Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cynthia Howard-Reed, Pennsylvania State University; Lauren A Griggs, The Pennsylvania State University; Eduardo Granata Rodriguez, Pennsylvania State University; Enrique D Gomez

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

, students collaborated on mini projects that involved hypothesis testing andexperimental design/optimization. To elevate the learning with all course activities, students weregiven an official laboratory notebook to organize their notes and collect data. Students wereasked to write the answer to the following questions in their laboratory notebooks followingevery research encounter: - Why should anyone care about this research? Why is it important? - What are the researchers trying to do? What methods are they using to solve the research problem? What is new and exciting about this approach? - Does this kind of research spark my interest? Why or why not?To ensure students finished the program with the wherewithal to find

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

from a [nonprofit group about] my expertise …. And they said, Oh, we could use your skills here and here. And I was like, Okay, let's do it. And at that point, when I started working on it I didn't even know there was this existing field [of community engagement]. … I slowly started learning more about [community engagement]. And then I found peers, and I felt like I was in a space where people knew the value of this research. The people who are fighting for this discipline and defining this discipline, and that got me even more motivated to keep going and working on that. Knowing there are opportunities where I could actually use my technical skills to serve the community. …and I would talk to students in class about what I

Conference Session

Minorities in Engineering Division(MIND) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Royce A Francis, The George Washington University; Jerrod A Henderson, William A. Brookshire Department of Chemical & Biomolecular Engineering; David Horton Jr, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

on studentteams in engineering education into contact with the research on Black male experiences inengineering education. For example, while a key asset to Black men is their ability to draw onsame-gender support networks and friendships, Cross and Paretti (2020) observed that theirexperiences on student teams involved limited opportunities to develop friendships amongtheir peers. Additionally, while the positive expectations of mentors and professors could serveas a “self-fulfilling prophecy” (Burrell et al., 2015) students in Cross and Paretti’s study usedproactive efforts to dispel stereotypes among their peers in order to prevent negative self-fulfilling prophecies.To situate our proposed research among the broader scholarship on Black

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida; Amie Baisley, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

afternoon[5]. Other studies show that morning classes are more likely toexceed their later peers in academic performance [6].This indicates a potential correlation between class timing and academic outcomes. For example,one study examined this with third-year Bachelor of Science in Information Technology studentsand concluded that when class met, especially in the morning, impacted student performance[7,8]. There were additional variables, such as gender, major, Instructor, and term, that acted ascontributing variables[9]. This current study builds upon these findings to further examine class time impacts on studentengagement for two second-year engineering courses.Research MethodsThis study analyzes data from multiple semesters of two second year

Conference Session

Student Papers

Collection

2025 ASEE Southeast Conference

Authors

Mariam Rezai, University of North Georgia ; Redahegn Sileshi, University of North Georgia, Gainesville ; Dennis Garcia, University of Georgia

Tagged Topics

Student Papers

to providing hands-on learning experiences that enhance engineering education. As a student leader, I actively promote collaborative initiatives that empower my peers to engage in meaningful projects, fostering a deeper understanding of engineering principles and their impact on society.Dr. Redahegn Sileshi, University of North Georgia, Gainesville Dr. Redahegn Sileshi, University of North Georgia, Gainesville, GA. Dr. Redahegn Sileshi is an associate professor of engineering at University of North Georgia, Gainesville. His research experiences and interests are in the areas of water quality analysis and stormwater management, largely focusing on small and large-scale infiltration studies. He has done extensive

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Adaline M. Buerck, Mercer University

Tagged Topics

Professional Papers

graduatelevel engineering students. The course met for 50 minuets three times a week for a 16-weekperiod. The course used the Kotler and Lee 7 th edition Social Marketing; Behavior Change forSocial Good book to guide students through the 10 steps of social marketing. 10 Along withreadings and class lectures a semester long group project with small deliverables throughout thesemester was utilized. The link between the 10-steps and the semester long project can be seen inTable 1. The course also utilized class discussions, quizzes, peer to peer teaching (i.e. smallgroups of students from the class were responsible for teaching a given topic), online modulesfrom the Pan American Health Organization,11 and guest presentations from social

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruidong Ma, University of Washington; Frank Gao, University of Washington; Renee M. Desing, University of Washington

Tagged Divisions

Student Division (STDT)

course, the summative assesses student performanceat the end of the instructional period. The formative assessments include: 1. Pre-test questions at the first lecture about students’ biology background to gauge their prior knowledge about course topics. 2. In-class exercises and conceptual questions to continually gauge students’ understanding and progress throughout each lecture and allow them to practice skills 3. Peer Teaching: Students explain their understanding or perspective on a topic to a classmate, helping both the teacher and learner to assess comprehension. Additionally, graduate students in the course and ME department deliver guest lectures. 4. Teachers observe students during activities and take notes

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brett Ryan Krueger, United States Military Academy; William B Vass, United States Military Academy; Matthew Baideme, United States Military Academy

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

student success.Given this flexibility, educators may prioritize group formation methods based on convenience,student preference, or heterogeneity. For instance, randomly-selected groups can streamlinelogistics when simplicity is important, whereas allowing students to self-select partners mayenhance motivation and group cohesion in settings where peer relationships are valued.Alternatively, tools like CATME can be employed when the goal is to create groups of studentswith similar past academic performance or accommodate scheduling constraints. The resultshighlight the potential for focusing on other factors, such as group dynamics or instructionalmethods, to enhance the effectiveness of collaborative learning. However, this study's findingsare

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Danielle V. Lewis, University at Buffalo ; Natascha Trellinger Buswell, University of California, Irvine; Erica McGreevy, University of Pittsburgh; Christian D Schunn, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper M.Ed., University of Georgia; Spencer Currie, University of California, Irvine; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Melissa Lepe, University of California, Irvine; Kelly Tatone, University of Pittsburgh

Tagged Topics

Diversity, NSF Grantees Poster Session

research [1], [9]. Unlike earlier interventions that took place in controlled labenvironments, our ecological approach is implemented directly within the courses that haveknown demographic disparities in academic outcomes. The intervention materials, such asstudent narratives or “stories” of struggle, are created and tailored based on focus groups madeup of students who have previously taken the course [2]. Rather than being delivered by externalresearchers, our ecological belonging intervention approach is led by the course instructors. Thisallows instructors to connect more meaningfully with students and engage in open discussionsabout challenges and how to overcome them. Instructors also facilitate peer conversations tofoster a sense of

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Eva Schiorring, STEMEVAL; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Vincent Mark Briones Crisostomo, Moorpark College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

Tagged Topics

Diversity, NSF Grantees Poster Session

). Each student had at least two tours to choose from, as well asopportunity to explore the campus on their own.A mini-resource and graduate fair was also held during the poster-presentation sessions. Both C6and CPSLO students could visit with representatives from Cal Poly STEM-related programs aswell as from graduate programs at Cal Poly and other partner universities.Equally as important, C6 students, faculty and staff were given time to network with those fromother campuses. To encourage these interactions, each C6 student/faculty/staff member wasprovided with a name badge having the C6 logo and the logo of their particular college. Inaddition to their first name, students were also asked to write their major on their badge toencourage

Conference Session

ME Division 5: Advancing Robotic and Mechanisms Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krishnanand Kaipa, Old Dominion University; Anurag Purwar, Stony Brook University; Orlando M Ayala, Old Dominion University; Sebastian Bawab, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

rigid body kinematics and machine learning for design of mechanisms and robots. He has published 109 peer-reviewed conference and journal papers and his research has been funded by National Science Foundation (NSF), NY-state SPIR, NY-state Center for Biotechnology, Sensor-CAT, SUNY Research Foundation, industry, Stony Brook University, and SUNY Office of Provost. He received A.T. Yang award for the best paper in Theoretical Kinematics at the 2017 ASME Mechanisms and Robotics Conference and the MSC Software Simulation award for the best paper at the 2009 ASME International Design Engineering Technical Conferences (IDETC) . He is the recipient of the Presidential Award for Excellence in Teaching by Stony Brook

Conference Session

Advancing Robotics Education: Frameworks, Platforms, and Teacher Preparation for K-12 Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Jill Kidd, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, University of North Dakota; Danielle Marie Rhemer, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Pilar Pazos, Old Dominion University; Stacie I Ringleb, Old Dominion University; Orlando M Ayala, Old Dominion University; Francisco Cima; Isaac Koduah Kumi, Old Dominion University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

shared belief in agroup’s ability to succeed [21]. It is important for teacher educators to understand howinteractions with students and peers can influence elementary PSTs’ teaching self-efficacy. PSTscan interact with K-6 students during traditional field placements and also in non-traditionalsettings like afterschool clubs where they are likely to find highly motivated students.Afterschool programs can also afford PSTs the opportunity to collaborate with peers in teamsunder the close supervision of their instructors. Teaching a small number of highly engagedstudents in a low-stress, collaborative, and supportive environment can result in masteryexperiences that strengthen their self-efficacy [22-23]. This study explores how PSTs’ self

Conference Session

Civil Engineering in the Age of AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vincent Italo Bongioanni, United States Air Force Academy; Jason D Christopher, USAF Academy; Brianna D Hitt, United States Air Force Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

instruction on AI, exploring its origins, benefits, andbasic principles of generative AI. Throughout the course, they participated in hands-on activities:analyzing and correcting errors in AI-generated solutions, creating practice problems andsolutions for exam preparation using AI, and employing AI for real-time problem-solvingguidance during lessons. Additionally, they used AI for note-taking (verified by instructors) andincorporated AI into technical writing assignments. In contrast, the control group receivedstandard course instruction without this structured AI intervention; AI use was neither encouragednor prohibited for them.Pre- and post-course surveys were administered including both quantitative components using a7-point Likert scale (Table

Conference Session

Design in Engineering Education Division (DEED) - Student Motivation and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kayla Arlene Pagan, Florida Polytechnic University; Corey James Kado, Florida Polytechnic University; Grace Noel Sturtevant, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

Tagged Divisions

Design in Engineering Education Division (DEED)

design courses, provide students with more instruction to allow them toacclimate to undergraduate level study.Universities have various ways of conducting cornerstones. For example, The Ohio StateUniversity's Fundamentals of Engineering [2] course assigns all first-year students to a ten-weekproject. Students are required to meet with faculty members and graduate teaching assistantsoffering academic and professional development opportunities for students. This open structure tothe courses allows students to experience the iterative nature of design firsthand. Cornerstonecourses also allow students to familiarize themselves with their peers and faculty members,creating a sense of belonging. The introduction to design and familiarity among peers

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Nathan Galinsky, West Virginia University Institute of Technology

Tagged Topics

Diversity

studentschoosing alternate paths by encouraging students to pursue STEM-focused careers andcoursework [5]. Most literature has shown that summer STEM camps have positive impacts onbolstering interest levels in STEM whether a student has had any predisposition towards STEMcareers or not [1], [5], [6], [7]. STEM summer camps also provide students with the opportunityto interact with their peers both socially and intellectually. The interactions on a universitycampus can give students an opportunity to experience what a college experience will be if theychoose to attend college post-high school. This makes the interactions with staff, faculty, collegestudent counselors, and others on campus important. All these interactions can build self-confidence and

Conference Session

Minorities in Engineering Division(MIND) Technical Session 12

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University - Kingsville; Kai Jin, Texas A&M University - Kingsville; Larry Peel PE, Texas A&M University - Kingsville; Michael Preuss, Exquiri Consulting, LLC; Selinda Martinez, Laredo College; Yan Xu, Del Mar College; Yi Ren, Texas A&M University - Kingsville; Antonio Guadalupe Carranza III, Laredo College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

and fewer of those who complete are women or minorities [5]. Studies [6] [7] observedthat the URMs are disadvantaged in STEM. On average, these URMs are 16 times less likely tobe ready for credit-bearing STEM coursework in college than their majority peers. TheCommittee on STEM Education of the National Science and Technology Council in its 2018report [8] identified goals to “increase diversity, equity, and inclusion in STEM”, and “preparethe STEM workforce for the future” for the US to be the global leader in STEM literacy,innovation, and employment. Rendón et al. [10] reported several perceived challenges thatprecluded the success of Latinx (gender neutral term) STEM students, which are the same asobserved by several other social scientists

Conference Session

Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

DeAnna Bailey, Morgan State University; Kate Rotindo; Baba Amin Ojuok, The Uhuru Academy; Charnee Bowens, Morgan State University; Kevin Kornegay, Morgan State University; Chaz Romeo Padilla; Nasir Randall, Morgan State University; Krystle Dunn

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

purpose of engaging in this custom is for students to honortheir heritage and strengthen their connection to the African diaspora. The word “Ase” was also used toaffirm and praise students for correct answers to questions. Familial African terms were used, withinstructors addressed as “Mama” or “Baba” and peers referred to as “brother” or “sister”, reflecting theAfrican cultural values of communal respect and familial bonds (Wilson et al., 1995). Swahili phrases like“Asante sana” (thank you) and “Karibu” (you’re welcome) further immersed students in African languageand culture. The day ended with a communal closing exercise called, “Community”, a reflective practicerooted in African traditions of communal discussion, where all perspectives are

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Manish Malik SFHEA, MIET; Julie-Ann Sime FHEA, MBPsS, Lancaster University, UK

Tagged Divisions

Educational Research and Methods Division (ERM)

in duplicate detection, which may producesub 100% results [16]. Screening abstracts for relevant papers using GenAI performed betterwith Cohen’s Kappa of 0.87 for human-machine versus 0.82 for human-human as reported inliterature [15]. The results for the data extraction by NotebookLM®, needs further improvementfor most fields extracted, however, it was useful to capture the aims, population and outcome(and some other fields but not all fields of interest), which helped in further shortlisting thepapers at full-text read stage. In fact, GenAI performed better with Cohen’s Kappa of 0.82 forhuman-machine vs 0.77 for human-human as reported in literature [15]. Since writing,NotebookLM® has undergone some upgrades and this may improve the

Conference Session

Civil Engineering Capstone Showcase

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charles Riley, Oregon Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

inherent inteam environments, including miscommunication, personality conflicts, conflicting goals, anddifferences in work methods and expectations of the quality of work products.Interpersonal communication instruction is not new to engineering classrooms. Berntein [2]emphasizes the need for such skills by citing industry demands and a lack of instruction ininterpersonal communication to support the creation of a first-year course at the University ofNebraska. Burchfield and Kedrowicz [3] describe interpersonal communication as “a process ofshared meaning making that relies on the relationships between communicators” that cancomplement traditional instruction in writing and presenting that is more common in seniordesign courses. Dawson et al. [4

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth A Sanders, The University of Illinois at Chicago; Miiri Kotche, The University of Illinois at Chicago; Houshang Darabi, University of Illinois Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

challenge this narrative [3, p. 5]by elevating low-income students' unique experiences and contributions [4], [5]. Cohort-based programs can support low-income, academically talented students’engineering identity development (through a “community of peers”) [6] and can offer a structurefor more equitable educational experiences [7]. Cohort models can offer students community-building opportunities with peers who share similar experiences. Lewis et al.’s [8] review foundthat peers and role models can support academic belonging by promoting belonging in the socialcontext surrounding educational experiences. Moreover, Hansen et al. [7] found thatunderrepresented STEM students who participated in a cohort-based program with academic, co

Collection

2025 Northeast Section Conference

Authors

PS. Dhanasekaran

. Some institutions have banned AI for intelligent systems could foster intellectual sluggishness,homework, while others debate integrating it into discouraging independent thinking and problem-solvinglessons, prompting calls for stricter regulations on skills. A clear example is the growing reliance onacademic misconduct. Another concern is that over- calculators, with many individuals struggling to performreliance on AI may weaken students' writing and critical even basic mathematical operations withoutthinking skills, potentially affecting education quality technological assistance. With the advancement of AIand learning outcomes. Some universities have classified

Conference Session

Track 7: Technical Session 6: Using Grant Transition Periods to Improve Program Evaluation & Offerings; Case Study: Washington Space Grant

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington Center for Evaluation & Research for STEM Equity; Erin Carll, University of Washington; Kam H Yee, University of Washington; Brenda N Martinez, University of Washington

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

concentration in social statistics from the University of Washington. Erin also holds an MA and BA in Russian and Eastern European studies, and an AA in liberal arts and sciences.Kam H Yee, University of WashingtonBrenda N Martinez, University of Washington ©American Society for Engineering Education, 2025Abstract:Sometimes projects settle into a status quo of doing the same things because that iswhat has always been done. In this presentation, we’ll talk about the process oftransitioning a NASA-funded WA Space Grant to develop more meaningfulactivities/interventions for students and to improve the evaluation of the project. Theproject is writing a renewal grant now and has been collaborating with an evaluator

Conference Session

ELOS Technical Session 6: BYOE (Bring Your Own Experiment): Engaging Students with Creative Hands-on Laboratory Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caroline Crockett, University of Virginia; Adam Barnes, University of Virginia; George Prpich, University of Virginia; Anne Marguerite McAlister, University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

University). Complimenting my pedagogical research is an interest in bioprocess engineering, environmental engineering, environmental risk management, and I have authored >40 peer reviewed publications in these fields. I’m also active in developing workforce development initiatives, specifically within the biopharmaceutical manufacturing space. Beyond academia, I have 7+ years of international consulting experience working with the U.K. government, European Union, and the United Nations.Dr. Anne Marguerite McAlister, University of Virginia Dr. Anne M. McAlister is an Assistant Professor in the First Year Engineering Center at the University of Virginia. She has her PhD in Education and MS in Systems Engineering from the

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel M. Esposito, United States Naval Academy; Jenelle Armstrong Piepmeier, United States Naval Academy

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-in-chief of ASEE’s Computers in Education Journal; and a trained ABET Program Evaluator. He is the author of over 75 peer reviewed articles, has appeared as a guest on NPR, and served on advisory panels for NSF, ONR, DoT, NASA, Office of the Secretary of Defense and the Marine Corps Intelligence Agency.Dr. Jenelle Armstrong Piepmeier, United States Naval Academy Dr. Jenelle Piepmeier earned a Bachelor of Science in Mechanical Engineering from LeTourneau University. She went on to earn a Master of Science and Ph.D. from Georgia Institute of Technology, also in Mechanical Engineering. For over 20 years she has taught robotics, computer vision, and control systems to the future leaders of the Navy and Marine Corps at

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Penn State University Berks Campus; Rungun Nathan, Pennsylvania State University, Berks Campus; Marietta Scanlon, Pennsylvania State University, Berks Campus; Catherine L. Cohan, The Pennsylvania State University

Tagged Topics

NSF Grantees Poster Session

Aheadcurriculum also included some metacognitive skills surrounding learning mathematics.By reviewing research of other summer bridge programs, as well as both formal data collectionand anecdotal feedback from Engineering Ahead students, it became obvious that mathematicsreview and preparation was not the only significant factor that related to increasing retention inengineering. Thus, over the last nine years, Engineering Ahead has worked to build intra- andinter-institutional partnerships to systematically support student success. What started out as aclose daily interaction with a single mathematics faculty member during the summer bridge, nowincludes cooperative learning under the supervision of peer mentors as well as partnerships thathave been

Conference Session

Instrumentation Methods and Techniques

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Hendricks, Heidelberg Instruments Nano AG; Emine Cagin, Heidelberg Instruments Nano AG; Nancy Burnham, Worcester Polytechnic Institute; Tanisha Gupta, Worcester Polytechnic Institute; Brett Michael Mann, Worcester Polytechnic Institute; Sophia Reynolds, Worcester Polytechnic Institute; John Andrew DePalma, Worcester Polytechnic Institute; Carolina Ruiz, Worcester Polytechnic Institute (WPI); Jeffrey Solomon, Worcester Polytechnic Institute; Jonas Vergés

Tagged Topics

Diversity

Tagged Divisions

Instrumentation Division (INST)

Tanisha Gupta is currently pursuing a Bachelor of Science degree in Biomedical Engineering at Worcester Polytechnic Institute (WPI). She has worked on several projects, including her Interactive Qualifying Project in collaboration with Heidelberg Instruments Nano AG, which focused on demystifying nanofabrication and developing educational materials for beginners in nanoscience. On campus, Tanisha serves as Vice President of WPI’s chapter of the Society of Women Engineers, is a Global Ambassador for the Global Experience Office and works as a Peer Learning Assistant for Introduction to Biomechanics.Brett Michael Mann, Worcester Polytechnic Institute Brett Mann is currently pursuing a Bachelor of Science degree in Electrical

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun Kathpalia, University of Georgia; John Ray Morelock, University of Georgia; Deborah Moyaki, University of Georgia

Tagged Divisions

Faculty Development Division (FDD)

peerexamination approach among the authors to ensure rigor in the study [13].ResultsThe analysis yielded many interesting insights into the interactions and relationships amongfaculty members, shedding light on the situations and instances which lead to interactions and onthe purposes of these interactions.The major themes for the blue codes (“who” and “what” of the interaction) consisted of thefollowing: 1) Collaboration and discussion with colleagues: All participants described reaching out to fellow faculty members for varied reasons, such as, for help and support from experienced faculty and peers; for resources, techniques and new technologies; and lastly, for ideation and collaboration purposes. One participant described learning

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tania Gosselin, Université du Québec à Montréal ; Lawrence R Chen, McGill University

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering are part of a research group, typicallya team of peers working under the supervision of the same faculty member. These groups arecentered around a specific research focus and provide space for collaborative learning. They caninfluence how students approach their research, acquire knowledge, develop skills, and feelabout being part of a broader academic or professional community [8].Despite their importance, the role of research groups on a graduate student’s experience has notbeen studied as extensively as the role of the supervisor. Yet, existing research highlights theirunique contributions. For example, Pyhältö et al. found that while supervisors tend to provideindividual mentorship, research groups foster teamwork and intellectual

Conference Session

Minorities in Engineering Division(MIND) Technical Session 15

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder; Caroline Steely, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

students to illustrate a concept from waterchemistry. Details of the project have been published; see [10]. At the beginning of the semester,students were randomly grouped into teams of 4-5 (in one case a student dropped the courseresulting in a team of 3 students). Teams and/or individuals were assigned to write shortReflective Memos (RMs) throughout the semester in order to scaffold their learning throughtypes of innovative behaviors and cognitive skills (under Dyer’s innovator’s model [2-3]). Asdepicted in Table 1 below, two RMs were given as individual assignments (RM2 Observing andRM4 Networking), and three were assigned to be completed as a team (RM1 Questioning, RM3Experimenting, RM5 Associational Thinking).Table 1- Reflective Memo (RM

Collection

2025 Rocky Mountain Section Conference

Authors

Randy Hurd; Sulabh Khadka; Dustin Grote

ofemployment opportunities in STEM disciplines. These goals were assessed using a mixedmethods approach that included program completion analysis, focus group discussions, and preand post surveys. Student responses from focus groups suggest that the program was successfulin meeting all goals. Survey data indicated that the program effectively increased studentconfidence and awareness of on-campus resources, but that changes could be made to increasestudent sense of belonging and awareness of employment opportunities in STEM disciplines.Our observations suggest that careful selection of classes, teachers, and peer mentors contributedto high completion and increase in student confidence to perform in university-level STEMclasses