Displaying results 1 - 30 of 52 in total
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- Kenneth Stafford Sands II, Auburn University
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Paper ID #45451Construction and Engineering Faculty Internships: A Reflective Case StudyDr. Kenneth Stafford Sands II, Auburn University Kenneth S. Sands II is an Assistant Professor at Auburn University. His research focuses primarily on education and heat safety. ©American Society for Engineering Education, 2025 Construction and Engineering Faculty Internships: A Reflective Case StudyAbstractFaculty internships provide construction and engineering educators with a valuable opportunityto engage directly with industry, gaining hands-on experience that enhances their
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- 2025 ASEE Southeast Conference
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- Adeel Khalid, Kennesaw State University; Sanjeev Adhikari, Kennesaw State University
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andunderstanding of their own teaching processes [3]. AI, especially in knowledge representation andelicitation, can significantly aid teachers’ metacognitive skills and professional development byenabling detailed, context-specific reflection and adaptive decision-making [3]. Researchers [4]investigate how generative AI, as an advanced innovative tool, can transform engineeringeducation by creating content, enhancing personalized learning, and updating curricula efficiently.Yelamathi et al. (2024) [4] collected data through literature reviews and analysis of AI tools fromengineering fields. They found that generative AI can improve personalized learning andstreamline curriculum updates, enhancing education quality. However, their study [4
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- Alexis P. Nordin, Mississippi State University
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course, ECE students in fall 2023participated in a separate survey in which students were asked to reflect on their writingstrengths and weaknesses, both as individual writers and as collaborative writers working onteam-based Capstone Design assignments. From a population of 69 ECE seniors, 62 responded,and emerging insights are provided in Part II of this paper. The questionnaire used, whichcontained four open-response questions, was not initially conceived to tie back to the researchdescribed in Part I of this paper; however, the data does provide useful context for Part I and thefindings of the original work [1].The goal of this paper is to offer better understanding of how ECE students self-described theirstrengths and weaknesses in solo and
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- 2025 ASEE Southeast Conference
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- Mostafa Batouli, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Nahid Vesali P.E., The Citadel
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systems thinking—core componentsof the entrepreneurial mindset. By focusing on these skills, the program aligns with broadereducational goals to prepare students for complex problem-solving in dynamic, real-worldcontexts.Since its inception, the KEEN Fellowship program has grown significantly, drawing participantsfrom various disciplines and institutions nationwide. Fellows undergo professional developmentthrough targeted workshops, such as Integrating Curriculum with Entrepreneurial Mindset (ICE)and Problem-Solving Studios (PSS), which equip them with pedagogical tools and frameworksthat foster active learning and cross-disciplinary applications. This growth reflects an increasingrecognition of the entrepreneurial mindset as essential for
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- 2025 ASEE Southeast Conference
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- Chaohui Ren, Auburn University; Cheryl Seals, Auburn University; Karen Nix, Auburn University
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reinforcement. The flipped model encourages students to take an active role in their learning by requiring them to present a specific topic in the next session. During their presentation, students ex- plain their approach, demonstrate their code, and justify their choices. This role reversal, where students become teachers, is grounded in researches [4–6]suggesting that teaching a concept significantly enhances understanding and motivation. In addition, quizzes are incorporated to maintain a level of productive pressure, ensuring students remain motivated. The combination of flipped learning and quiz practice fosters active participation and reflection, leading to deeper comprehension and long
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- 2025 ASEE Southeast Conference
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- Robby Sanders, Tennessee Technological University; Andrea Arce-Trigatti, Tennessee Tech University; Pedro E. Arce, Tennessee Technological University
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, there are a few key conceptsthat can help to reinforce some of the other pedagogical techniques that form the basis of thescholarly literature to which the model contributes. For example, the Foundry is anchored inconstructivist, constructionist, and collaborative learning theories that emphasize student-centeredlearning strategies.8 These theories, for example, posit that students construct understandingthrough reflection and experiences, engage in deep learning through meaningful production oftangible artifacts, and expand their own reservoir of knowledge through interaction with others.These theories have helped to develop other student-centered learning strategies like project-basedlearning, active learning, and real-world immersion
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- Erin Bosarge, University of South Alabama
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ML through PBL [15], [18].In 2024, Lohakan and Seetao examine a large-scale AI education experiment that taught studentshow AI works by using AI kits focused on computer vision and Python programming [17].3.1.2 Articles Grouped by Theme ObjectivesThe reviewed studies present varied thematic objectives, highlighting different pedagogicalstrategies for AI education in high school. These themes span 1) technical skill development[15], [19], 2) ethical reflection and awareness [16], [20], and 3) interdisciplinary STEMintegration [17], [18], each emphasizing distinct aspects of AI literacy.3.1.3 Articles Grouped by AI TechnologyThe studies employ a range of AI technologies to support different educational objectives,highlighting how diverse tools
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- 2025 ASEE Southeast Conference
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- Adam Piper, Mississippi State University; Jenna Johnson, Mississippi State University; Daniel Dunaway, Mississippi State University
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-institutional project with collaboration ofseveral universities.For instance, the “Teaching Quality Framework” initiative adopted at the University of ColoradoBoulder conceptualizes teaching based on seven scholarly components including “goals, content,and alignment; preparation for teaching; methods and teaching practices; presentation andstudent interaction; student outcomes; mentorship and advising; and reflection, development, andteaching service/scholarship” [9]. To recognize scholarship in these seven areas, the frameworkconsiders three “voices” for assessing effective teaching including student, peer, and self [9]. TheUniversity of Kansas is also collaborating in the TEval initiative. The Center for TeachingExcellence at the University of Kansas
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- Technical Sessions 2
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Guozhen An, City University of New York, Queensborough Community College; David Mannes, City University of New York, Queensborough Community College; Dugwon Seo, Queensborough Community College, CUNY
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a corporate environment. Therefore, accurately reflecting the true opinionsof apprentices to partner companies is crucial to ensuring these apprentices are set-up for longterm success at those companies, given the companies' investment into those students during theapprenticeship program.In the following paper, the authors will explore the preparation and application stages, as well asthe technical and social elements involved in apprenticeships within partner companies. Thepaper will also include apprentices' perspectives on each of these aspects.Apprenticeship Preparation and Application ProcessThe development of the apprenticeship program in partnership with the college has also involvedthe creation of a career development pipeline to
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- Technical Sessions 3
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Emre Tokgoz, SUNY - Farmingdale State College
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the following: Ability to determine the domain of differentiability of a function. Ability to determine the differentiability domain of a composition function. Ability to apply the chain rule correctly. Ability to determine the domain on which the chain rule is applied.APOS theory is briefly explained in [10] as follows: An action is a transformation of objects perceived as essentially external and as requiring, either explicitly or from memory, step-by-step instructions on how to perform the operation. When an action is repeated and the individual reflects upon it, the individual can make an internal mental construction called a process which the individual can think of as performing the same
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- 2025 ASEE Southeast Conference
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- Sultan Al Shafian, Kennesaw State University; Da Hu, Kennesaw State University; Jayhyun Kwon P.E., Kennesaw State University; Adam Kaplan, Kennesaw State University
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drawings. The feedback questions, detailed in Figure 5, included statements thatassessed various aspects of the application, from its effectiveness in enhancing comprehension of2D to 3D conversions to its value as an educational tool for understanding complex engineeringdrawings. Educational Value Q1. The application improves my understanding of complex 2D engineering drawings. Q2. Seeing the 3D model helps me better grasp spatial relationships within the drawing. Q3. This application makes interpreting 2D to 3D conversions easier. Q4. Using the application has deepened my knowledge of engineering drawing conventions. Feature Effectiveness Q5. The 3D model accurately reflects the details of the 2D drawing. Q6. The additional
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- Technical Sessions 2
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Gonca Altuger-Genc, State University of New York, College of Technology at Farmingdale; Yue Hung, Farmingdale State College; Wenhai Li, Farmingdale State College
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: • Industry Collaboration: We collaborate with local industries to develop project briefs that reflect actual challenges these companies are facing. This direct engagement allows students to work on relevant problems that professionals in the field are currently trying to solve. • Use of Industry-Standard Tools and Techniques: Students employ tools and techniques that are industry-standard, including CAD software, simulation programs, and industrial-grade laboratory equipment. This practice not only equips them with essential practical skills but also ensures they are ready for the workplace upon graduation. • Outcome-Oriented Projects: Each project is designed with a tangible outcome in mind, such as
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- 2025 ASEE Southeast Conference
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- John M Mativo, University of Georgia; Ramana Pidaparti, University of Georgia; Jarron Gravesande, Providence Chrisitian Academy
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ticketactivity, reflecting on TinkerCAD’s potential applications in real-world scenarios, such asmedical device development. This task encourages students to think critically about technology'srole in biomedical engineering.ResourcesImageSTEAM and ChaptGPTImageSTEAM program does not only promote student interaction and understanding of AI andvisual technologies but also teacher engagement. For this workshop, teachers explored how toincorporate tools such as Chat-GPT, Co-Pilot School, Gemini, and Pixel Art into their lessonplanning. CY3DE lesson is a product of integrating educator ideas with Chat-GPT prompts tocreate a practical lesson. Chap-GPT prompt, as shown below in Figure 1 and Figure 2, was usedto draft an outline of a lesson plan, student exit
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- 2025 ASEE Southeast Conference
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- Sylmarie Davila-Montero, The Citadel
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to address a real-world problem. The exercise spanned two weeks: thefirst week focused on familiarizing students with EDP concepts, defining the problem and thoseaffected by it, identifying constraints, analyzing the market, and proposing a solution. In thesecond week, students implemented their proposed solutions by building mock prototypes, usingcraft materials, and presenting their results.As a result, students engaged deeply with the design process, concentrating on the early stagesand bringing their solution to “life” through the construction of mock prototypes. This paperincludes objectives, required tools, instructions, a timeline of the design process, and samplestudent work. Student reflections collected using a “classroom critical
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- Technical Sessions 5
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Mercy Folashade Fash, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina A&T State University
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knowledge within the fAEC-KLM. Not only did they appreciate the lectures, but they also emphasized on the impact of knowing about African American female AEC professionals. AAMG11 verifies that there was knowledge gain from AEC lectures on the underrepresentation of African American females in AEC: “I would say the lecture on the AEC females or African American females gave us a bunch of like knowledge, background knowledge on AEC and what its about and also the important role models.” The exposure to role models addresses the need for women of color in STEM to see themselves reflected in the field as discussed by [21]. The statements made by these RPs on the impact of the
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- Technical Sessions 2
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Uma Balaji, Fairfield University
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households and energy demand. [10]In addition to reviewing these topics, the assignment required students to interview two familymembers or friends on their understanding of ToU pricing and their interest in adopting solarenergy. This exercise encouraged students to reflect on advocacy and consider how they couldcontribute to creating a positive societal impact.Results and DiscussionThe written assignments reflected that the students grasped the benefits of renewable energy andthe urgency of increasing solar, wind, and other green energy sources in electricity generation.Seven out of eleven students highlighted the important role students and young people play inadvocating for cleaner energy, agreeing that pursuit of climate change goals need
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- 2025 ASEE Southeast Conference
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- Razvan Cristian Voicu, Robotics and Mechatronics Engineering, Kennesaw State University, Marietta, GA; Muhammad Hassan Tanveer, Kennesaw State University; Ayse Tekes, Kennesaw State University
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logic for a given control component (e.g., localembedded AI, cloud-based analytics, or specialized hardware drivers).A weighted approach ensures that real-time responsiveness is balanced against the benefits ofdeeper cloud computations: A(t) = wi (t) Ci (t), iwith i wi (t) = 1. Each weight wi (t) adjusts dynamically according to factors such as latency,computing load, and task complexity, reflecting strategies proposed by [21], [22], [23] and [24] inmulti-layer AI control frameworks.For AI models that must share parameter updates—such as robot learning strategies, anomalydetection patterns, or domain-specific heuristics—we adopt a bidirectional exchange between
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- 2025 ASEE Southeast Conference
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- Kimberly T. Luthi, Embry-Riddle Aeronautical University - Worldwide; David Paul Harvie, Embry-Riddle Aeronautical University - Worldwide; John K Wilson, Embry-Riddle Aeronautical University - Worldwide; Monica Surrency, Embry-Riddle Aeronautical University - Worldwide
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aggregated reflections ofundergraduate students participating in peer led activities provide insight into ways to engagenon-traditional learners in small groups through industry-vetted collaborative learningassignments. Specifically, the findings offer perspectives of students traditionally siloed in onlinelearning activities to better understand how collaborative learning impacted their success infoundational engineering courses such as statics, aerodynamics, digital circuits, and fluidmechanics.IntroductionThe current study is sponsored through the National Science Foundation and investigatescollaborative learning interventions in an asynchronous online environment. This work-inprogress three-year research effort specifically examines the impact
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- 2025 ASEE Southeast Conference
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- Gafar Abbas Elamin P.E., The Citadel
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in Higher Education, vol. 32, No. 2, April 2007, pp. 159–181[6] M. J. Ford and H. Dillon, “A secure, Scalable Approach to Student-Graded Homework for Self-Reflection”, 2024 ASEE Annual Conference & Exposition, Portland, OR, USA, June 23-26, 2024[7] N. M. Edwards, “Student Self-Grading in Social Statistics,” College Teaching, vol, 55, no. 2, August 2010 [Online]. Available: https://doi.org/10.3200/CTCH.55.2.72-76[8] V. Cherepinsky, “Self-Reflective Grading: Getting Students to Learn from their Mis- takes,” PRIMUS, vol. 21, no 3, April 2011. [Online]. Available: https://doi.org/10.1080/10511970903147861[9] P. M. Sadler and E. Good, “The Impact of Self- and Peer-Grading on Student Learning
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- Gustavo J. Molina, Georgia Southern University
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teaching freshman/sophomore students thefundamentals of technical writing, a skill set that is not taught in typical English or Literatureclasses in college. This work describes the pedagogical initiatives to develop those skills duringthe limited time available in such a design class by assigning team-work reports about well-known cases of mechanical engineering design. It also discusses the main difficulties offreshman/sophomore students evolving from typical narrative, fiction and “reflection” writings(which are taught to them in previous non-engineering classes) to the required content, layout,format and style of technical writings. The author also presents how his own teaching evolutionon the subject led to the pedagogical initiatives he
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- Technical Sessions 1
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Gonca Altuger-Genc, State University of New York, College of Technology at Farmingdale; Akin Tatoglu, University of Hartford
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challenge traditionaluniversity experiences and feedback mechanisms, potentially depriving students of the practicalwisdom gained through these experiences [1]. These concerns reflect a general fear andconfusion surrounding the implications of ChatGPT in education, researchers have highlightedthe need to understand how students may use ChatGPT, as many will use it regardless of itsadoption by the instructor. To address the transformative effects of ChatGPT on the learningenvironment, it is crucial to educate both teachers and students about the capabilities andlimitations of the tool. Academic regulations and evaluation practices used in educationalinstitutions need to be updated to accommodate the use of ChatGPT and other AI tools.Educators should
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- 2025 ASEE Southeast Conference
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- Andrea Arce-Trigatti, Tennessee Tech University; Pedro E. Arce, Tennessee Technological University; Robby Sanders, Tennessee Technological University
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test apparatus for an engineering laboratory course.” Computer Applications in Engineering Education, 2024. DOI: 10.1002/cae.22773 12. M. Chen. “Facilitating aerospace engineering senior design: Integrating lab curriculum redesign with student project and new technologies.” Engineering Reports, 2024. DOI: 10.1002/eng2.12938AcknowledgementsThis material is based in part upon work supported by the National Science Foundation underGrant No. 2152218. Disclaimer: Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views of theNational Science Foundation.
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- 2025 ASEE Southeast Conference
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- Amro Khasawneh, Mercer University; Sarah K. Bauer, Mercer University
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% have completed a bachelor’s degree, and 15.79% have achieved a Doctoraldegree. These demographics reflect a sample primarily composed of young adults in the earlystages of higher education, with a diverse ethnic composition and a range of educationaloutcomes. Table1 present the summary of the demographic data.The paired t-test analysis was conducted to compare students' scores on the PGWBI scale beforeand after the service-learning trip to Belize. The dimensions assessed included Anxiety,Depressed Mood, Positive Well-being, Self-control, General Health, Vitality, and the TotalScore. Table 2 shows a summary of the analysis. Table 1. Demographic informationCategory Mean PercentageAge
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- Technical Sessions 1
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Wenhai Li, Farmingdale State College; Yue Hung, Farmingdale State College; Reiss Guttman, Farmingdale State College; Sen Zhang, State University of New York, Oneonta; Ning Yu, State University of New York, Brockport
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-world engineering challenges in robotics. • Weekly Quizzes (20%) – Weekly quizzes assess the students’ grasp of the theoretical content covered during lectures. These quizzes ensure that students are internalizing AI/ML concepts, such as supervised learning, neural networks, and reinforcement learning, before applying them in lab projects. The quizzes will test students on key AI/ML concepts and their ability to apply them to engineering problems in robotics. • Final Report (20%) – The final report requires students to reflect on their overall learning experience in the module, focusing on the AI/ML concepts learned and how they were applied in lab projects. Instead of repeating lab details
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- Technical Sessions 3
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Rachmadian Wulandana, State University of New York at New Paltz
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physical problems that piqued their interest, students werechallenged to creatively simplify these challenges to accommodate the finite element techniquethey had acquired. The limitations imposed by the academic version of ANSYS Workbench furthernecessitated innovative problem-solving and critical evaluation. Aligned with Bloom's taxonomy,the course curriculum was designed to foster a comprehensive learning experience. As illustratedin Figure 1, various assignments, ranging from lectures and videos to quizzes and in-class activities,were strategically mapped to different levels of Bloom's taxonomy, from passive learning to higher-order thinking skills like reflection, synthesis, and creativity Figure 1 The relationship between
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- Technical Sessions 3
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Emre Tokgoz, SUNY - Farmingdale State College
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) idea is used in mathematics education as a part of theundergraduate curriculum in [19] for the first time during a study on students’ conceptual view ofthe function concept. APO is extended to Action, Process, Object and Schema theory (called APOStheory) in [21] to understand students' function knowledge. APOS theory is explained as thecombined knowledge of a student in a specific subject based on Piaget`s philosophy. APOS theorywas designed in [22] as follows: An action is a transformation of objects perceived by the individual as essentially external and as requiring, either explicitly or from memory, step-by-step instructions on how to perform the operation... When an action is repeated and the individual reflects
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- 2025 ASEE Southeast Conference
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- Frank Andrasik, The University of Memphis; Bashir Morshed, Texas Tech University; Robert W Hewitt Jr., The University of Memphis
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through online channels, including socialmedia, school networks, and community organizations. No prior coding experience was required,which allowed for a diverse group of students. In total, the camp hosted 17 students in 2023 and11 students in 2024, reflecting a range of genders, backgrounds and skill levels.The camp spanned two weeks, with daily two-hour sessions conducted entirely online. Eachsession was designed to be highly interactive, incorporating live instruction, hands-on codingexercises, “concept surveys” (quizzes), collaborative learning opportunities, and "papercraft"activities. The curriculum was structured around the P5.js library, an open-source JavaScriptlibrary and free online editor that facilitates creative coding through
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- 2025 ASEE Southeast Conference
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- Nilanjana Raychawdhary, Auburn University; Chaohui Ren, Auburn University; Cheryl Seals, Auburn University; Sutanu Bhattacharya
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course to provide insights into their progress and the effectiveness of various teach-ing strategies. Metrics used include improvements in test scores, the quality of project submissions, andstudents’ problem-solving abilities to gauge educational outcomes[6].Qualitative Feedback: Through surveys and reflective exercises, we gather students’ perspectives on theeducational experience, particularly their opinions on the effectiveness of interactive tools and the scope ofthe case studies used. This feedback identifies the most beneficial course elements, which tools enhancedunderstanding, and areas needing improvement.Student Satisfaction Survey Metrics: We utilize specific m etrics t o a ssess i nstructions’ c larity, coursematerials’ relevance
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- Technical Sessions 3
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Aiman Said Kuzmar, P. E., Islamic University of Madina, Saudi Arabia
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according to somearticles in the literature, there have been changes in the definition of engineering over the yearsto reflect a simple fact that defining engineering is not as simple as it may look and sound [7].Recently, there are numerous calls to further modify the definition of engineering to be in linewith its continuing and systematic advancements as well as ever-changing societal norms andvalues. For instance, John Anderson in the Bridge: a National Academy of Engineers platformsuggested creating definitions with more “operational” key terms [8]. There are calls to includeother aspects in the definition of engineering like culture and ethnicity amongst other factors asstated in the 2020 virtual ASEE annual Conference [9].Steib records that
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- Technical Sessions 2
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- 2024 Fall ASEE Mid-Atlantic Section Conference
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- Orla LoPiccolo M. Arch, Pdip (CM), Architect, Farmingdale State College, State University of New York
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SUNY Discovers (research, entrepreneurship, field study, experiences abroad, and creative work) [6]• SUNY Applied Learning Plan [6]• Campus Applied Learning Plans: Applied Learning Plans parts II to VII for each system campus [6]• Applied Learning Guidance to Campuses (includes an action timeline) [6]• SUNY Board of Trustees Resolution on Experiential and Applied Learning [6]• Criteria for Campus-Approved Applied Learning Activities: The activity is structured, intentional, and authentic; requires preparation, orientation, and training; must include monitored and continuous improvement; requires structured reflection and acknowledgment; must be assessed and evaluated [6]• Service-Learning in SUNY: Current Status and