Conference Session

Aerospace Division (AERO) Technical Session 3 - Student Papers 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Kennesaw State University

Tagged Divisions

Aerospace Division (AERO)

echolocationbehavior of a bat. High school and undergraduate students are involved in the entire design,fabrication and flight process. The UAS will navigate an urban environment using only ultrasonicspeakers and microphones, a more cost-effective alternative to the expensive cameras typicallyused in UASs. The vehicle features a 3D-printed bat head, modularly attached, containing anultrasonic speaker in the mouth and two microphones in the ears to capture reflections from thesound waves emitted. As part of the design, casings for the electronic speed controllers (ESCs),which regulate the motor speeds, as well as the bat head, are designed and fabricated.Throughout the development process, several challenges are encountered. Minimizing dead weightand drag

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Virtue & Ethics in the Profession

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

. Wechose to not rely on an ethical framework for reference, because we have found thatmany students have interpreted ethical frameworks in absolute terms.The exercise began with a briefing about the differences between ethics and morals, withexamples of typical moral themes, followed by individual reflection about what thestudents knew about themselves. The participants were then assigned to ad-hoc teams inorder to compare their moral priorities to those of other team members. Finally, eachteam formed a set of moral priorities for their own hypothetical engineering company.In order to assess the outcomes of this activity, we sought to answer the followingquestion: How did this exercise bring out multiple competing moral standpoints and

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert J Kerestes, University of Pittsburgh; Jack Thomas Carnovale, University of Pittsburgh; Paulo Radatz

Tagged Divisions

Computers in Education Division (COED)

modify the base values for voltage and current to a new set ofvalues. If the per-unit system is implemented correctly, changing the base values shouldautomatically update all the per-unit quantities while leaving the physical quantities unchanged.This consistency demonstrates the utility and flexibility of the per-unit system in power systemsanalysis. Students are encouraged to experiment with different base values and reflect on theresults, discussing any patterns or observations that arise from changing the base quantities.3.2 Python Exercise 2: Transmission Line Bundling and Power Factor CorrectionIn this exercise, students develop a Python program to analyze the impact of conductor bundlingon a power system. The line data provided includes

Conference Session

Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Cathy P. Lachapelle, STEM Education Insights; Kenneth Reid, University of Indianapolis; Vedika Vinayak; Katie McKeown, Engineering for US All (e4usa™)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

delineate the curriculumdevelopment process of the program, detailing its evolution from version 1.0 to 5.0, and 2) to sharecomprehensive evaluation data that reflects the reception of the curriculum across the last threeiterations. By providing an in-depth look at both the progressive refinement of the curriculum andthe empirical outcomes associated with each version, this paper provides valuable insights toenhance ongoing pre-college engineering education efforts.MethodsProgram ContextLarge-scale pre-engineering programs tend to appeal to students who may already be planning tostudy engineering in college. These programs serve a purpose in helping engineering studentsprepare for college. However, these programs often fail to appeal to students

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Krishna Pakala, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby, Boise State University; Jelena Pokimica, Boise State University; Eric Jankowski, Boise State University

Tagged Divisions

Educational Research and Methods Division (ERM)

improve their self-concept [9, 11]. To theauthors’ knowledge, our storytelling workshop format and public performance aspect are novel.4. MethodologyOur work is grounded in theories of narrative identity [14], reflection [15], and cognitiveconsistency [16]; our focal outcomes are guided by three basic human needs of Self-determinationTheory (SDT): autonomy (identity), relatedness (belongingness), and competence (imposterfeelings) [17]. We employ a mixed-methods sequential explanatory design [18] and followprinciples of Design-based Research [19-20] with input from multi-institutional/disciplinaryfaculty, non-profit partners from The Story Collider, and STEM graduate student participants.In this project, we iteratively develop, evaluate, and

Conference Session

ME Division 15: Grading Practices and Student Performance

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University - Kingsville; Kai Jin, Texas A&M University - Kingsville; Michael Preuss, Exquiri Consulting, LLC; Mahesh Hosur, Texas A&M University-Kingsville; Afzel Noore, Texas A&M University - Kingsville

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

pattern described above wasgenerally adequate to the needs of the students working as peer mentors. Yet, about one-fifth ofthe peer mentors felt that too little time had been spent training them while over half felt too littletime was spent in direct interaction with students. In fact, one informant stated in a follow-on querythat s/he had received no training. As is the case in most programming with a broad implementationfootprint, there would have been individual variation in the general approach taken. There alsowould have been a range of preferences for level and types of support or interaction among thestudents recruited to be peer mentors. These circumstances appear to be reflected in the surveyresults including one party noting not being

Conference Session

Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Namita Shrestha, Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Timothy Chow; Mitchel Daniel, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

. Thisperception largely stems from students enrolling to fulfill a requirement rather than out ofgenuine interest. A traditional lecture-based teaching approach has been identified as a key factorcontributing to student disengagement. This research reflects the instructor's ongoing efforts toredesign course content, aiming to enhance student engagement and improve their perceptions ofintroductory EE courses in the civil and environmental engineering curriculum.Active learning has been extensively studied across various disciplines. Prince (2004) defines itas instructional methods that engage students in the learning process, requiring them to activelyparticipate rather than passively receive information [4]. Key techniques include think-pair-share

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Annalisa Perez, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.; Sarah Huizar, University of Texas at El Paso; Christopher Isaac Camacho, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

for Undergraduates at the University of Nebraska–Lincoln. His research interests include engineering identity, reflective learning, and innovative teaching practices. ©American Society for Engineering Education, 2025Exploring Integrated Peer and Reverse Mentoring in Engineering Education:A Work in Progress.AbstractThis Work-in-Progress (WIP) paper examines the introduction of integrated peer and reversementoring for first-year engineering students at a Hispanic Serving Institution (HSI). In thismentoring program, near-peer mentors—upperclassmen with relevant academic knowledge of thecourse—met weekly with mentees to provide guidance, share experiences, and address academicchallenges. These near-peer

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, Tecnologico de Monterrey; Vianney Lara-Prieto, Tecnologico de Monterrey (ITESM); Rebeca Maria Garcia, Tecnologico de Monterrey (ITESM); Jorge Membrillo-Hernández, Tecnologico De Monterrey; Maria Ileana Ruiz-Cantisani, Tecnologico de Monterrey (ITESM); Valentina Rueda-Castro, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

andcollaborative learning models, to enhance the COIL experience. For example, incorporatingstructured collaborative scripts and promoting positive interdependence among student groups hasbeen identified as a critical factor in fostering productive engagement and learning outcomes. Keyfindings from the analyzed case studies highlight the importance of preparing educators tonavigate technological and cultural complexities. The authors propose implementing pre-COILtraining workshops, providing templates for course design, and creating a repository of bestpractices to support educators. Additionally, the guide underscores the significance ofstudent-centered approaches, including reflective exercises, to deepen learning and interculturalunderstanding.This

Conference Session

Focus on the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sydney Donohue Jobe, University of New Mexico; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico; James Joseph Rawson, University of New Mexico; MADISON JO COX, University of New Mexico; John Caleb Orr, University of New Mexico; Jose Cerrato, University of New Mexico; Anjali Mulchandani, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

engineeringsoftware. Only some groups calculated the volume of a hollow canoe. Calculations did notnecessarily reflect the highest level of math preparation by one member of the team. Somecomplex solutions were performed by students enrolled in Trigonometry and by those in LinearAlgebra, while some simple solutions were performed by students in Pre-Calculus. All teamswere able to produce a final calculation for the size of their canoe. These findings indicate thatcivil and construction engineering and construction management students, even with their variedmath backgrounds, can come up with creative approaches to solve ill-structured problems basedon their existing preparedness

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan Kusa, Duke University; Siobhan Oca, Duke University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

studentsformulated cohesive solutions that integrated multiple ROS2 packages. By the time they reachedthis final assignment, most learners had developed a solid framework of fundamentalcompetencies that could be extended to their final, open-ended projects.Rationale for Key ChangesFrom the outset, the lab sequence was devised with progressive complexity in mind, graduallylayering new tools and concepts to reduce cognitive overload. This scaffolded approach helpedstudents steadily build confidence, ensuring each new skill—such as command-line proficiency orROS2 control—was reinforced before introducing more demanding tasks. Additionally, hands-onintegration with simulated environments and (for some students) real hardware reflected howrobotics is typically

Conference Session

CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

strategies herein reflect an intentional commitment to Educatethe Whole Engineer by promoting an academic advising model that would both complement thecurricular experiences and align with the evolving personal and professional aspirations ofstudents towards career readiness. The approaches described offer valuable insights for both newand existing engineering programs seeking to transform their advising practices to better serve anincreasingly diverse student population. There is urgency in this work for the betterment ofhigher education and engineering education.I. INTRODUCTIONThe value of higher education is under attack and the criticisms are many: cost, inadequatepreparation for job-readiness, outdated and inflexible curricula and degrees

Conference Session

Leveraging AI and Computational Tools for Enhanced Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; Christopher V.H.-H. Chen, Columbia University; Stephanie Butler Velegol, The Pennsylvania State University

Tagged Divisions

Chemical Engineering Division (ChED)

as necessary to alignwith their pedagogical goals and institutional standards. After redesigning the course, facultydocumented their reflections, including the advantages and challenges of using AI in coursedevelopment.Survey Design and AdministrationTo evaluate students’ perceptions of AI, an end-of-semester survey was distributed. The surveyconsisted of: 1. Likert-Scale Questions: Students rated their agreement with statements regarding the reliability, accuracy, and utility of AI tools in their coursework. 2. Open-Ended Questions: Students elaborated on their experiences with AI tools, including specific examples of how they used these tools for problem-solving and their concerns or reservations.Survey questions

Conference Session

Sustainability and Social Responsibility

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Heather Phillips, University of Pittsburgh; Joanne Kay Beckwith, Carnegie Mellon University

Tagged Divisions

Chemical Engineering Division (ChED)

declare their major in March of their second semester, while taking theirsecond selected introductory engineering course. Intro ChemE, offered each Fall (≈50 students)and Spring (≈25 students), primarily enrolls undeclared first-years, reflecting the institution’sbroader demographics, with Hispanic/Latino and BIPOC groups underrepresented. The keylearning outcomes for the course are to develop skills in data analysis, material balances, anddetermining state properties.Intro ChemE meets for five hours weekly: three hours of lectures, one hour of lab, and one hourof recitation. Recitation sessions involve small groups working on structured exercises or casestudies—known as recitation problems [25], [26]—based on the material covered in the

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leslie Bondaryk, The Concord Consortium; Aaron Kyle, Duke University; Ido Davidesco, University of Connecticut; Chad Dorsey; Bianca Montrosse-Moorhead, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

importanttechnique for system isolation while debugging is the use of a digital twin, a programmablesimulation that reflects a physical system [25]. The use of digital twins for separation ofconcerns in error correction is commonplace in the engineering industry [25], and has growingacceptance in undergraduate education, but it is unusual in K-12 [26]. Some digital twinsystems are being explored as a way to serve educational communities that do not have readyaccess to hardware [26]; for analysis of systems too large, long, or complex to analyze in aclassroom context [27]; or for systems that are not visible by other means [28]. Few are beingused for the educational purpose of easing the transition to a hardware system that has its ownset of issues beyond

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lauren H. Logan, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

aforementioned research in mind, the EME was developed to enhance inclusion andautonomy, and thus motivation, in a third-year required civil engineering course (CE 3311:Geotechnical Engineering), rooted in EML course outcomes. Two specific course outcomes aswritten in the course syllabus, which are assessed as part of the project grade and reflection, areas follows: Create connections between class content, and create value for general audience science communication, via a museum exhibit group project. Function effectively in a team environment by establishing goals, assigning tasks, and meeting objectives.The project and its ties to EML are outlined below, with student motivation analysis using self-determination theory

Conference Session

Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Howcroft, University of Waterloo; Kate Mercer, University of Waterloo; Stephanie Mutch, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

applyengineering design to produce solutions that meet specified needs with consideration of publichealth, safety, and welfare, as well as global, cultural, social, environmental, an societal contexts”(ABET, 2021, p. 8). Both ABET’s student outcomes (s/o) and CEAB’s graduate attributes (g/a)also require graduating students to have the ability to communicate well with colleagues as wellas non-engineers (ABET s/o 3, CEAB g/a 7), possess effective teamwork and leadership skills(ABET s/o 5, CEAB g/a 6), be able to appreciate the impact of their work on society and theenvironment (ABET s/o 4, CEAB g/a 9), and make decisions that reflect the ethical requirementsof the profession (ABET s/o 4, CEAB g/a 8,10)(ABET, 2021; CEAB, 2022). The presence of user-focused

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

that frequently find textbooksfavor technical and procedural knowledge over alternative approaches, portray fields as fixedbodies of knowledge, and minimize the positionality of disciplinary experts in defining andshaping disciplinary knowledge [4], [5], [6], [7], [8]. When narratives remain unchanging andmonolithic, they not only obscure the dynamic, inquiry-driven nature of disciplinary work butalso risk marginalizing students whose experiences and identities are not reflected in dominantepistemic assumptions [9]. Further, by recognizing and addressing these limitations, educatorsand researchers can promote curricular materials that more accurately represent the evolvingcharacter of knowledge in engineering education and foster a learning

Conference Session

Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

“special education” classrooms in secondary school due to a lack of teachertraining and resources to integrate students into classrooms, which can significantly hamperpreparations for the academic demands of university STEM programs [9]. Thisunder-representation is not merely a reflection of broader societal challenges but also highlightsspecific barriers that DHH students face in STEM higher education, such as the limitedavailability of accessible learning materials and real-time communication tools [10].The World Health Organization estimates that over 5% of the world’s population—approximately430 million people—experience hearing impairment, with this number expected to rise to over700 million by 2050 [11]. Within this population, DHH students

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Usinski, University at Buffalo, The State University of New York; Alyndra Plagge, Trinity University; Emma Treadway, Trinity University; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Divisions

Student Division (STDT)

engineering program at the time of enrollmentin the study. Participants completed a survey and interview at the end of each semester over thecourse of two years. During the interviews, participants were asked to reflect on theirexperiences and involvement in mathematics, science, and engineering. Questions in theinterview were geared towards understanding the participants’ identity and affect. Theseinterviews tended to last between 1 and 3 hours depending on the depth of the participants'responses.Preliminary AnalysisInterviews were professionally transcribed, and then the transcripts were analyzed using thematiccoding and discourse analysis. The transcripts were first coded for expression and regulation ofemotions regarding math, science and

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin - Madison; Deesha Chadha, Imperial College London; Erica Jean Hagen, University of Wisconsin - Madison

Tagged Divisions

Faculty Development Division (FDD)

TA, akin to a traditional apprenticeship. Others have college-leveltraining programs, conducted in condensed workshops, facilitated by a team of staff, andpresented to hundreds of TAs per semester. Others have ongoing programming throughout theyear with a larger sustained time commitment. Each approach requires differing levels ofresources and reflects the differences between institution types.Given the variability of TA training models, the authors sought to gain insight into the currentstate of training across multiple institutions. In doing so, we demonstrate that there may not beone universally applicable approach to train our teaching assistants, but there is value in sharingknowledge of possible strategies, content and models to

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Venkata Alekhya Kusam, University of Michigan - Dearborn; Zheng Song, University of Michigan - Dearborn; Khalid Kattan, University of Michigan - Dearborn; Bruce R Maxim, University of Michigan - Dearborn

Tagged Divisions

Computers in Education Division (COED)

¯ and y¯ are their means, and n is thetotal number of students. The value of r ranges from -1 to 1, where r = +1 indicates a strongpositive alignment, meaning that as quiz scores increase, final grades also increase. An r value of0 suggests no alignment, indicating no linear relationship between quiz scores and final grades.Conversely, r = −1 represents a strong negative alignment, where higher quiz scores areassociated with lower final grades.This analysis helps determine which quiz generation method more accurately reflects students’overall learning performance, thereby addressing RQ2.3.3.3 Quantitative Analysis using Surveys Survey Questionnaire Q1 How relevant were the quiz questions to the topics covered in class? Q2 How

Conference Session

Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nacarid Delgado, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

study.In the questions related to Construct 7 (C7, Q67–69), students shared their opinions on the university'sengagement with sustainability issues (Figure 4). Lower scores were again observed among Geologystudents. This construct had the highest overall average (3.972). For both study programs, the itemwith the lowest score (Q69) was related to the existence of a sustainability policy at the university.The item with the highest score (4.157) reflected students' importance of sustainability for training,academic development, and professional growth (Q68). Regarding the item where students considerthat sustainability initiatives are implemented at their university (Q67), the average score was 3.934.Unlike other constructs, differences were observed

Conference Session

AI, Technology, and Data-Driven Learning in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Lai, Tufts University; Kavon Karrobi, Boston University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

their writing in sustained or long-term writing projects[13, 14]. Due to thismodule, the majority of students were optimistic towards using AI in future assignments forwriting. However, students who use ChatGPT to write tend to run into common pitfalls such asambiguous writing, bias reinforcement, and “hallucinations”[15]. This shift reflects the need toprovide clear guidance on appropriate AI usage in educational settings. This work highlights thegrowing recognition that fostering AI literacy is a crucial educational practice in modernclassrooms.To investigate the ways students respond to AI literacy efforts and how they may change theiruse of genAI in these situations, we introduce structured usage of AI in one lecture to increase AIliteracy

Conference Session

Supporting Teachers and Students in STEM+C Learning Beyond the Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leyli Nouraei Yeganeh, Binghamton University; Amber Simpson, Binghamton University State University of New York; Nicole Scarlett Fenty, Binghamton University State University of New York

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

emotions such asfrustration and confusion [11]. These emotions are particularly pronounced when studentsengage with complex problems that lack clear solutions, requiring them to exercise creativity andresilience [12-13]. Despite these challenges, negative emotions served as powerful learningopportunities. Research suggested that experiencing and overcoming frustration fosteredpersistence and adaptability—skills essential for success in engineering professions [15].Moreover, environments that encourage students to articulate and reflect on their emotionsenhance collaboration and self-regulation, which are critical for effective teamwork andproblem-solving [9][17]. For example, educators who explicitly addressed emotional experiencesduring

Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

in an outcome” [31], [32,p. 5]. This connection is further forged by the theoretical framework’s use of categories tounderstand the various ways individuals move through a transition; narrative analysisunderstands that individuals are not consciously living life event-by-event, rather they reflectback and pull events from the larger structure that is their life [33]. For this study specifically,the narrative of mid-career transition to engineering is the focus of Mac’s story. Mac provided anoral history; he reflected on the events that make up his transition to engineering, their causes,and their effects [31].Study Participant While the defining population of interest for this work is mid-career individuals whotransitioned to an

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samuel B Mazzone, Marquette University; Dennis W Brylow, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

adjustments clarified guidance,reduced ambiguity, and supported inquiry-based, student-driven projects.During the 2023-2024 academic year, ECS-WL was piloted in five classrooms within the MPSdistrict, involving 242 students who created and submitted 755 unique web pages using 41distinct HTML tags. Assessments of student submissions on the first two assignments revealed awide array of topics reflecting personal interests and unique perspectives. Students createdwebsites about local, chain, and fictional restaurants representing various ethnic cuisines, and adiverse selection of books and movies. The Linguistic Inquiry and Word Count (LIWC) toolshowed that students added more personal content, authenticity, and references to theirmotivations and

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Richard Eugene Vallejo Jr, University of California, San Diego; Changkai Chen, University of California, San Diego; Minju Kim, University of California, San Diego; Alex M. Phan, University of California, San Diego; Marko Lubarda, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Curt Schurgers, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

instruction; they need opportunities to apply these strategies acrossdiverse contexts. This includes instructors modeling how to recognize when specific strategiesare useful and providing ongoing feedback (Wingate, 2007). Some instructors embed learningstrategies into course activities without explicitly explaining how or why they work. While thisapproach may help students see the relevance of these strategies within specific contexts, it oftenfails to support their transfer to novel situations. Successful transfer of learning requires thedevelopment of reflective expertise (van Merrienboer et al., 1992)—a form of metacognitiveskill that enables students to not only execute a strategy but also understand its underlyingprinciples. This expertise

Conference Session

Design in Engineering Education Division (DEED) - Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Taylor Parks, University of Illinois Urbana - Champaign; Timothy Bretl, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign

Tagged Divisions

Design in Engineering Education Division (DEED)

should progress during their time in the program. We described the process of developing learning progressions across a sequence of three required aerospace engineering courses (one in each of years two, three, and four of the program) and collecting preliminary data to begin investigating the presence of activities and content related to these progressions in the classrooms. Data collection included the pilot survey, ethnographic classroom observations, and written individual reflections from students. These efforts also included developing a new design-for-requirement mini-project, now referred to as the glider-catapult project [15]. The progressions focused on the following six competencies

Conference Session

Poster Session-Electrical and Computer Engineering Division (ECE)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; George D. Ricco, Miami University; Brian A Swanson, Miami University; Bryan Van Scoy, Miami University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

prompt taxonomy. Jamieson’s LLM Prompt Taxonomyis a three-level classification system for LLM prompts based on existing research and presented in[12]. The taxonomy consists of: 1. LLM Shot Type [13] • zero-shot: Prediction without specific training [14] • few-shot: Prediction with example actions [15] • multi-shot: Multiple separate actions, can combine with other types [16, 17] 2. LLM Reasoning of Thought • nothing-of-thought (NoT): Baseline without reflection • self-improved of thought (SoT): Reflects and improves on the prompt [18, 19] • chain of thought (CoT): Linear steps with reasoning [20] • tree of thought (ToT): Branching paths for alternatives [21] • graph of thought