Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rawan Adnan Alturkistani, Virginia Tech Department of Engineering Education; Mohammed Seyam, Virginia Polytechnic Institute and State University

Tagged Divisions

Computers in Education Division (COED)

, researchassistance, automated grading, writing coach, make lesson plans, help to make progressreports, also helping the teachers how to teach a subject [76], [77], [78]. Although GenAI is apowerful technology in education, it still needs to be used with extra caution to ensure usingit safely and responsibly. For example, in [70], the article discusses the application ofArtificial Intelligence in online learning and distance education, based on a systematic reviewof empirical studies. The application of AI in these settings has been shown to enhance thelearning experience by personalizing the content, facilitating peer interaction, and providingreal-time feedback. Nevertheless, it also warns of the ethical and legal implications ofwidespread AI use in

Conference Session

ENT-1: Innovative Approaches to Student Engagement and Belonging in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Peponis, Lawrence Technological University; Eric G Meyer, Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

social value. • Explain the basic working principles of standard Wearable Technology devices. • Report on the quality control, regulation, privacy and safety aspects of wearables. • Investigate the effects of costs, customer feedback and market valuation in engineering design • Communicate design status and results to all stakeholders in verbal, written, and public presentation formats at appropriate points in the development timeline. APPENDIX - ACourse conductStudents should read, understand and comply with the Lawrence Technological University Student Codeof Conduct. For more information see http://www.ltu.edu/student_affairs/student_conduct.aspAcademic IntegrityStudent groups may discuss problems with others, but should write

Conference Session

ECE-Applications of AI and ChatGPT in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Shivakumar Mathapathi, Northeastern University, Silicon Valley Campus

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

class time and the high number of students make it challenging to thoroughlydiscuss each group’s methods and provide detailed, positive feedback.Furthermore, over the years, we have observed that many students struggle to embraceconstructive criticism during class presentations. A significant number hesitate to engage inmeaningful discussions to address the feedback provided by their peers or the instructor. As aresult, numerous issues related to their projects remain unresolved, negatively affecting theirapproach to the prototyping phase.To address these challenges, we have developed an AI-based tool, called Capstone GuideChatbot (CAPCHAT). In the next two sections, we first review existing AI tools and baseline

Conference Session

First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebeka Lynn Yocum, Oregon Institute of Technology; Ashton Danielle Greer, Oregon Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

in the first year of an engineering curriculum reinforcestheir foundational nature. As first-year students enter university with a wide range ofbackgrounds, it can be difficult to create an immersive and engaging introductory experience thatreinforces these foundational skills without relying on a deeper understanding of technicalmaterial. In fact, for some students, introductory projects with roots in highly technical materialmay be alienating, damaging to student confidence, and ultimately detrimental to measures ofacademic success and degree persistence. It has been shown that student confidence in their ownacademic ability is affected by self and peer performance [1],[2] and the first year of a student’suniversity experience impacts

Conference Session

Honoring the Legacy of Lisa Bullard: A View of the Present and Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh; Emily R Kerr, University of Pittsburgh

Tagged Divisions

Chemical Engineering Division (ChED)

engineering seminar, facilitated bytheir Academic Advisor and an Engineering Peer Mentor. These seminars provide generalinformation on the transition to college, study skills, co-curricular opportunities, and provide anoverview of the various engineering fields. This seminar is a group advising experience thatprovides weekly contact with advisors and peer mentors. Advising is about so much more thanregistration for classes and is designed to assist first-year and continuing student advisees, todevelop and implement plans for achieving educational and vocational goals so that students maybe directed and successful in their second college year and beyond.Academic Advisors in the First-Year Engineering Program are full-time professionals withgraduate

Conference Session

Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas at San Antonio; Robin Lynn Nelson, University of Texas at San Antonio; JoAnn Browning P.E., The University of Texas at San Antonio

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

program is to prepare and support engineering faculty toprovide effective and meaningful mentorship to NHERI REU undergraduate researchers, whomany times are first-time researchers.As a hybrid program, the NHERI REU includes an in-person faculty research mentor, often anECO Committee member, and a virtual mentor, the ECO Education Specialist. While research isconducted at one of eleven (11) NHERI experimental or research facilities, all REU studentsmeet each week for virtual research meetings to prepare a research poster, presentation, and peer-reviewed paper on the research they conducted. Students also meet at least once a week for anindividual check-in meeting with the Education Specialist to ensure understanding, receivefeedback on writing

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Divisions

Educational Research and Methods Division (ERM)

, some project teams set their own goals rather than follow a competitionstructure. In addition to learning and applying technical engineering knowledge, students onproject teams organize themselves into hierarchies and subteams, manage deadlines, collaboratewith peers and professional engineers, and organize workflows. Previous research has shown thatstudents on one specific project team developed professional skills [22]. However, generalelements such as tools used, written requirements, and leadership roles vary from team to team.Therefore, which aspects of project teams enable students to practice and develop professionalskills is not yet understood.Additionally, not all students can participate on project teams. In particular

Conference Session

Computers in Education Division (COED) Track 6.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yiqing Li, University of California, San Diego; Jiaen Yu, University of California, San Diego; U Lam Lou, University of California, San Diego; Dingyi Yu, University of California, San Diego; Michael Levin, Utah State University; Korena S Klimczak, Utah State University; Soohyun Nam Liao, University of California, San Diego

Tagged Divisions

Computers in Education Division (COED)

were transcribed and then analyzed usingthematic analysis.The results of this study provide insights into students’ perceptions on ClearMind with respect toTAM’s core constructs: perceived usefulness, perceived ease of use, and social influence. Theparticipants found ClearMind both useful and easy to use, and were willing to continue using itand recommending it to their peers. They also identified some opportunities for improvementsuch as fostering positive emotions and better organizing the content.Our user study results imply that ClearMind is an accessible yet helpful mental health resourcefor students. This highlights ClearMind’s potential for broader adoption. Future work involves alarge-scale quantitative study to assess ClearMind’s

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jason M. Keith, Iowa State University of Science and Technology; Jason Coleman, Kansas State University; Lis Pankl, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

usingAI towards decision making in admissions, financial aid, finance, scheduling and humanresources. Within the classroom, there are opportunities for advanced AI models to aid in theteaching enterprise (with faculty/department chair oversight). Furthermore, autonomous robotsmay play a role in services such as libraries, dining halls and facilities and operations.Within STEM disciplines, there are additional opportunities and challenges associated with usingAI tools [17]. Doors are opened to facilitate teaching and learning through simulations as well asin providing personalized tutoring/instruction. Concerns arise from the impact on the learningprocess when tools like ChatGPT can compose text to be used to write essays, conduct

Collection

2025 ASEE -GSW Annual Conference

Authors

Alexander Hernandez, West Texas A&M University; Sanjoy Bhattacharia, West Texas A&M University; Sarah Petters, University of California, Riverside; Markus Petters, University of California, Riverside

Tagged Topics

Diversity

as phasechange, phase transition temperature, crystallization, and ice nucleation, in existing universitycourses. We educated a diverse group of students and exposed them to state-of-the-art techniquesearly in their academic careers to consider pursuing a STEM career and higher education. Asoutreach, we also trained graduate students, as well as students from an adjacent communitycollege (CC). The developed curricular activities provided students with experience inexperimentation, data analysis, and technical writing. Based on the ABET assessment of learningoutcomes, we assessed our goals to educate students on 1) using multidisciplinary science,engineering, and mathematical skills to evaluate and address complex issues emergent in

Conference Session

Building Engineering Identity and Practice in Rural and Pre-College Contexts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alison Haugh Nowariak, University of Minnesota; Gillian Roehrig, University of Minnesota - Twin Cities

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, including classroom settings,educator perceptions, and peer interactions [5]. Particularly relevant to this study and thedevelopment of STEM identity, Carlone and Johnson developed a model of science identitybased on the experiences of undergraduate female students of color [3]. Focusing on 15 womenof varying racial and ethnic identities at a small university, Carlone & Johnson conductedinterviews with participants about their experiences in science spaces, leaning heavily on therecognition component of science identity. As a result, Carlone and Johnson indicated threecomponents of internalized science identity: performance, recognition, and competence.Competence involves demonstrating skill and ability, performance pertains to speaking

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leia Stirling, University of Michigan

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

design process. 4 This approach aligns with Michigan Robotics values ofrobotics with respect by teaching students how to engage with communities to make sure designsare addressing diverse needs and can be used by the communities for which they aredesigned.2.4.1 Learning ObjectivesThe objectives of these labs are to: 1. design and evaluate open-ended questions to engage with stakeholder perceptions, 2. demonstrate active listening skills to support understanding a diversity of stakeholders, 3. use interview data to write a problem statement and needs statements, 4. define solution neutral system design requirements that will inform the design solution, 5. apply design ideation methods to support robotics design concept development

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Minji Yun, University of Florida; Isabella Victoria, University of Florida; Naqash Gerard, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

mentoringinteraction systems: • Microsystems: Direct, person-to-person interactions, such as those between graduate students and their peers, faculty, staff, and family. • Mesosystems: Interactions between different microsystems, like departments and colleges, which can either support or conflict with each other. • Ecosystems: Networks that influence development at a broader level, such as Graduate Schools, governing boards, and communities. • Macrosystems: Larger societal factors, including historical, political, and economic influences. When considering race, gender, and other social factors, research shows that many STEMmentoring programs in academia operate from a deficit-based perspective [19]-[25]. McGee

Conference Session

Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

accommodations, and others were very different. Both groups faced difficultyconversing with instructors and getting critical needs met, like access to recorded lectures.Students also witnessed and experienced ableism regularly [8], which often discouraged themfrom asking for support, a finding that was similarly supported by Goodwin [9]. Someaccommodations frequently failed, like the peer note-taker accommodation, which preventedregistered disabled students from utilizing resources that the university agreed they need tosucceed. This supported the data that there is a measurably lower chance of disabled engineeringstudents using their accommodations compared to their non-STEM peers [10]. Students withoutaccommodations had to decide which supports were

Conference Session

ENT-3: Transforming Engineering Curriculum through Entrepreneurial Approaches

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Anoop Singh Grewal, Arizona State University; Michael Machas

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

post surveys. ●​ Student Reflections: Open-ended reflection data was collected from student assignments, online discussions, and individual reflections. A specific prompt was chosen for this study: "How did this course develop your perspectives of value creation? Consider the following as you write your answer: In what ways have you grappled with the notion of value (political, economic, social, technological, legal, and environmental impact) in this course/project? How would you handle a situation where improving technological advancement might increase societal costs? What value did this course create/generate for you?"Data AnalysisBoth quantitative and qualitative data were analyzed. The quantitative

Collection

2025 ASEE -GSW Annual Conference

Authors

Nathan Jackson, University of New Mexico; Pil Kang, University of New Mexico

consisting of process engineers to upper management and from multinationalcompanies to start up companies. This allowed the “instructors” to determine which KSA’s to focuson in the course. IntroductionMainstream graduate STEM education programs are traditionally designed to train students foracademic careers as they focus on knowledge and skills related to laboratory research practices,writing technical journal papers, and presenting results at conferences to academic peers. Thismethod of education has value in preparing students for academic careers but falls short in Proceedings of the 2025 ASEE Gulf-Southwest Annual Conference The University of Texas at

Collection

2025 Rocky Mountain Section Conference

Authors

Katherine Nielsen

format on material that was easily brokenClassroom Patterns of Collaboration ​ 3down into topics, in this case, cognitive biases. Students prepared by reading about their choiceof cognitive biases and reflecting on quotes from different perspectives about autonomousweapons. On the white board I drew a grid with classroom tables clustered into pods as locationsand two time slots of about 15 minutes. In my case, all of the groups met in the same classroom,however when more spaces are available, it helps people hear their own group better to be inseparate spaces. With one student, I walked him through announcing his topic and writing it onthe grid. Then, with patience and giving

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut

Tagged Divisions

Faculty Development Division (FDD)

diversity, equity, and inclusion in the STEM fields through innovative, evidence-based strategies and is driven by a commitment to enhancing equity in all learning and working spaces. Lara has a diverse professional background that spans non-profit, legal, and educational sectors. She served as the Director of Development & Training at The Arc New London County, where she led grant writing efforts, cultivated community partnerships, and provided technology training. Her earlier roles include working as a Paralegal Advocate at the Connecticut Legal Rights Project, offering legal services to individuals with mental illness, and as Program Director at Literacy Volunteers of Greater New Haven, where she managed

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Anthony Torres, Miami Dade College

Tagged Topics

Diversity, NSF Grantees Poster Session

degree programs, and STEMinar-specific surveys. Thecollected data highlighted key outcomes in student confidence, academic support, and programsatisfaction. Results from the 2023-2024 academic year’s first-year scholars indicate high levelsof confidence, support, and a strong sense of belonging within the program. Over 80% ofstudents reported feeling confident in speaking up in class and collaborating with peers fromdiverse backgrounds. Although some students faced challenges in forming friendships andseeking advice on class-related issues, nearly 90% felt well-supported by both faculty and peers.Satisfaction with mentoring remained strong, with 64% of students expressing high satisfactionin the spring semester and 80% satisfied with the program

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

identities, definitions, interests, and civic engagement • Provides multiple ways for students to show their learningThe TPP students share the development of their lesson plan with classmates to get feedbackfrom their peers, and later share how the implementation of the CRT lesson went.By the end of the course, the pre-service teachers also write a positionality statement in additionto their teaching philosophy. Through course assignments, the Culturally Responsive TeachingPreparedness Survey (CRTPS) [17], and Noyce scholar interviews by our project evaluator, wehope to gain insight into how our TPP students develop to be equitable and inclusive STEMclassroom teachers.AcknowledgementsThis material is based upon work supported by the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Dan DelVescovo, Oakland University

Tagged Topics

Diversity, NSF Grantees Poster Session

laboratories, automotive, energy,aerospace, and NASA. In the comments section of the survey, many reflected on the impact of their REUexperience, describing it as “a wonderful program that opened many doors to my career”; “incrediblyimpactful… many opportunities in networking and career development have been especially beneficial tome”; “REU was honestly one of the best parts of my undergrad for so many reasons…growing up shy andunconfident, the position helped me build confidence, interact with peers from other schools and helped mefeel much more confident when applying for first jobs in my career…”; “Honestly, I had a wonderfulexperience in the program and I wouldn’t have even been interested in research if I didn’t do this program!I’m in the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Yunmeng Han, University of Cincinnati

Tagged Topics

NSF Grantees Poster Session

the groundwork for future functionalities.We are currently working on the second prototype, which is anticipated to be completed by theend of Summer 2025.Learning Innovation Thrust. To identify key concepts in CPS, the learning thrust is based onthe work of Meyer and Land's conceptualization of threshold concepts. The theory of thresholdconcepts originated in the context of a research project on teaching and learning in undergraduateeducation across disciplines in the United Kingdom [11]. It was developed more fully throughMeyer and Land’s later writings [12–14], in which they articulated the defining characteristics ofthreshold concepts — particularly that they transform learners' thinking within a discipline andshape how learners identify

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

traditional and ESL. It may be argued that a stronger focus on semantic andphonemic fluency could support the more typical research and teaching on written and oralcommunication.Potential intersections between spatial and communication skillsSpatial abilities are typically strong in engineering students who succeed, in other words recentengineering graduates are more likely to have strong or excellent spatial skill abilities comparedto their non-engineering peers. One potential reason for the perceived lack of communicationability among engineering students may be related to their strong spatial ability, where studentsmay have a great depth of knowledge about a particular “product,” but find it difficult totransform this knowledge into writing that

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kyle Shanachilubwa, University of Georgia; Olivia I Bell, Harding University; Julianna R Beehn, Harding University; Chelsei Lasha Arnold, Harding University; James L. Huff, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

engineeringstudents [6-9]. Like students, faculty members are not immune to professional shame as theycontend with emotional states associated with meeting the multi-layered expectations of theirinstitutions, their professional peers, or their students. Therefore, it is important that we gain anunderstanding of how faculty contribute to and experience professional shame.Accordingly, the research questions of this paper are: (RQ1) How do faculty experienceprofessional shame? (RQ2) How do faculty behave in ways that might affect the professionalshame experiences of students? (RQ3) How do cultures of well-being in engineering educationrelate to faculty’s shame experiences? Through answering these research questions, we will helpgain a better understanding of

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elliot Benjamin Roe, Georgia Institute of Technology; Duncan Johnson, Tufts Center for Engineering Education and Outreach; Ethan E Danahy, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

agency and creativity during the transition process.Our Solution: PatchWe present Patch1 , a free and open-source online coding environment built to help novice learnersbridge the gap between Scratch and Python. Figure 1 shows Patch’s editor. Built on the ScratchVM [17], Patch integrates Pyodide [18], a library that enables web-based Python execution, toallow learners to write Python code that directly interacts with the Scratch game engine. Patch isbuilt to mirror many of the successful aspects of Scratch’s programming environment that aren’tseen in a traditional text-based programming environment. We describe below how Patchaddresses the key transition challenges: Figure 1. The editor of the Patch coding

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin Quinn Walsh PE, SE, University of Notre Dame; Eric Horvath, University of Notre Dame; James Edward Alleman; Brian J Smith P.E., University of Notre Dame

Tagged Divisions

Civil Engineering Division (CIVIL)

environmental engineering students. Major year-over-year changes made – against which experiences and outcomes were measured – includedthe instructors reducing group sizes and increasing the number of external mentors involved inthe class, altering project deliverable targets, and implementing more frequent external mentormeetings; the instructors doubling the frequency of peer evaluations and time sheet gradedfeedback to students and also setting aside dedicated in-class time for external mentors to marketthemselves and their companies; and the instructors adding general contractors (GCs) as externalmentors to the course, supplementing the civil and environmental designed-focused mentors inthe course.Measured outcomes from the changes in the senior

Conference Session

MATH - Student Mindsets in Mathematics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Blake A. Farman, Louisiana Tech University; Ann Clifton, Louisiana Tech University; William C. Long, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University

Tagged Divisions

Mathematics Division (MATH)

become mathematically impossible to pass the course and subsequentlywithdraw. However, the structure of SBG provides a student in a similarly grim situation aglimmer of hope that he or she can radically change his or her behavior and finish the course witha passing grade. This comeback rarely comes to fruition due to the substantial number ofstandards the student must master on the remaining assessments. While we tell our studentsplainly that this type of comeback is highly improbable, some portion remain undeterred.The second noteworthy trend that we observe is a pronounced improvement of SBG students inthe follow-up math course compared to their peers in WAG courses. Particularly, the percentageof students earning a grade of A or B is

Conference Session

Tech Session 4: Embedding Engineering for One Planet (EOP) Framework in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Robyn Paul, University of Calgary; Marjan Eggermont, University of Calgary; Sumaya Nsair, University of Calgary

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

management and split into three sprints, eachserving as a milestone in the iterative design process. These sprints were planned to align withkey project phases: prototype development and showcases, midterm project submissions, andfinal presentations with accompanying design reports. Together, these activities accounted for75% of the final grade. Each showcase and in-class presentations provided students withopportunities to present their work to peers, instructors, and experts (Office of Sustainability andinvited guests) fostering a collaborative environment with constructive feedback. andprofessional insights and guidance at every stage. The remaining 25% of the final grade wasallocated to students’ reflections, retrospectives, and final design

Conference Session

Leveraging AI and Computational Tools for Enhanced Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chloe Lok Yee Chan, Department of Chemical & Biological Engineering, Villanova University; Brianna Fan, Department of Chemical and Biological Engineering, Villanova University; Henry Pei, Department of Chemical & Biological Engineering, Villanova University; David Kaicheng Shen; Christopher Song; Chenhao A Zhao; Zuyi (Jacky) Huang, Villanova University

Tagged Divisions

Chemical Engineering Division (ChED)

students to reflect on their overall experience with the project. Open-ended questions invited students to share what they found the most enjoyable and most challenging part about the project. They were also asked to provide suggestions for improving the project in future iterations. This section included questions to gauge whether students would recommend the project to their peers and whether it motivated them to pursue a career in STEM. The feedback collected in this section was essential for understanding the project's impact on student satisfaction.Results and DiscussionEvaluation of Students’ Improvement in Modeling and Coding Skills The AI-assisted ODE modeling project was designed to assess and

Conference Session

ECE-Faculty Perspectives and Curriculum Evolution

Collection

2025 ASEE Annual Conference & Exposition

Authors

Melinda Holtzman, Portland State University; Branimir Pejcinovic, Portland State University; Andrew Greenberg, Portland State University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

with guidance and feedback from theirproject sponsor, faculty advisor, and the capstone instructor. At the end of the spring term,project teams present their results, write a report, and participate in a poster session. B. CornerstoneAs discussed in the introduction, students frequently were unprepared for this complex teamproject, having had little to no team project experience. For this reason, we introduced thecornerstone project in 2018 to provide intermediate project experience before their senior year[2],[3]. The cornerstone sequence consists of two classes (ECE 211 and 212), preferably takenfall and winter terms of the sophomore year, but also offered in compressed form in summerterm for transfer students. These classes have two