or meanings attached to a social or cultural role [8], such asgender or person of color. In this paper, we discuss outside
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Naqash Gerard, University of Florida; Idalis Villanueva Alarcón, University of Florida; Isabella Victoria, University of Florida; Minji Yun, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida
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intelligence plays a crucial role in helping mentors guide studentsthrough the various challenges of doctoral education. Mentors who exhibit high emotionalintelligence are more successful in helping students build professional networks, navigateinstitutional politics, and develop the soft skills necessary for career success [12], [13].Furthermore, these mentors are better positioned to support students from diverse backgrounds,as they can recognize and respond to cultural differences and individual needs more effectively. Emotional intelligence becomes particularly significant when helping mentees navigatehidden curriculum in doctoral programs [14]. The unwritten set of expectations and norms cansignificantly impact student success, yet often
- Conference Session
- Motivation and Engagement in Engineering Students
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- 2025 ASEE Annual Conference & Exposition
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- Julien Yllanes; Logan Soderborg, Utah State University; Vanessa Tran, Utah State University; Cassandra McCall, Utah State University
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to help students succeed academically and personally.Dr. Cassandra McCall, Utah State University Dr. Cassandra McCall is an Assistant Professor in the Engineering Education Department at Utah State University (USU). Her research focuses on the intersections of disability, identity formation, and culture and uses anti-ableist approaches to enhance universal access for students with disabilities in STEM, particularly in engineering. At USU, she serves as the Co-Director of the Institute for Interdisciplinary Transition Services. In 2024, Dr. McCall received a National Science Foundation CAREER grant to identify systemic opportunities for increasing the participation of people with disabilities in engineering. Her
- Conference Session
- Collaborative Learning in Engineering
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- 2025 ASEE Annual Conference & Exposition
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- Audrey Boklage, University of Texas at Austin
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preparedness. Institutions seeking to maximize the benefits of makerspacesshould consider integrating structured reflection practices, providing mentorship opportunities,and embedding experiential learning assessments into their programming. One of the moreinteresting findings from this study is the identification of the iterative nature of Kolb’sexperiential learning cycle. The participant currently has plans to participate in the summerinternship again in 2025, and future research will study how their next iteration of concreteexperience supports new learnings, which are built on their previous experience in themakerspace. Future research should also explore the long-term impacts of makerspaceengagement on career readiness and interdisciplinary
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- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
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- Katharine Sarah Getz, Pennsylvania State University
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, engineering, andmathematics (STEM). For instance, women in STEM have been found to face microaggressions,have lower social capital, and receive lower wages than men (Committee on Increasing theNumber of Women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM)et al., 2020). Likewise, LGBTQ professionals in STEM were more likely to face interpersonalmarginalization and devaluation in project teams than in traditional work structures withoutproject-based teams (Cech & Waidzunas, 2022). Compared to their heterosexual and cis-gendercolleagues, LGBTQ people also experienced more career limitations and harassment (Cech &Waidzunas, 2021). These findings are consistent with prior conclusions that gender and sexualorientation-based
Graduate Students’ Experiences Designing Sociotechnical Modules for Introduction to Circuits Courses
- Conference Session
- Tools, Identities, and Personality in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Karen Elizabeth Nortz, University of Michigan; Cynthia J. Finelli, University of Michigan; Susan M Lord, University of San Diego
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sociology faculty member with expertise in sociotechnical dualismand depoliticization. Seven graduate students participated in the SEES program, which includeda welcome meeting, an in-person summit, collaborative summer work, and a virtual showcase topresent the modules.The SEES CohortSeven graduate students from across the country participated in the SEES program. An invitationto participate was advertised through several venues, including the bimonthly listserve for theEducational Research and Methods (ERM) Division of ASEE and individual emails to electricalengineering colleagues to help recruit graduate students. We received 64 applications fromstudents at all stages of their graduate careers in both electrical and computer engineering (ECE)and
- Conference Session
- Motivation and Engagement in Engineering Students
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- 2025 ASEE Annual Conference & Exposition
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- Autumn Cuellar, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University
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Paper ID #48812WIP - UDL in STEM Higher Education: A Synthesis Literature ReviewAutumn Cuellar, Utah State University Autumn Cuellar is a Ph.D. student in Engineering Education. Her undergraduate and master’s careers were both in Computer Science. She believes that everyone can achieve their goals, regardless of physical ability. This is why Autumn strives to make engineering accessible for everyone.Dr. Marissa A Tsugawa, Utah State University - Engineering Education Marissa Tsugawa is an assistant professor at Utah State University who leverages mixed-methods research to explore neurodiversity and identity and motivation