Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

of professional skills in burgeoningengineers [1], [2]. Thus, there is a demand for student development processes and experiencesthat facilitate the acquisition of both technical and professional skills. For this project,professional skills, often referred to as “soft skills,” include a variety of competencies such ascommunication, teamwork, professional and ethical responsibility, and more as determined byABET and delineated in the results of this paper. Unlike technical skills, professional skills takemore time to develop and sharpen [3]. Additionally, they are not as amenable to course-basedlearning often due to their “untestable” nature. Whereas a chemistry class might be able to teachtechnical skills and then assess the outcomes by way

Conference Session

Continuing Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Venkataraman PB, Birla Institute of Technology and Science, Pilani; Preeti Parimi, Birla Institute of Technology and Science; G. Sundar, Birla Institute of Technology and Science; Anshid Aboobacker, Birla Institute of Technology and Science

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

setting.I. Introduction:Cognitive learning theory such as cognitive load theory [1] and more recently fuzzy trace theory[2] suggest that learners differ in their epistemological beliefs and attitudes, and factors such asage and gender influence them. However, the popular instructional models adopted in highereducation are built with the belief that the learners are uniform [3]. This unfounded belief canadversely affect their learning. Hence it is important to understand how the epistemologicalbeliefs and attitudes evolve over the years and whether gender influences them.This study is undertaken to find the differences in the epistemological beliefs and attitudesamong learners in a set of higher education programs that are offered to a wide

Conference Session

Continuing, Professional, and Online Education Division (CPOED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

environments will be required.This work in progress seeks to identify gaps between the training and education available toworkers and the needs of the future of industry. The first research-based educational opportunitywith specific partner input has been created. The first cohort of learners is taking the course inearly 2025.BackgroundAs industry moves toward advanced manufacturing there is need for workers to be able tooperate in an ever increasingly complex environment. Companies are implementing or plan toimplement such technologies as machine-to-machine communication, cloud computing, androbotics. [1], [2] Many industry professionals are concerned that training may not keep up withdemands. [4] Workers will have to learn new skills in order to be

Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chenyan Zhao, University of Illinois Urbana-Champaign; Yuxuan Chen, University of Illinois Urbana-Champaign; Kangyu Feng, University of Illinois Urbana-Champaign; Geoffrey L Herman, University of Illinois Urbana-Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

tool was implemented in a computer science course with both in-person andonline sections. Analysis of collaboration metrics – such as role adherence, role rotation, andteam consistency – revealed positive outcomes across both formats. These findings demonstratethe tool’s potential to foster effective and equitable collaboration in diverse learningenvironments. Future work will examine its impact on students’ sense of belonging andcollaborative learning outcomes.1 IntroductionCollaborative learning has been shown to improve students’ sense of belonging [1], learningoutcomes [2], and retention by increasing engagement and working memory resources [3].However, the benefits of collaboration can diminish when effort distribution is inequitable

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois at Urbana - Champaign; Tiffani Williams, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

computing designed forstudents with a bachelor's degree (or higher) and little to no background in computing.Technology is among the world's fastest-growing economic sectors, with some of thehighest-paying jobs. Yet the current trajectory of the tech talent pipeline falls far short of meetingthis demand. Many groups (for example, women, African-American/Black, Hispanic/Latinx,American Indian/Alaskan Native, and people with disabilities) have historically been excludedfrom this opportunity [1] and [2]. There is a high demand for employees in the computing field,but entry into this field can be challenging. Our graduate certificate in computer science (CS)aims to bridge this opportunity gap by leveraging the unique backgrounds and experiences