Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

.7. Recognize “scientific language” and “teacher language,” and know when and how to use eachlanguage.SECTION TWO: PROGRAM ACTIVITIES:For Items 8-14, please rate the various summer program activities on their usefulness on a scale of1-5, with 1 = Not useful and 5 = Very Useful. Please make comments.8. Participating in intensive research on various aspects of smart car vehicle development.9. Coaching on curriculum development with new standards.10. CMU faculty visits highlighting research and education topics.11. Training sessions for lab instruments and/or tools.12. Professional development sessions on effective teaching.13. Social activities and team building activities.14. Reflection sessions.SECTION THREE: RESEARCHFor Items 15-19, rate

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

supported by the National Science Foundation under awardnumber DUE - 1317238 and is supported in part by funds given to the National ScienceFoundation by the Intel Foundation and the GE Foundation. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do not Page 24.736.5necessarily reflect the views of the National Science Foundation.References 1. American Society for Engineering Education. 2012. Going the Distance: Best Practices and Strategies for Retaining Engineering. Engineering Technology, and Computing Students. http://www.asee.org/retention- project 2

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Ruth E. H. Wertz, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

workshops Objective 1 Objective 2 Critical Engineering Literacy Test (CELT) Evidence-based Self-Assessment of Problem Solving • Develop a two-tier multiple-choice information Strategies (ESAPSS) literacy test. The first tier focuses on assessing • Develop a two-tier Likert-scale survey: The first tier students’ reflective judgment and information measures students’ perceptions of their self-directed literacy skills. The second tier checks students’ learning and problem solving strategies. The second reasoning and explanations. tier gathers evidence such as student

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

theclosing of the university campus and makerspace. When classes resumed in-person, themakerspace did not return to pre-pandemic student usage levels. As a result of this down-time inworking with students, both students and university staff had the opportunity to re-designsystems, including hiring. This forced pause and reflection, while not ideal, was an importantlesson learned to remind staff to re-evaluate existing systems. This shift resulted in a staff thatwas close to pre-pandemic gender parity levels at the time of interviews in 2022. One female-identifying student staff member described the this as “a good thing, In engineering, I have faceddiscrimination, of course, just being one of the minority women. I know in petroleumengineering, we're

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

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NSF Grantees Poster Session

reached.IDP module has been modified significantly over the last several years based on feedback fromearly participants and our own growth in understanding student’s needs and challenges innavigating an interdisciplinary program. In the early offerings of the course, we introduced whatan IDP is, why it is important and how to use it to assess progress and plan for the future.Students fill an IDP template with help and feedback from the course instructor (and sometimestheir research advisors). Student feedback and reflections showed that students struggled withthe IDP exercise.The current implementation of the course spends three to four lectures that building up themotivation for IDP development. The first lecture gives an overall view of the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, University at Buffalo, The State University of New York; Mary McVee

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Diversity, NSF Grantees Poster Session

similardistricts.To accomplish the goal of including emergent bilingual students in engineering activities, we areemploying a design-based research approach with a participatory framework [3] to design,implement, and investigate a standards-aligned professional learning model for monolingualteachers. School leaders, principals, and teachers are working with the research team to co-construct and iterate a model of professional learning. This model introduces teaching toengineering design along with translanguaging (i.e., using all the linguistic resources in anylanguage that a student brings to the classroom within their engineering work). Our model alsoasks teachers to reflect on their language ideologies, or beliefs and conceptions of how languageis used in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Amy L Brooks, University of Pittsburgh; Julianna R Beehn, Harding University; Olivia I Bell, Harding University; Chelsei Lasha Arnold, Harding University

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NSF Grantees Poster Session

research broadly focused on global issues related to sustainable waste management and plastic pollution. After earning her PhD 2021 from the University of Georgia, Amy developed skills in qualitative research methods in engineering education at Oregon State University. As part of this training, she used interpretative phenomenological analysis (IPA) to examine engineering faculty well-being and collaborated on the development of a reflective tool for researchers to build skills in semi- and unstructured interviewing. Building on her postdoctoral training, Amy aims to merge her methodological interests to pursue research questions in the nexus of engineering education, sustainable development, and resilient

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eunice Chow, WestEd; Linlin Li, WestEd; Nagarajan Akshay, University of California San Diego; Alec Barron, University of California, San Diego; Susan Yonezawa, University of California, San Diego; Victor Hugo Minces, University of California, San Diego

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NSF Grantees Poster Session

reflects the learning process [13], [14], [15]. Although the potential for STEMand music integration has long been recognized, the idea has been slow to become popular withmainstream audiences, such as school children in their classrooms. A previous experience by thisteam, supported by the National Science Foundation’s grant “Connecting STEM to Music andthe Physics of Sound Waves”, developed and implemented a set of activities geared towardsengaging underserved children in STEM through the connections with music. In it, members ofthis team visited 8th-grade classrooms and worked together with teachers, helping childrenexplore how physical objects and digital tools vibrate and create sound. The experience provedto greatly improve the children’s

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

indicate consistent use of digital Engineering Design ID Materials Process Log (EDPL) during implementation of 8th grade curricula, as suggested. Several teachers also observed using the EDPL with 6th and/or 7th grade classes as well. Teacher Interviews document teacher reflections on which stages of the EDP they Facilitation/Student found most challenging to facilitate. Challenges related to the Ideate and Engagement in Evaluate stages were most common. For example, Teacher 1 described Engineering Design students’ reluctance ideate and the challenge of facilitating iteration: Process “The biggest thing that they struggled with is the ideate

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Melissa Joan Caserto, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Aaron W. Johnson, University of Michigan

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NSF Grantees Poster Session

examining conceptual knowledge gains, affect, identity development, engineering judgment, and problem solving.Dr. Aaron W. Johnson, University of Michigan Aaron W. Johnson (he/him) is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His lab’s design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Their current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

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Diversity, NSF Grantees Poster Session

Faculty Communities Exploring Data and Sharing Their StoriesMotivation and Project OverviewThis NSF Improving Undergraduate STEM Education (IUSE: EHR) Institutional andCommunity Transformation (ICT) capacity-building project is designed to support faculty tocollaboratively explore questions on student learning and success in introductory and gatewayundergraduate STEM courses, such as early engineering courses as well as prerequisite math andscience courses. The project is motivating faculty to consider evidence-based teaching strategiesby including them as co-designers of learning analytics tools and storytellers inspired by the dataand their reflections. Learning analytics uses data about learners and learning to draw

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; James P. De Clerck, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Laura Maria Roberts; William J. Endres, Michigan Technological University; Kevin David Hale

Tagged Topics

NSF Grantees Poster Session

tutorials in which two components of motivation aremanipulated: task value and control beliefs. To manipulate task value, the module hastutorials on two quite different topics that would have different levels of interest forstudents: osmosis and the Northern Lights. Before the task value tutorials, the moduleasks students to rate their interest in the two topics. We anticipated that the NorthernLights topic would be more interesting for most students, but it was not for all students,and it was not necessary for that to be the case. After completing the two tutorials thatinclude pre and post tests, students answer questions about their reflections on task value.For the control beliefs manipulation, the module includes two topics about which

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Spencer Seung-hyun Kim, Rochester Institute of Technology (CAST)

Tagged Topics

NSF Grantees Poster Session

will allow for added laboratory activities.Assessment and Evaluation of the GPMTBased on the evidences and findings from the current project, the newly-developed structure forassessment and evaluation is helpful in adopting evidence-based instructional methods, whichhave a more student-centered learning format. For example, the traditional-transmission learningformat, in which the degree of a student’s success depends only on the performance of quizzes,tests and projects in class, does not truly reflect the effectiveness on learning.We adopted more collaborative approaches for this NSF project to break away from traditionalnorms in education, while assessing students’ abilities in various summative cases; many aspectsin learning effectiveness

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University

Tagged Topics

NSF Grantees Poster Session

questions why this doesn't work, what improvement I could do. You have theory, which is great, but if we can have more commonly seen problems and then we have people chime in different solutions, maybe that would be great.Thus, future faculty development should provide further assistance in applying theory to practiceand ensure that in addition to theory, participants are equipped with numerous concrete examplesof instructional strategies that tend to work, particularly in engineering courses.ConclusionOur model emphasizes the relationship between learning and teaching, with a focus on theaffective domain of teaching by involving dialogue and reflection. Our goal is to transformengineering education through a humanized pedagogy, based

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Swarup Bhunia; Pavlo Antonenko; Woorin Hwang, University of Florida; Christine Wusylko, University of Florida; Yessy Eka Ambarwati, University of Florida; Tanvir Hossain, The University of Kansas; Tamzidul Hoque, The University of Kansas; Rohan Reddy Kalavakonda, University of Florida

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NSF Grantees Poster Session

engineeringstudies by enhancing motivation, engagement, and academic control. Additionally, positiveoutcome expectations[10] motivate students by shaping their goals, guiding decision-making,and reinforcing their belief in their ability to succeed.To support these outcomes, the curriculum integrates equitable practices, experiential andinquiry-based learning, collaboration, reflection, and gamified activities. Lessons are structuredinto activation, mini-lessons, gameplay, student-led work time, and debriefing, with a focus oninclusive teaching through Universal Design for Learning (UDL) and Culturally SustainingPedagogies (CSP). Educators’ confidence in teaching hardware concepts is bolstered throughimplementation strategies and educative materials informed

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shannon Roberts, University of Massachusetts Amherst; Betty Annan, University of Massachusetts Amherst

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NSF Grantees Poster Session

17% to25%.The final goal of the RIDE REU program is to enrich the undergraduate experience with lifelongmentoring. Evaluation data from 2023 and 2024 reveal that program participants mademeaningful connections with their faculty and graduate student mentors. In both years, RIDEREU program participants said they generally had positive relationships with these mentors.Most respondents praised their availability, support, and communication. Likewise, the annualmentor survey reflects that faculty and graduate student mentors made meaningful connectionswith their RIDE mentees. Specifically, all mentors said they were genuinely interested inunderstanding the interests and goals of their mentees. Similar proportions of mentors alsoreported that

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mobin Rastgar Agah, Ct State Community College Norwalk

Tagged Topics

Diversity, NSF Grantees Poster Session

GPAthe sum of squares error. Figure 1 - Students Course Grade plotted against their GPA at the start of the semester. The dashed and solid lines show simple and segmentedThe segmented regression analysis regression respectively.revealed two distinct trends. Forstudents with GPAs below the breakpoint (GPA<2.9) the slope of the regression line was 0.23(95% CI: 0.08 to 0.36), indicating a weak, statistically significant positive relationship betweenGPA and course grades. Conversely, for students with GPAs above the breakpoint (GPA≥2.9),the slope increased substantially to 10.63 (95% CI: 7.61 to 13.65), reflecting a much stronger

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Scott Rowe, Western Carolina University

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Diversity, NSF Grantees Poster Session

funding.Research goals of the program include characterization of FLiTE program interventions on (1)development of the skills-based dimensions of the entrepreneurial mindset; (2) originality andquality of invention ideas as reflected in ENGR350 projects; and (3) promotion of diversity inthe regional technology workforce [2].4. Third Year ResultsRecruitment and RetentionThe program retained eighteen scholars from previous recruiting classes at the beginning of the2024 spring semester. Of these, three left the program due to academic difficulties. Recruitingfor fall 2024 brought fourteen new members to the cohort. Of these, three left the program, alsodue to academic difficulties. At the close of 2024, twenty-six students remain in the program. Todate, the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

Tagged Topics

NSF Grantees Poster Session

-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Aaron holds a B.S. in Aerospace Engineering from Michigan and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining Michigan, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder.Prof. Rachel Vitali, The University of Iowa Dr. Rachel Vitali is an

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shana Lee McAlexander, Duke University; Catherine Brinson, Duke University; Richard J. Sheridan, Duke University; Junhong Chen, University of Chicago; Jennifer Nolan, University of Chicago

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NSF Grantees Poster Session

circulated around the room to support teams andoffer gentle guidance. After the design phase, we had teams present their ideas using one slide tosupport their pitch. Each team was given 3 minutes to share their idea and 3 additional minutesfor audience questions. Figure 1. Template for research proposal development.3. Reflections and lessons learned. The workshop framework promotes knowledge sharing,builds participant confidence for finding collaborators, and inspires fruitful collaborationbetween participants. Students were able to make new connections and face new challenges asthey visualized how their knowledge and efforts align with other scientists and engineers. Thefirst time we ran the workshop, the faculty advisors were

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Zachary Clay, University of Texas at Austin; Molly H Goldstein, University of Illinois Urbana-Champaign; Charles Xie; H. Onan Demirel, Oregon State University; Zhenghui Sha, University of Texas at Austin

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NSF Grantees Poster Session

importance ofGD to future industry practices is not yet reflected in the curricula being taught to the nextgeneration of engineers. Thus, the motivation of our multi-institutional project is to define anddisseminate Generative Design Thinking in three research gaps: design thinking and designcognition to explore high/low-level cognitive behavior during GD, design education to createand test materials to teach GD, and developing GD tools and methods.Design Thinking and Design CognitionThe first areas that our research addresses are to explore design thinking and design cognitionrelevant to GD. First, we devise and present the Paradigmatic Design Thinking Model whichnovelly defines design thinking as being situated within three factors, each with a

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Chris Smith Crawford, The University of Alabama; Erika Machan Steele, The University of Alabama

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NSF Grantees Poster Session

classroom activities and curricula to broaden their students’awareness of engineering education and career pathways [1].In 2024, the College of Engineering at the University of Alabama (UA) launched an RET sitefocusing on the applications of sensing technologies for physiological and environmentalmonitoring. The selection of this theme reflects the importance of measuring the physicalquantities of materials, devices, tissues, and the environment to address research questions acrossall engineering domains. This approach aligns projects with national and state goals ofintegrating engineering design and practices into science content creation. For the first iterationof this RET, projects from electrical engineering (measuring biological tissue

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech Department of Engineering Education

Tagged Topics

Diversity, NSF Grantees Poster Session

analysis to see what type of person I am and how I respond to problems.”One practitioner provided feedback of their experience deploying E-SPIN in their class. Theysaid It made for a lively discussion as students were able to take what they had seen and think further about what they could do in the future to succeed…Students seemed to enjoy learning about themselves and greatly reflected on their college trajectory by using it.The student and practitioner feedback reflects that E-SPIN is useful for students to get exposureto common scenarios encountered in undergraduate engineering, practice responding, and learnmore about their patterns of response.Future WorkThis project will be completed in one year during which time we

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Massood Towhidnejad, Embry-Riddle Aeronautical University - Daytona Beach; Sarah A Reynolds, Embry-Riddle Aeronautical University - Daytona Beach; Omar Ochoa, Embry-Riddle Aeronautical University - Daytona Beach; Lynn Vonderhaar, Embry-Riddle Aeronautical University - Daytona Beach; Alexandra Davidoff, Embry-Riddle Aeronautical University - Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach

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NSF Grantees Poster Session

, particularly amongyounger faculty and students. As their skills developed, the teams’ overall performanceimproved, resulting in higher productivity and more equitable contributions across all teams.Furthermore, workload equity fostered an improved sense of belonging within the department'sculture, reinforcing collaboration and inclusivity. This cultural shift ultimately reflects thebroader positive impact of Agile methods across various industries, driving both individual andcollective growth. By examining four teams, we can assess how Scrum influences facultymembers' and students' professional development and empowerment, potentially leading to amore dynamic and collaborative academic environment. Finally, by implementing Scrum,academic teams

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Glen Miller

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NSF Grantees Poster Session

three-week program that brought together six K-12 school teachers from diversebackgrounds, each bringing unique expertise and experiences. The cohort reflected a balance ingender distribution, inclusivity in terms of participants with disabilities, representation ofHispanic/Latino educators and diversity in racial and ethnic groups, as summarized in Table 1.This diversity enriched the program by offering a wide range of perspectives on integrating ethicsinto STEM education. Table 1: Demographic Data Summary Category DataGender Distribution Female: 83.3% / Male: 16.7%Disability Distribution Yes: 33.3% / No: 66.7%Hispanic/Latino

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Nathan Mentzer, Purdue University at West Lafayette (PWL) (COE); Scott R Bartholomew, Brigham Young University; Daniel Bayah, University of Georgia; Wonki Lee, Purdue University – West Lafayette (College of Engineering)

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NSF Grantees Poster Session

[8]. The third year of our project commenced our plans to assess performance of the LbEapproach compared to typical design pedagogy through quasi-experimental design. Through ano-cost extension we have continued a fourth year of data collection related to the effectivenessof LbE.Across the study our approaches have been collaboratively developed in situ with teacher andstudent participants. For example, we have built on an initial concept of the LbE approachthrough insight during classroom observations, reflections with teachers and students, analysis ofstudent performance during the experience, and numerous outreach activities with designeducators. Effort during the no-cost extension has also made progress towards the sustainabilityof the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Kentucky; Comas Lamar Haynes, Georgia Tech Research Institute; Billyde Brown; Ray Phillips, American Society for Engineering Education

Tagged Topics

Diversity, NSF Grantees Poster Session

spent with your mentee was --- --- --- 100% helpful for your mentee? Did you gain new knowledge or experiences from this --- --- 50% 50% relationship? Were your mentor program coordinators accessible and easy 17% --- 17% 67% to talk to and seek advice when necessary?The mentors indicated that the IMPACTS mentoring program's most satisfying aspects includedgiving back and sharing their career experiences with their mentees, helping mentees prepare fortenure, and assisting mentees in becoming better mentors.Implications for the Near FutureAs the IMPACTS mentoring program coordinating team reflects on the satisfaction surveyresults, they have several actions to undertake regarding

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana State University - Bozeman; Rebekah J Hammack, Purdue University at West Lafayette (PPI); Nick Lux, Montana State University; Sweeney Windchief, Montana State University - Bozeman; Abigail M. Richards, Montana State University - Bozeman; Suzanne G. Taylor, Montana State University - Bozeman

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Diversity, NSF Grantees Poster Session

teachers’development and implementation of engineering curricula that focuses on energy anddiversifying the future engineering workforce. To achieve these goals, the three-year MEERCRET Site facilitated an engaging, holistic and integrated six-week summer experience for 31 in-service and pre-service elementary teachers, which (1) provided authentic energy-relatedresearch experiences within engineering laboratories and with appropriate scaffolding andconnections to elementary settings, coupled with (2) customized, guided and reflective tours ofMontana energy industry facilities and nearby Indigenous cultural venues, all while (3) fosteringdevelopment, integration and sharing of unique and high-impact energy-related engineeringcurricula in diverse elementary

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ahatsham Hayat, University of Nebraska - Lincoln; Bilal Khan, Lehigh University; Mohammad Rashedul Hasan, University of Nebraska - Lincoln

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NSF Grantees Poster Session

], research on their application to non-cognitive data for predicting lecture engagementremains limited.In this paper, we investigate the efficacy of pre-trained LLMs to predict weekly lecture-basedengagement of college STEM students using their LE data. Moving beyond traditionalapproaches that primarily focus on cognitive attributes [8, 9], our study leverages non-cognitivedata, such as students’ reflections, emotions, and perceptions about lectures, supplemented bytheir socio-economic background information, to gain a more comprehensive understanding ofengagement trends. Specifically, we address the following two research questions (RQs): • RQ1: How effectively can LLMs predict STEM students’ weekly lecture-based engagement using non

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Danielle V. Lewis, University at Buffalo; Isabel Anne Boyd, Georgia Institute of Technology; Aaron Livingston Alexander, University at Buffalo, The State University of New York

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NSF Grantees Poster Session

group’s dialogue but was not reflected bythe CCE norms.After constructing a SAM for each critical interaction, we conducted a cross-memo analysis tounderstand the predominate ways the group engaged during meetings and how aspects of theCCE norms connected to one another. To support this analysis, we constructed an Excel tablewhere we noted the instances where each code for the norms showed up. The rows were definedby the codes for each norm and the columns were defined by the instance. We also constructedan overall memo to describe the group’s general epistemic culture based on the four CCE norms.This memo was collaboratively constructed by two members of my research team and checkedby three other members, including myself. The findings below