Displaying all 25 results
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- Engineering Education Methods and Reflections
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- 2025 ASEE Annual Conference & Exposition
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- Yi Cao, Virginia Tech; Andrea L. Schuman, California Polytechnic State University, San Luis Obispo
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Paper ID #46440A Reflective Essay: Lessons from Two Engineering Education QualitativeResearch DissertationsMiss Yi Cao, Virginia Tech CAO Yi is a PhD candidate at the Department of Engineering Education at Virginia Tech with the guidance of Dr. Jennifer Case. She is also a research associate at the International Center for Higher Education Innovation(ICHEI), a UNESCO Category 2 CenterDr. Andrea L. Schuman, California Polytechnic State University, San Luis Obispo Andrea Schuman is an assistant professor in the Department of Computer Engineering at Cal Poly. She holds a Ph.D. in Engineering Education and an M.S. in Electrical
- 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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- Diversity
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discouraging them from exploring furtheropportunities. This exploratory study aims to better understand the experiences of undergraduateresearchers in science, technology, engineering, and math (STEM) fields through a population ofundergraduate participants in a full-time multidisciplinary undergraduate research program.Student- and mentor-reported perceptions and scores were collected at the end of each summerterm to evaluate the students’ research performance and reflect on their experience and growth.Electronic (Google Form) surveys prompted students to self-evaluate their research performanceover the summer term as a numerical score between 1 (worst) and 5 (best), and to provide awritten justification for the selected score. Mentors scored their
- Conference Session
- Engineering Education Methods and Reflections
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- 2025 ASEE Annual Conference & Exposition
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- Qiuxing Chen, University at Buffalo, The State University of New York
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- Student Division (STDT)
particularresearch topic. Research gaps may come up in the literature when conducting the review, whichmay lead to a dissertation or research project. Most of what is known about systematic literature reviews and scoping reviews originatefrom the psychological, health, and social sciences fields [2], [3], and while there are existingframeworks for these two types of literature reviews, they may not be directly transferable to theengineering education field. This realization made evident that this process is likely a generalexperience among novice researchers. Therefore, the goal of this paper is to discuss theapplications of both types of literature reviews with reflections from a novice researcher,discussing the importance of engaging in literature
- 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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- 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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- Diversity
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- Student Division (STDT)
Paper ID #48563Self-reflection: Lessons learned from three years of teaching as an internationalPh.D. student engineering instructorMr. Ruidong Ma, University of Washington Ruidong Ma is a fourth-year international Ph.D. student in the Mechanical Engineering Department and is dedicated to engineering teaching.Dr. Renee M. Desing, University of Washington Dr. Renee Desing is an Assistant Teaching Professor in the Department of Mechanical Engineering at the University of Washington. Her research interests include diversity, equity, and inclusion in the engineering classrooms and workplaces. Dr. Desing graduated from Ohio
- 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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- Student Division (STDT)
opportunities for hands-on, project-based learning that nurtures creativity, problem-solving, and technical skill development. This study examines the role of an undergraduatestudent staff member in a university makerspace, focusing on how these experiences contributeto their professional and personal growth. Grounded in Kolb’s Experiential Learning Theory(ELT), this research explores how students traverse the four stages of experiential learning—concrete experience, reflective observation, abstract conceptualization, and activeexperimentation—within makerspaces. This study investigates the learning processes within these environments throughqualitative analysis of reflective narratives and project artifacts from an undergraduate
- 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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. ©American Society for Engineering Education, 2025Bridging the Gap: Autoethnographic Insights into Project-Based Learning in Electrical EngineeringAbstractProject experience is crucial to electrical and computer engineering (ECE) education. Despitethis, many students are limited to extracurricular involvement or secondary opportunities to gainproject experience. This lack of a project-based curriculum creates a clear divide between thosewith and without access outside the classroom. This study focuses on the self-reflectiveexperience of an electrical engineering undergraduate designing, building, and programming arobotics project. Through autoethnography and reflective journaling, the data from this studyaims to demonstrate
- Conference Session
- Collaborative Learning in Engineering
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- 2025 ASEE Annual Conference & Exposition
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- 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
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encompasses a mixture of technical skills, reflective practice, interpersonalnetworks, and self-directed learning. [1] The formation of a professional identity is described asan ongoing process that encompasses both person and context, where an individual has agencyto self-determine sub-identities that compose their overall professional identity. [2] At BeAM,the professional identity of a PA or a PS is often defined by how they perceive their ability toembody professional roles and their interactions with other makerspace staff. For example, PAsmust be able to safely operate makerspace equipment, teach makerspace users, perform routinemaintenance, and provide support to other makerspace staff. As staff become more confident inthese roles, they
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Jemal Bedane Halkiyo, Arizona State University; Abdisa Bedane Halkiyu, Bule Hora University
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that improve the educational experience. Data were collected through quantitativesurveys (n=59) and qualitative, semi-structured interviews (n=4) to investigate students'experiences, strategies, and obstacles to time management in online learning environments. Thestudy identified six factors that significantly affect online students' time management skills: (1)lack of sufficient time management training, (2) challenges in balancing school, work, andpersonal life, (3) limited knowledge of effective time management strategies, (4) inadequateplanning, (5) insufficient self-assessment or self-reflection, and (6) a tendency towardprocrastination. Results reveal significant variations in time management practices acrossdemographic groups of students
- Conference Session
- Motivation and Engagement in Engineering Students
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- 2025 ASEE Annual Conference & Exposition
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- Hang Zhang, Jining Normal University,China; Hao He; Ming Li, Beijing Foreign Studies University
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- Student Division (STDT)
program accreditation is essentially a continuous improvementprocess. It requires the accredited program to establish an effective continuousimprovement mechanism.By looking back at history and combining the viewpoints of relevant research, thequality assurance practice of engineering education in American colleges anduniversities since the 1990s can be divided into three stages: the EC2000 pilot period(1995-1999), the EC2000 promotion period (2000-2007), and the EC2000transformation period (since 2008). During each stage, colleges and universities havemade new progress in quality assurance practices under the leadership of ABET, butalso exposed different quality assurance problems. The main problem in the EC2000transformation period is reflected
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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and participated in a semi-structured interview to reflect on theirexperiences in the SEES cohort. Specifically, we aimed to evaluate two elements of the SEESProgram: ● How well supported did the SEES cohort feel by the program’s structure? ● What challenges did the SEES cohort encounter when developing their sociotechnical modules?In November, after the completion of the interview and submission of their final module, thegraduate students received a stipend for their participation.Data Collection and MethodsTo evaluate the program we collected two types of data. First, we created an end-of-programsurvey using a Google form. The survey assessed cohorts’ satisfaction with both the program andthe module development process, the level
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
- Authors
- James Finn Morton, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia
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- Diversity
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- Student Division (STDT)
engineering coursework can be in high school [3]. Therefore,it is important to consider why aspects of engineering may resonate with this specific populationcompared to others.The following sections will first detail the framework we used to guide our study. We then detailthe Q-methodology, the method used in this study. We will present our current progress(development of Q-statements) before discussing our conclusions and future work. We will thenend with a self-reflection of the first author’s experience doing this work.Guiding Theoretical FrameworkThis work was guided by Eccle’s Expectancy Value’s Theory and Subjective Task Values (EVT-STV). EVT provides a robust framework for analyzing how students’ beliefs about their abilityto succeed
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
- Authors
- 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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- Student Division (STDT)
engineering program at the time of enrollmentin the study. Participants completed a survey and interview at the end of each semester over thecourse of two years. During the interviews, participants were asked to reflect on theirexperiences and involvement in mathematics, science, and engineering. Questions in theinterview were geared towards understanding the participants’ identity and affect. Theseinterviews tended to last between 1 and 3 hours depending on the depth of the participants'responses.Preliminary AnalysisInterviews were professionally transcribed, and then the transcripts were analyzed using thematiccoding and discourse analysis. The transcripts were first coded for expression and regulation ofemotions regarding math, science and
- Conference Session
- Collaborative Learning in Engineering
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- 2025 ASEE Annual Conference & Exposition
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- Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan
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- Diversity
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- Student Division (STDT)
in thetranscript. If they had made assumptions, they were asked to explain those assumptions. Theinterview progressed to explore participants’ interpretations of the group interactions.Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams 7 To ensure rich and nuanced data, participants were also prompted to reflect on how thedepicted dynamics resonated with their past team experiences. Questions included: “Can youdescribe past team experiences for me, in terms of gender makeup of the team?” and “Whatpositive aspects did you find on that team that were specific to that team experience? Whatchallenges?”Data
- 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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- Diversity
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- Student Division (STDT)
. Memes, as culturally relevant andoften humorous artifacts, offer a unique lens into the shared experiences, values, and normswithin the engineering community. The flexibility of memes as a medium allows them topromote a sense of community through shared meanings related to identity, inclusion, language,and cultural symbols [4]. To guide this study, we asked the following research questions: (1)What are the perceptions of students regarding the engineering programs at their university? and(2) How is engineering culture reflected in the meme content that undergraduate students chooseto create and share? To address these questions, we conducted a qualitative content analysis ofover 400 memes submitted by engineering students in a foundational
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University
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- Diversity
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- Student Division (STDT)
learning outcomes is vital. Theneed for cognitive closure construct that reflects an individual’s desire for a firm answer on agiven topic, any answer, and ambiguity aversion will be examined through five facets: order,predictability, decisiveness, discomfort with ambiguity, and close-mindedness, whileachievement goal orientation includes performance-driven and mastery-oriented goals. Theexisting literature in psychological research suggests there is a theoretical link between theneed for cognitive closure and achievement goal orientation, while limited research on thisrelation exists in the engineering discipline. The students with high cognitive closure strugglewith mastery objectives as they tend to avoid uncertain and ambiguous situations
- Conference Session
- Industry and Technical Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Zain ul Abideen, Utah State University; sehrish jabeen, Utah State University
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, and the practical demands of their environment, butthese skills do not always transfer smoothly to formal educational settings. These studieshighlighted the concept of cognition in context in a way that children's cognitive skills areshaped by their practical experiences and environments. The math skills demonstrated bystreet vendors in Carraher et al.’s study and candy sellers in Saxe's study are highly effectivewithin their specific real-world contexts, but transferring these skills to formal educationremains a challenge, as argued by Resnick for a restructuring to better reflect the social andpractical nature of cognition.Engineering education is undergoing rapid transformation, with cognitive perspectives onlearners taking center stage in
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Student Division (STDT)
institutional structures influence thedynamics of mentoring. For instance, one graduate student noted that institutional evaluationforms could serve as valuable discussion tools between mentors and mentees to reflect onprogress and areas for improvement. Similarly, a faculty advisor highlighted the importance ofhelping students find their voice in academic settings, even when mentors themselves must bemindful of navigating institutional power dynamics. By recognizing these systemic factors,engineering programs may benefit from developing mentoring frameworks that includestructured feedback points to address both academic and emotional needs [37]. To furthersupport students' progress and well-being, emotional intelligence considerations could beembedded
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Hang Zhang, Jining Normal University; Xinyao Song; Ming Li, Beijing Foreign Studies University
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- Diversity
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- Student Division (STDT)
andunderstanding of religious beliefs. When it comes to religious beliefs, mostrespondents directly expressed “respect”, and understood the “devoutness” of localpeople’s religious beliefs. “Pakistan believes in Islam, worships regularly, and is verydevout. We must respect it, otherwise it may cause religious conflicts.” (E-3)The respondents’ respect for the culture of foreign countries is also reflected in gettingalong well with the locals and establishing friendly and equal relationships. Whenasked “How do you get along with the locals?”, the respondents described in apleasant tone, expressing their positive experience of working and living in the “Beltand Road” countries. “We get along very well with Indian engineers, often chattingtogether and
- Conference Session
- 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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- Student Division (STDT)
algorithms and/orprivacy restrictions that lead to user customized content feeds (e.g., LinkedIn, TikTok, etc.). We used several factors to determine the relevance of the videos, including age of thevideo, comment reviews, and inclusion of key project-related words. Table 1 details how thesecriteria were used to assess the relevance of the search results. As outlined, preference was givento more recent videos, with anything posted 6 or more years before the date of the search beingexcluded (age of video). Videos older than 6 years were excluded to ensure that the contentbeing analyzed reflects the current landscape of electrical engineering. One of the contributorsreviewed the comments left on videos to assess the quality and accuracy of the
- Conference Session
- Motivation and Engagement in Engineering Students
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University
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- Diversity
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- Student Division (STDT)
differences in specific types ofachievement goal orientations, such as men scoring higher on performance-approach goals andwomen demonstrating stronger relations between mastery and performance-avoidance goals, ourfindings revealed no significant differences in overall achievement goal orientation based ongender among undergraduate engineering students. This suggests that the traditional gender-based distinctions in achievement goal orientation may be less distinct in contemporaryeducational settings, potentially reflecting shifts in pedagogical practices or cultural norms. Theresults contribute to the growing body of evidence advocating for inclusive and equitableeducational practices in STEM. By demonstrating the diminishing role of gender in
- Conference Session
- Industry and Technical Engineering Education
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Ruidong Ma, University of Washington; Frank Gao, University of Washington; Renee M. Desing, University of Washington
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. Both the formal and informal evaluations were usedto evaluate the students’ overall satisfaction with the course. We used the number of enrolled students to indicate the course's popularity and studentinterest. The diversity of their majors was used to reflect how broadly students were interested inSTEM disciplines, as is offered to all engineering majors. The participation rate serves as apartial indicator of how engaging and innovative students finds the class. The final project andpresentation were collected and recorded to evaluate their quality.III. Results and Discussion The total enrollment for the first iteration in fall 2023 of the class was 22, with studentscoming from three different majors, including ME
- 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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ways. This synthesis literature review analyzes only ninearticles. A small sample size is not ideal for any literature review. This is because the overallfindings may not accurately reflect all points of view. Additionally, most articles came from thesame university. A larger sample size with a higher university diversity would produce moregeneralizable results. Another area for improvement is that the author only searched three onlinedatabases. These searches produced limited articles that related to the research questions. Morearticles may have been found if more databases were searched. 36 Preliminary Results/DiscussionThis section examines
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Max Wu-Blouin, McGill University; Kennedy Grace Olsen, McGill University; Manish Malik, Canterbury Christ Church University; Lawrence R Chen, McGill University
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chemistry Survey adapted with mindset beliefs and students, 1 from Limeri course performance (e.g., semester through their perceptions of success or failure when faced with the challenges. [42], J. Chem. Understand links US Chemical Qualitative • embracing vs. Edu., 2023 between failure, support, engineering Interviews, avoiding uncertainty, and student students, 1 observations, failure perception of agency and semester and reflective
- Conference Session
- Motivation and Engagement in Engineering Students
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Leo Kimura, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Sumito Nagasawa Ph.D. in Engineering, Shibaura
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practice, students whose MGUDS-S scores declined were found to have provided negativefeedback, and Slack logs revealed that tasks had been disproportionately assigned to certainindividuals. This suggests that the students' subjective evaluations accurately reflected theactual situation, thereby demonstrating the effectiveness of the proposed methods [1][2].1.4 Problems with Slack-based evaluation in Face-to-Face group work andimplementation of peer assessmentAs initial restrictions related to COVID-19 were lifted and face-to-face activities resumed,the limitations of using Slack-based evaluation to capture student engagement becameincreasingly evident. The authors observed a notable decrease in the total number of Slackposts: while there were