Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jabari Kwesi, Duke University; Morgan bernstein, Duke University; Reagan Lenora Razon, Duke University; Andre Luis Barajas, Duke University; Brean Elizabeth Prefontaine, Duke University; Victoria E. Callais, Duke University; Shaundra Bryant Daily, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

research focused on the racialization of digital campus spaces through the lens of undergraduate experiences and administrative reflection on organizational infrastructure and digital campus culture. Her other research interests include racial equity and STEM education, whiteness and organizational change, untangling whiteness in research approaches, and equity-focused research on higher education in the deep south.Shaundra Bryant Daily, Massachusetts Institute of Technology Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 2: Skills Development and Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Grace Hellen Ford, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

methods, and student mentoring strategies. They collaborated todesign all aspects of the course. The faculty member supported the peer instructor by beingpresent at each class and by meeting at least once a week to reflect and debrief on the previousweek’s class and to plan future class activities. The undergraduate instructor then led class andoffice hours sessions, graded student work, and supported students through their courseexperiences.The course learning objectives were based on skills needed to successfully join a research lab.The four course learning objectives were (1) to recognize what undergraduate research is, howundergraduate research works, and identify the value of undergraduate research; (2) to gain adeeper understanding of lab

Conference Session

Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erica J Marti, University of Nevada - Las Vegas; David Earl James, University of Nevada - Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

rubric and grading specifications are provided asTables 1 and 2, respectively.Table 1. Example specifications rubric for an assignment on a problem description and need statement. Format – Submitted Correct Incorrect as Word document or Submitted as a single Word document or PDF with headings (problem Not submitted as a Word document PDF with headings description, needs statement, reflection) or PDF, or submitted as multiple documents, or missing headings for

Conference Session

WiP: Hands-on Learning and Safety

Collection

2025 ASEE Annual Conference & Exposition

Authors

Francis Ledesma, Cornell University; Allison Godwin, Cornell University; T. Michael Duncan, Cornell University

Tagged Divisions

Chemical Engineering Division (ChED)

. While recall of prior coursematerial can improve retention, students can struggle to connect and apply lessons learned yearsago to their present day, leading to higher levels of stress, frustration, and impeded learning [5],[6], [7], [8].The theory of social constructivism contrasts with this existing learning structure as it argues thatlearning is not a passive process of information absorption but rather an active process ofcollaboration and reflection [9]. Through this framework, the traditional curriculum structure canlead to student demotivation by passively teaching chemical engineering knowledge and skillsfirst and reserving the challenge of application for after these skills are gained [10]. By contrast,a curriculum that appropriately

Conference Session

Track 4: Technical Session 5: Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

(Strongly Disagree) to 5 (Strongly Agree). Consisting of five statements that respondents rate based on Recent Events Replaced their level of agreement using a 7-point Likert scale ranging with Satisfaction with Life from 1 (strongly disagree) to 7 (strongly agree). The statements Scale are general in nature and reflect a person’s overall satisfaction with life. Underrepresented Status Impact of one’s minority status within the STEM discipline. (Revised) Likert Scale from 1 (Almost Always) to 5 (Never). How frequently participants experienced micro-affirmations Perspectives on

Conference Session

Track 2: Technical Session 3: Piloting A Personalized Learning Model for Chemical Engineering Graduate Education: Lessons Learned from Creating a Chemical Engineering Body of Knowledge

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

April Dukes, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Environment)• Scaffolding of instruction supports students who have different starting points in their academic preparation, background, and experience.• Graduate student feedback is collected and utilized to support the program in the assessment, reflection, and evaluation.Body of Knowledge Demographic Data – Subject Matter Experts Type of organization Disciplinary backgroundRole on the NSF IGE grant Job focus Terminal degreeBody of Knowledge Process• Collected and refined learning objectives (LOs) for five graduate chemical engineering courses covering six topics: • Thermodynamics, Kinetics and Reactor Design, Transport

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

FYEE 2025

either way. The upside is speed of measurement.Second, the existing survey is that it does not currently ask students to assess whether classtopics were worthwhile, just their relative impact. The assumption, which has qualitative supportfrom summative student reflections about the course, is that the most impactful topics for a givenstudent were worthwhile, and some topics that were least impactful for that student may not havebeen worth it for them. The author will consider adding a ranking item to the next survey alongthe lines of ‘Topics below this ranking I did not consider worth the time’. This may yieldadditional insights and others who are considering this method may wish to implement it.Results & DiscussionIn Fall 2023, 46 of 52

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Atheer Almasri, West Virginia University; Todd R Hamrick, West Virginia University; Robin A.M. Hensel, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Lizzie Santiago, West Virginia University; Carter Hulcher, West Virginia University

Tagged Topics

FYEE 2025

strategies.However, research in educational measurement cautions against assuming that the platform-generated time logs accurately reflect cognitive engagement [4], [5]. Factors such asmultitasking, inattention, and passive use (e.g., leaving files open) can inflate time metricswithout supporting learning gains [6]. Moreover, student learning outcomes are influenced byother metrics beyond engagement in task time, including prior knowledge, motivation, andcourse design [7].This WIP explores the limitations of using SIMnet time-tracking data as indicators of studentengagement and performance in a required Excel module within a large, first-year engineeringcourse. Specifically, the investigators analyzed time-use and academic performance data fromover 2000

Conference Session

WORKSHOP I: First-Year Engineering Forums: Planning & Organizing Idea-Sharing Sessions with Program Stakeholders to Increase Collaboration and Mutually Beneficial Relationships

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Daniel Newcomb, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

services, etc.) and visually map those stakeholders and their relationships to one another.40 – 50 BREAK --minutes50 – 65 What is the Purpose Participants will reflect on and share out why they want tominutes hold a “Forum” at their home institution. What problems could use resolution? What challenges need discussed? What changes need to be made? What collaborations need sparked? Participants will then begin to turn the Why into How by drafting discussion prompts / questions / statements to

Conference Session

WORKSHOP I: Integrating Service Learning into First-Year Engineering Courses: A Hands-On Workshop

Collection

FYEE 2025 Conference

Authors

Kathryn Schulte Grahame, Northeastern University; Brian Patrick O'Connell, Northeastern University; Anne Shea, Northeastern University; Kennedy Gallagher, Northeastern University

Tagged Topics

FYEE 2025

, students areencouraged to engage in critical inquiry: questioning existing systems, reflecting on their ownassumptions, and connecting academic concepts to complex social issues. This ultimatelyprepares them to become thoughtful citizens equipped to address community challenges with bothintellectual rigor and empathetic understanding. Research has consistently shown that servicelearning leads to measurable improvements in student learning outcomes, including higherretention rates, improved problem-solving capabilities, and stronger ethical reasoning skills [2], [3].How does this help engineering students?Engineers, in particular, stand to gain tremendous value from service-learning experiences thatbridge technical expertise with community needs

Conference Session

WORKSHOP II: Wired for Connection, Not Perfection: Embracing Imperfection in the Engineering Space

Collection

FYEE 2025 Conference

Authors

Audrey Gilfillan, Applied Wellness Initiatives; Alison West, Applied Wellness Initiatives

Tagged Topics

FYEE 2025

instructional modalitiesincluding didactic presentation, small group discussion, experiential learning, andwritten reflection to help attendees explore the relationship between imperfection andconnection. Throughout the workshop, attendees will be encouraged to consider andreflect on their own beliefs about what it means to be “good”, and explore how thesebeliefs relate to interpersonal connection. The purpose of the reflection will be to helpattendees internalize concepts and consider ways these concepts may impact theirstudents. Facilitators will provide a brief overview on relevant topics including: thebiological foundation of connection, identity development, and engineering culture. Thepsychological concepts of “rigidity” and “cognitive

Collection

2025 Rocky Mountain Section Conference

Authors

Chika Winnifred Agha; Rebecca Atadero; Amir Hedayati Mehdiabad

of a larger study, we interviewed 13 engineers about their learning experiences on issuesof ethics and equity at school and work.Findings: We developed three key themes reflecting the different avenues of learning describedby participants. Although the themes may not be surprising, the comments by interviewees giveinsight into what types of things are learned in these different contexts. The first theme is thattraining in ethics and equity during school is highly variable. The second theme is the under-utilization of the workplace and professional organizations, which serve as a learningenvironment and offer avenues of ethics and equity learning for early-career engineers. The thirdtheme is the key role of connecting to society, which

Conference Session

First-Year Programs Division (FPD) Technical Session 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Umar Bin Asad, University at Buffalo, The State University of New York; Jasmine Epps, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M Burke

Tagged Divisions

First-Year Programs Division (FPD)

students. In such environments, metacognition, time management, and wellbeing are importantfactors that act as mediators for the personal development of first-year engineering students [16].In the context of engineering education, problem-solving, and self-directed learning are essentialto the learning experience of the students. Metacognition enables students to reflect on theirapproaches to completing complex tasks, thereby improving their academic performance [17].Moreover, developing effective time management strategies early in the academic journey iscrucial for long-term success. For instance, Adams and Blair [18] found that poor timemanagement can cause stress, lower academic performance, and increased drop-out rates.Finally, stress

Conference Session

Design in Engineering Education Division (DEED) - Embedding Industry in Design Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexa Ray Ronsairo Fernando, National University, Philippines

Tagged Divisions

Design in Engineering Education Division (DEED)

and current technologies or methods related to the problem. Design and Development Plan. This section details the design requirements, setting constraints and tradeoffs, and planning the solution and validation. Solve Design Results and Discussion. This part presents the outcomes of the solution development, validation through testing and evaluation, and reflection on challenges. Summary, Conclusion, and Recommendation. This section summarizes the project, draws conclusions, and provides recommendations based on the findings.3.4 Data AnalysisThe capstone design report was segmented according to the stages of CEP. Thematic

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Fay Booker, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College; Pat Burnett, Whatcom Community College; Eric Davishahl, Whatcom Community College; Anna Wolff, Whatcom Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

disciplines occurs in the latter half of the term when studentswrite the story of a site using the methods of a historian while simultaneously using newfoundmath and engineering skills to analyze the system and create a visual representation. We sharestudent feedback, reflections, and final assessment results demonstrating how skill acquisition inhistory, engineering, and mathematics can be woven together to foster connections betweenpeople and place while making the socially relevant connections crucial for students’ sense ofbelonging.The Historical Marker Project: IntroductionA historian, an engineer, and a mathematician designed a quarter-long Historical Marker Project(HMP) that integrates skills from all three disciplines by answering an

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Dita Puspita Sari, Shibaura Institute of Technology; Gabriele Trovato; Eiji Kamioka; Darminto Darminto, ITS Surabaya

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

student cohorts now included undergraduates from Indonesia, Europe, andSouth America and from other Asian countries such as Thailand, China, and Taiwan,reflecting a more diverse and globally representative student body. The breakdown ofparticipants’ nationalities in each module was as follows: For non-COIL STEM modules, thestudent body at the Indonesian university consisted solely of Indonesian undergraduates,whereas participants in the STEM COILs were a mixture of ‘international’ students in Japan(attending in person) and Indonesian undergraduates attending online. Participants in thehistory modules (both COIL and non-COIL) were mainly from Europe and South America,partially from Asian countries such as Thailand, China and Taiwan attending from

Collection

2025 ASEE -GSW Annual Conference

Authors

Jonathan Weaver-Rosen, Texas A&M University; Carlos R. Corleto P.E., Texas A&M University; Shadi Balawi, Texas A&M University; Mohammad Waqar Mohiuddin, Texas A&M University; Joanna Tsenn, Texas A&M University

three lecture modules 1) Team roles and expectations 2) Effective communication 3) Conflict management 3 Module 1 – Sophomore Course• Explains the necessity of forming teams to solve complex engineering problems.• Elucidate the stages of team development (forming, storming, norming, and performing) to students.• Highlights the challenges of the "storming" stage and the importance of understanding group dynamics.• In-class activities include role-playing different team characters and creating a team charter for their project.• Reflection activity Team

Collection

2025 Northeast Section Conference

Authors

Karissa Tilbury; Mohamad Musavi; Cary James; Alex Friess

- rates suggesting that rural and income-based pressures arestructured but encourage students to share their own compounding in this student population. To address theseexperiences. Topics to date have included: 1) Study Skills and pressures, the Building Bridges to Engineering StudentSelf-Reflection, 2) Goal Setting and Individual Development (BBEST) team seeks to create a targeted, personal approach toPlanning, 3) Innovation and Entrepreneurship, 4) counteract the social and financial pressures associated with theUndergraduate Research Experiences, and 5) Career perceptions of technology and advanced degrees in theirPreparation. The mentorship team consists of the associate

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mercedes Terry, University of North Dakota; Abigail Tubbs, University of North Dakota; Brandon Fugger, University of North Dakota; Blair Dupre, University of North Dakota; Enrique Alvarez Vazquez, University of North Dakota; Ryan Striker P.E., University of North Dakota

Tagged Divisions

Biomedical Engineering Division (BED)

CD help students successfullyengage in innovation tasks. This study was conducted within a BME program with an IBL framework. Theparticipants included undergraduate and graduate students who completed surveys at thebeginning and end of the semester to capture changes in CD and ISE. The CD survey wasadapted from a validated scale to reflect IBL-specific scenarios, assessing students' psychologicaldiscomfort when confronting conflicting ideas or ambiguous challenges. ISE was measuredusing an established scale, which evaluates confidence in completing innovation-related taskssuch as generating creative solutions and addressing complex problems. Data collection wasfacilitated through the MOOCIBL platform (a custom LMS) to ensure

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cristian Eduardo Vargas-Ordonez, South Dakota School of Mines and Technology; Hector Enrique Rodríguez-Simmonds, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

, epistemic justice offers aframework for reshaping engineering education and practice to reflect global communities' diverserealities and needs.Introduction Experts possess a mindset supported by extensive knowledge, skills, and experiences in aparticular field (Berliner, 2008; Cross, 2004; Tan, 1997; Weinstein, 1993). They are considered powerfulbecause their expertise gives them authority and influence over others, particularly in decision-makingprocesses (Crawley et al., 2014). However, it is essential to recognize that knowledge is not merely apossession of experts but a shared resource that evolves through diverse epistemic contributions(Varghese & Crawford, 2021). Epistemic injustice refers to the systematic exclusion or

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - GenAI in ethics education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tianjiao Zhao, East Carolina University; Angela Whitehurst, East Carolina University; George C. Wang P.E., East Carolina University; Xi Lin, East Carolina University; Xi Wang, Drexel University; Ron Chance, East Carolina University; Chelsea Rebecca Buckhalter, East Carolina University; shahrooz Ghorbani, East Carolina University

Tagged Divisions

Engineering Ethics Division (ETHICS)

topreserve critical thinking and foundational writing skills. Both groups called for clearerinstitutional policies and structured guidelines for the ethical use of AI tools in educationalcontexts.The findings underscore the need for a balanced and proactive framework to leveragegenerative AI’s benefits while safeguarding educational integrity. Key recommendationsinclude: (1) establishing clear institutional policies on permissible AI use; (2) developing AIliteracy modules to foster critical engagement; (3) implementing process-oriented assessmentmodels, such as version history reviews and reflective writing logs, to emphasize students'intellectual contributions; (4) promoting active faculty involvement in guiding ethical AI use;and (5) adopting

Conference Session

Mechanics Division (MECHS) Technical Session 7B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University; David A. Dillard P.E., Virginia Polytechnic Institute and State University; James Lord, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Anita Walz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

]‬‭. This step enabled us to identify recurring themes, patterns,‬ ‭and insights related to students’ perceptions and uses of the OER Deforms textbook, as well as‬ ‭the financial benefits of the textbook. The quantitative data was analyzed using descriptive‬ ‭statistics, which is valuable in education research to describe a situation without trying to address‬ ‭relationships between variables‬‭[25]‬‭. Additionally, the rank of academic strategies was analyzed‬u‭ sing a Mann-Whitney U test to compare differences in students' academic strategies between‬ ‭their reflections on Statics and Deforms, assessing whether certain strategies were ranked higher‬ ‭or lower across the different courses‬‭[26]‬‭. The analysis results are presented

Conference Session

Tech Session 6: Transformative Practices in Evolving Learning Environments

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ari Sherris, Texas A&M University-Kingsville; Hua Li, Texas A&M University - Kingsville; Christine Reiser Robbins, Texas A&M University - Kingsville; Joel Reyes-Cabrera, Texas A&M University - Kingsville; jianhong Ren, Texas A&M University - Kingsville; David Ramirez, Texas A&M University; Kai Jin, Texas A&M University - Kingsville

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

-quality qualitative research brings forward every voice ratherthan seeks generalizability from findings, student researchers began developing a realisticunderstanding of the strengths and limitations of qualitative research. By focusing on thedevelopment of interviewing, active listening, rapport-building, and note-taking, as well asmemo-ing and inductive coding of data, students grapple with the phenomenal world of researchin a learning-is-doing mode. Finally, by understanding the emotional and attitudinal responses ofcampus community members students better understand themselves and provide a first step inexperiencing interviewing as they and those whom they interview reflect on recycling andenvironmental issues. Hence, our research questions

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meredith McDevitt, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

theimportance of inclusive practices and mentorship in cultivating environments whereunderrepresented communities can thrive.MethodsWorkshop Design and ObjectivesThis study includes a faculty development workshop series as the primary intervention. Theworkshops are designed to address the unique challenges faced by first-year women engineeringfaculty and to further explore how mentorship can enhance their sense of belonging in academia.Additionally, the study assesses the impact of these workshops on participants’ awareness ofmentorship benefits and their retention within engineering academia. The series integrates acombination of group mentorship activities, guided discussions, and reflective exercises to fostermeaningful engagement and collaboration

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston-Downtown; Henry Clyde Foust, University of Houston - Downtown; Dvijesh J Shastri, University of Houston - Downtown; Emre Yilmaz; Arash Rahmatian, University of Houston - Downtown; Mahmud Hasan, University of Houston - Downtown

Tagged Topics

Diversity, NSF Grantees Poster Session

effective resume and prepare for job interviews. The effectiveness of theseworkshops is reflected in the data presented in Figure 3. Fig. 3: Knowledge gained during the REU – How to prepare for a job applicationProgram MentorshipGiven that UHD offers only master's level programs and does not have PhD offerings, studentsbenefited significantly from direct mentorship with faculty members. These daily interactionsfostered strong mentoring relationships that extended beyond the summer program, providingongoing support and guidance. Figures 4 and 5 demonstrate high participant ratings regarding theeffectiveness of faculty mentorship, highlighting positive assessments of mentor accessibility,professional integrity, content expertise, and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ping Wang, The University of Tennessee, Knoxville; Shichun Huang, The University of Tennessee, Knoxville

Tagged Topics

NSF Grantees Poster Session

of the first two weeks was to get participants preparedfor the third week on AI/ML, particularly neural networks [3]. Our public lecture/workshopseries has been focusing on answering the participant’s questions. We found out that after thesummer program in 2024, we got more and more questions involving basic concepts in linearalgebra, for example, dot products used in convolutional neural networks. Some program alumnifrom our NASA-funded projects asked us to incorporate more linear algebra topics and informedus that their own school in the Bay Area has already offered a linear algebra course.Incorporating Linear Algebra in an AI Literacy Curriculum at the Request of YouthWritten reflections from our program alumni and classroom observations

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Faith Gacheru, University of Michigan; Karin Jensen, University of Michigan; Jeanne Sanders, University of Michigan; Eileen Johnson, University of Michigan; Joseph Francis Mirabelli, University of Michigan

Tagged Topics

NSF Grantees Poster Session

common experiences of participants when feelingoverwhelmed. These experiences were formed into two groups, one that focused on physicalexperiences and symptoms of feeling overwhelmed, while the other focused on emotions andstates of being when feeling overwhelmed. Each time point also included one to five openresponse questions for qualitative analysis. Demographic questions in the survey consisted offirst generation status, gender identity, financial status, and more. All questions were asked infirst person to encourage students to reflect on their personal experiences. Figure 1. Description of Survey Components Figure 2. Description of Additional Questions for Timepoint 7 Figure 3

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Lattanzi, George Mason University

Tagged Topics

NSF Grantees Poster Session

and directly connect it to civil engineering.Finally, each module included reflection questions for the student to encourage critical thinkingabout the data science topic. Two modules were designed and implemented as MATLAB [4] livenotebooks that allowed the integration of instructional content and dynamic interactiveprogramming exercises. A third module was more open-ended, as will be discussed.Tension testing was the first opportunity identified. The tension test module is designed to extendon conventional stress-strain curve parameterization by first introducing bi-linear models (Figure1). The concept of polynomial regression and error minimization are then introduced, and thestudent is encouraged to explore how polynomial model order

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tracie Ferreira, University of Massachusetts Dartmouth; Shakhnoza Kayumova, University of Massachusetts Dartmouth

Tagged Topics

Diversity, NSF Grantees Poster Session

reflected diversity in both gender and ethnicity, with 75% beingwomen and/or from underrepresented groups in engineering (Hispanic/Latino or Black/AfricanAmerican). The second cohort of College of Engineering students in their +1 year of their 4+1MS degree, included 13 students, 69% of students in the second cohort are either female oridentify with a minoritized racial or ethnic group. Of the second cohort, 85% are employed intheir field and 2 are finishing their MS degrees. The second cohort exit interviews and surveysreveal that the AccEL program helped cohort 2 students increase their sense of identity as ascientist/engineer by providing opportunities to engage in scientific research and developingresearch ideas and solutions. Students also

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

program was used,with mentors following a specific form for each meeting.The mentoring sessions involved:Meeting 1: Obstacles to Success and Opportunities for SuccessThis session involved a discussion on what went wrong during the first semester and whatopportunities are available for success. It provided an opportunity for the mentor and mentee tomeet each other and reflect on the previous semester, highlighting both achievements and missedopportunities.Table 1: Obstacles to success. Students were asked to complete this section by choosing the top5 obstacles (number them in order from most important to least important). Study Habits Finding a good place to Going to class study