Conference Session

ME Division 15: Grading Practices and Student Performance

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erik Hurlen, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

between predicted and actual scores averaged over 1 point loweron predicted score). There could also be investigations into whether students experience post-quiz anxiety or cognitive biases that influence their self-assessments.The pre-quiz predictions of the students tended to better at the end of the course compared to thebeginning. However, this was not the case for the post-quiz surveys. Also, the regressioncoefficient was fairly low, indicating only a small correlation. So, although there is a slight trendhere, there is little evidence to support the second hypothesis of students being better atpredictions at the end of the course.It was found that students in their early and mid 20’s tended to be the ones who underestimatedtheir abilities

Conference Session

Minorities in Engineering Division(MIND) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

provided for REP Scholars and non-scholars participating inthe EmTech degree pathways. The team performed logistic regression to determine how REPaffected the students’ likelihood of persevering, a binary outcome. Thus, it was a superior toolcompared to the linear counterpart alone. The dependent variable, semester-to-semesterretention, was coded in the binary format of 0 and 1, transforming the linear predictor into aprobability via the logistic curve—an S-shaped function [26].Key OutcomesThe following summarizes data collected by the survey responses from the REP Scholars duringthe fall (48) and spring (61) semesters of the 2023-2024 school year. All matriculated REPscholars took the survey, meaning the survey had a 100% response rate.As shown

Conference Session

Sustainability & Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julius Ogaga Etuke, Morgan State University; Adeolu Victor Banjo, Morgan State University; Micheal Oketunde Okegbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

observed in advanced and technical aspects of sustainability, including "Incorporates LCA" (35%), "Incorporates EAI Tools" (18%), and "Considers Economic Impact on Social Criteria" (18%). These findings highlight the need for targeted educational efforts in these domains to build a comprehensive understanding of sustainable design.Table 4: Performance on the 16 Sustainable Design Criteria (N = 17). S/N Sustainable Design Criteria Earned Scores 1 Minimizes Natural Resources 88% 2 Prevents Waste 100% 3 Protects natural Eco System 53% 4 Uses

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Harriss; Ian McGill; Elizabeth Gray; Aparajita Jaiswal, CILMAR Purdue University; Sakhi Aggrawal, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Get Inside the Head of Your Opponent: The Differential Effects of Perspective Taking and Empathy in Negotiations,” Psychol. Sci., vol. 19, no. 4, pp. 378–384, Apr. 2008, doi: 10.1111/j.1467- 9280.2008.02096.x.[2] C. D. Batson, S. Early, and G. Salvarani, “Perspective Taking: Imagining How Another Feels Versus Imaging How You Would Feel,” Pers. Soc. Psychol. Bull., vol. 23, no. 7, pp. 751–758, Jul. 1997, doi: 10.1177/0146167297237008.[3] S. Wu and B. Keysar, “The Effect of Culture on Perspective Taking,” Psychol. Sci., vol. 18, no. 7, pp. 600–606, Jul. 2007, doi: 10.1111/j.1467-9280.2007.01946.x.[4] J. L. Hess, J. Strobel, and A. O. Brightman, “The Development of Empathic Perspective- Taking in an Engineering Ethics Course

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

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

the trans studies discourse into their work.Quality and academic rigorTo ensure qualitative rigor, we follow Walther et al.’s [21] qualifying qualitative research quality(Q3) framework. The Q3 framework’s emphasis on reflexivity coordinates with reflexive contentanalysis and centers the impact of prior experience and societal conditioning in our researchprocess. While we recognize the shortcomings of utilizing the Q3 framework, it is widelyrecognized as an appropriate method of analyzing qualitative research quality in engineeringeducation. We assured theoretical validity in our study by purposefully sampling articles fromtrans studies that best aligned with educational practices and by choosing STEM educationpapers written by authors

Collection

2025 PNW Section Annual Meeting

Authors

Jonathan Steffens; Charles Pezeshki

learning: Knowledge-building andknowledge-telling in peer tutors’ explanations and questions. Review of Educational Research,77(4), 534–574.[2] Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237–248.[3] Chen, A., Wei, Y., Le, H., & Zhang, Y. (2024). Learning-by-teaching with ChatGPT: Theeffect of teachable ChatGPT agent on programming education. arXiv preprint arXiv:2412.15226.[4] Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.[5] Goodlad, S., & Hirst, B. (1989). Peer Tutoring: A guide to learning by teaching. London:Kogan Page.[6] Biswas, G., Leelawong, K., Schwartz, D., & Vye, N

Conference Session

Systems Engineering Division (SYS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abul K. M. Azad, Northern Illinois University; Jim Goodell, INFERable and IEEE Learning Technology Standards Committee; Aaron Kessler Ph.D., Massachusetts Institute of Technology; Scotty D. Craig; Hamadou Saliah-Hassane ing., TELUQ University

Tagged Divisions

Systems Engineering Division (SYS)

hope this overview provides a thought-provoking invitation toengineering education professionals and educators. We hope it can lead to a productive sharingof knowledge that can strengthen both fields.References:[1] J. Dewey, “Education as Engineering,” New Republic, 20 September 1922, 89–91.[2] H. A. Simon, “Job of a college president,” Educational Record, American Council on Education, vol. 48, no. 1, pp. 68–78, 1967.[3] K. E. Willcox, S. Sarma, and P. Lippel, “Online Education: A Catalyst for Higher Education Reforms”, Final Report, Online Education Policy Initiative, April 2016. https://oepi.mit.edu/files/2016/09/MIT-Online-Education-Policy-Initiative-April-2016.pdf[4] C. Dede, J. Richards, and B. Saxberg, Learning Engineering for

Collection

2025 ASEE -GSW Annual Conference

Authors

Roy Uzoma Lan; Chinedu Okonkwo, The University of Texas at San Antonio; Ibukun Gabriel Awolusi, The University of Texas at San Antonio; Jiannan Cai

Sustainability at The University of Texas at San Antonio (UTSA) for supportingthis project through the KCEID Incentive Opportunity Award. We are also grateful to the EarthenConstruction Initiative (ECI) and the entire team for their support, particularly for providing thematerials used in this study. Any opinions, findings, conclusions, or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of UTSA. ReferencesAbraham, Y. S. (2020). Importance of Active Learning in an Undergraduate Course in Construction Scheduling. ASEE Virtual Conference.Arik, S., & Yilmaz, M. (2020). The Effect of Constructivist Learning Approach and Active Learning on

Collection

2025 Northeast Section Conference

Authors

Dinh Cuong Nguyen; Gregory Lovisolo; Dan Tenney

predict employee attrition,”support to employees regularly working overtime could Decis. Sci. Lett., vol. 13, no. 1, pp. 1–18, December 2024.effectively lower attrition risks. The key insights from LIME [2] E. A. Khan and S. M. H. Khan, “Factors affecting employee attritionand ICE highlight the importance of personalized retention and predictive modelling using IBM HR data,” J. Comput. Theor.strategies, allowing HR to address individual employee needs Nanosci., vol. 16, no. 8, pp. 3379–3383, January 2019.more effectively based on specific factors identified through [3] F. O. Usman, N. L. Ndubuisi, C. V. Ibeh, E. R. Daraojimba, C. A

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

FYEE 2025

result is that course topics focused on academic success rank highly. Week 9’s content ontime management methods does extraordinarily well. This ranking may not generalize to otherinstitutions serving different student bodies, but it is an example of a topic’s standout impact thatwas not previously clear to the instructional team. This ranking motivates review of that topic’scontent and pedagogy to search for improvements to apply to other topics or the course overall.It is also useful to see that Week 2’s content is rated least impactful in both surveys. Week 2 isprimarily presented by non-Engineering personnel to meet University-level requirements for100-level courses. The ranking data may be useful in conversations about potentialenhancements

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

]emphasize, valid engagement analysis requires multimodal data. To address this limitation,future research will incorporate student surveys and semi-structured interviews to explore howstudents manage their time, approach difficult content, and perceive the usefulness of SIMnet.Additional directions include investigating equity concerns to see if engagement patterns differacross demographic groups and piloting instructional strategies such as guided walkthroughs.These efforts aim to support the development of a more robust, theory-informed framework forevaluating engagement and to provide actionable insights for improving instruction in first-yearengineering courses.References[1] S. A. Oke, "Spreadsheet applications in engineering education: A

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ana Maria Porras, University of Florida; Daniel Suarez, Pontificia Universidad Javeriana

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

observations 1. What was the most important thing with students from another country about your interactions with your you learned from this collaborative might impact what you learn in this partner(s) as you work with them in experience? course? the online environment. 2. Please describe how doing this 2. How do you think the way you see 2. Describe how your course has been experience with international and understand the world might impacted by connecting with a class partners impacted your learning change by connecting with students from another country. experience. in another country

Conference Session

ECCNE Technical Session 3 - Energy and Society

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter John Garforth, Garforth International; Michael A. Nealon, Henry Ford College; Nicholas Paseiro, Henry Ford College; Herbert Sinnock, Sheridan College; Lynn A. Albers, Hofstra University

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

/energy/community-energy-planning/[16] “Community Energy and Emissions Reduction Plan.” Accessed: May 2, 2025. [Online].Available: https://www.brampton.ca/EN/residents/GrowGreen/Community-Energy-and-Emissions-Reduction[17] “College sets global best-practice energy standard through IEMP | Henry Ford College.”Accessed: May 2, 2025. [Online]. Available: https://www.hfcc.edu/iemp[18] Cortes, A., Dos Muchangos, L., Tabornal, K. J., & Tolabing, H. D. (2022). Impact of theCOVID-19 pandemic on the carbon footprint of a Philippine university. Environmental Research:Infrastructure and Sustainability, 2(4), 045012. https://doi.org/10.1088/2634-4505/acaa52[19] Da Silva, L. A., De Aguiar Dutra, A. R., & De Andrade Guerra, J. B. S. O. (2023

Conference Session

GSD 5: Mentorship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

informed by our literature review and included questions aboutparticipants’ advisor(s), perceptions of their advisors’ work-life balance, research group climate,and department climate [4]. This paper focuses on responses to two questions from the largerstudy’s interview protocol: 1)​ What advice does your PhD advisor give you about your suitability and preparation for your desired career path? 2)​ Are there some aspects of your plans you don’t feel like you can openly discuss with your PhD advisor?3.3 | Data analysis We completed two rounds of inductive coding using transcripts from the interviews [29].In the first round of coding, we identified the five major themes of participant-advisorrelationship, participant's

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tabe Ako Abane, Purdue University at West Lafayette (COE); Matthew Bahnson, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

advisor with my own needs, Overall, my relationship with my advisor isgood. Participants indicated their agreement with the items on a scale from Strongly Disagree (1)to Strongly Agree (5) on a series of questions on advisor relationships. The mean of these itemsis used as the advisor relationship variable. The scale demonstrated strong internal reliability(Cronbach’s alpha = .94).The demographic questions included: "How do you describe your gender identity?" with theoptions: Woman, Man, Genderqueer, Agender, Transgender, Cisgender, Non-binary/third gender,Prefer not to say, and a text write-in option. Race/ethnicity was collected with the question,“With which racial and ethnic group(s) do you identify?" The options included American Indianor

Conference Session

Design in Engineering Education Division (DEED) - Evolving Pedagogies in Capstone Design Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Oman, Oregon State University; Joseph Piacenza, Oregon State University; Elliott Chimienti

Tagged Divisions

Design in Engineering Education Division (DEED)

tested in Borrego et al.’s study, canhelp faculty systematically measure individual students’ progress toward culminating designoutcomes, particularly in multidisciplinary settings where knowledge integration is crucial. Bytailoring these rubrics to emphasize remote design considerations and sponsor constraints,instructors could better satisfy ABET’s requirement for robust assessment of outcomes liketeamwork, communication, and multidisciplinary solution strategies.2.4 Supporting Student Motivation and Well-BeingThough remote courses offer scheduling freedom, they also risk isolation and decreasedengagement if students rarely see each other beyond official project calls [2], [11]. Chou et al.[17] suggest that instructors can mitigate this by

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)

quizzes and exams. • The LLM always gives itself a perfect self-assessment score. This could have disastrous consequences for students who blindly use LLMs without verifying the veracity of the presented solution(s), especially if the students trust that the self-assessment by the LLM.After the LLM completed all quizzes and exams, the LLM was determined to have earned an Ffor the course, as shown in Table 1. However, if we were to assume that a student only used anLLM on their assessments and completed all labs, that student may achieve an average grade inthe class. An average student is expected to earn 90% in the lab portion of the class. Looking atTable 2, an average lab grade of 90% would allow an average student using only

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Blanca Esthela Moscoso; MiguelAndres Andres Guerra P.E., Universidad San Francisco de Quito USFQ

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

. Colab Number 49 Stocking 3.306 Parameters Normala, b Deviation 0.664 Estd. Absolute 0.088 More Positive 0.078 Extreme Difference Negative -0.088 s Test Statistics 0.088 Asim. Sig (2

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)

and Engineering, 27(1).[2] Markle, R. S., Williams, T. M., Williams, K. S., deGravelles, K. H., Bagayoko, D., & Warner,I. M. (2022, May). Supporting historically underrepresented groups in STEM higher education:The promise of structured mentoring networks. In Frontiers in Education (Vol. 7, p. 674669).Frontiers Media SA.[3] Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Douthirt Cohen, B., & Eliason, J.(2015). “Don’t leave us behind” The importance of mentoring for underrepresented minorityfaculty. American Educational Research Journal, 52(1), 40-72.[4] Griffin, K. A. (2019). Institutional barriers, strategies, and benefits to increasing therepresentation of women and men of color in the professoriate: Looking beyond thepipeline

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bernadette Sibuma, Massachusetts Bay Community College; Jayne Ryczkowski, Massachusetts Bay Community College; Meredith Watts

Tagged Topics

NSF Grantees Poster Session

Miller, Sarah Rodriguez, Christine Harrington, JeanieTietjen, Courtney DeGeorge, and Clarissa Codrington. Thanks as well to Rebecca Zarch andStacey Sexton for their work on the faculty survey and feedback on our project.This material is based upon work supported by the National Science Foundation under Grant No.2110684. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] ​National Science Board (NSB), National Science Foundation. (2020). Science and Engineering Indicators 2020. NSB-2020-1. Alexandria, VA. Available at https://ncses.nsf
.gov/pubs/nsb20201/ Accessed January 4, 2022.[2] A. K

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Walfre Franco

Tagged Topics

Diversity, NSF Grantees Poster Session

with their faculty mentors. Students’ research self-efficacy increased, gainedvaluable research skills and experience, and had positive perceptions about going to graduateschool.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.2243722.References[1] A. L. Zydney, J. S. Bennett, A. Shahid, and K. W. Bauer, “Impact of Undergraduate Research Experience in Engineering,” J. Eng. Educ., vol. 91, no. 2, pp. 151–157, Apr. 2002, doi: 10.1002/J.2168-9830.2002.TB00687.X.[2] D. S. Raicu and J. D. Furst, “Enhancing undergraduate education,” ACM SIGCSE Bull., vol. 41, no. 1, pp. 468–472, Mar. 2009, doi: 10.1145/1539024.1509027.[3] M. G. Norton and D. F. Bahr, “How to run a

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary Benjamin, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

://peer.asee.org/54094 9.​ Ramalingam, V., & Wiedenbeck, S. (1998). Development and validation of scores on a computer programming self-efficacy scale. J. Educational Computing Research, 19(4), 367381. https://doi.org/10.2190/4U0A-3WEG-R874-6PYD 10.​Yoon, S. Y., & Sorby, S. A. (2020). Rescaling the Longitudinal Assessment of Engineering Self-Efficacy V3.0 for Undergraduate Engineering Students. Journal of Psychoeducational Assessment, 38(2), 209-221. https://doi-org.services.lib.mtu.edu/10.1177/0734282919830564 11.​ABET (2023). Criteria for Accrediting Engineering Programs, 2024 – 2025. Accessed Jan 11, 2024: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineeri

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brenton K Wilburn, Pennsylvania Western University (formerly California University of Pennsylvania); Jennifer Nicole Wilburn, California University of Pennsylvania; Brenda Fredette, California University of Pennsylvania

Tagged Topics

NSF Grantees Poster Session

. Jennifer Nicole Wilburn, California University of PennsylvaniaBrenda Fredette, California University of Pennsylvania ©American Society for Engineering Education, 2025 Aligning Career & Campus Experiences for Student Success (ACCESS): An NSF S-STEM InitiativeIntroductionFormed in 2022 through the integration of California, Clarion, and Edinboro universities,Pennsylvania Western University (PennWest) is a public institution with campuses spanning[redacted]. The university is recognized for its 175-year legacy of academic excellence,nationally accredited programs, and commitment to career-focused education. PennWest is aPredominantly Undergraduate Institution (PUI) that serves as

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Qixian Zhao, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

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

) Implementation Step Linked Artefact Produced Assessment Tag Variant(s) Calculate δ threshold for Iterated Formal proof appendix Cognitive - TFT Prudence Design stake-slashing One-shot Solidity/Python script Cognitive - contract Incentive Build graceful-degradation Noise API gateway module Affective - wrapper Resilience Normalise rewards via Pay-off Asym. Federated-learning Professional - Shapley

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

Accessibility and Universal Design for Learning. He was the recipient of the Foundation Excellence Award, David S. Taylor Service to Students Award and Golden Apple Award from Boise State University. He was also the recipient of 2023 National Outstanding Teacher Award, ASEE PNW Outstanding Teaching Award, ASEE Mechanical Engineering division’s Outstanding New Educator Award and several course design awards. He serves as the campus representative and was the past-Chair for the ASEE PNW Section. His academic research interests include innovative teaching and learning strategies, use of emerging technologies, and mobile teaching and learning strategies.Dr. Angela Minichiello PE, Utah State University Angela (Angie) Minichiello

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Jake Follmer, West Virginia University; Michael Keith Brewster, West Virginia University

Tagged Topics

NSF Grantees Poster Session

(0.5/5 score) Inaccurate; student |0.1-1|=0.9 Student was 10% sure of the correctness of the was underconfident: solution and the problem was 100% correct Greater than 0.5 (perfect score of 5/5 score)Figure 1 illustrates some of these scenarios in terms of accuracy of judgement.Figure 1. Students’ confidence of judgement. The maximum score was 3 points.To further explain the process used to evaluate students’ judgement of confidence, severalexamples of mathematical problems are presented:Problem 1: A model rocket is fired in a vertical plane and the velocity v(t) is measured as shownin the following figure: V(t) [m/s] t [s

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Silas Ifeanyi, University of Waterloo; Mary A. Robinson, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

including studentfamiliarity with the method(s), incoming student skills, student risk tolerance, environmentalconstraints (e.g. class size), perceived risks (e.g. on grades), perceived workload, socialinfluences, and context-specific motivations [3]. Other research has identified that these barriersto student engagement can differ between individual students, or between communities ofstudents. Felder and Brent described the challenges of active learning, where some students arecomfortable whereas others may struggle [1].For specific communities of students like Indigenous students, for example, the importance ofthe experience is critical to many learners. Leddy and Miller stated that “scaffolded experientiallearning is a mainstay in Indigenous

Conference Session

ECE-Circuit Courses: Instructional Innovations and Student Success

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Lowell Romeo, University at Buffalo, The State University of New York; MONICA ITZEL PEREZ OLMEDO, University at Buffalo, The State University of New York; Presentacion Rivera-Reyes, University at Buffalo, The State University of New York; Heidi Jiao, Grand Valley State University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

questions. To determine if our collecteddata was normally distributed, we ran Shapiro-Wilk normality tests on all ECCE and IMMS datafrom both the experimental and control groups, both pre- and post-PBLA intervention. The Shapiro-Wilk tests yielded the following:Table 2. Shapiro-Wilk Test Results ECCE-PRE ECCE-POST Control Group S-W = 0.964, df = 71, p = 0.040 S-W = 0.938, df = 71, p = 0.002 Experimental Group S-W = 0.969, df = 120, p = 0.007 S-W = 0.962, df = 120, p = 0.002 IMMS-PRE IMMS-POST Control Group S-W = 0.942, df = 71, p = 0.003 S-W = 0.967, df = 71, p = 0.038 Experimental Group S-W = 0.951, df

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Yoho, George Mason University; Christi Wilcox, George Mason University, College of Engineering and Computing

Tagged Divisions

Graduate Studies Division (GSD)

through listserv(s) and/or paper postings onbulletin boards with additional information: • Open to graduate students in STEM-related programs • Continue to develop your inclusive teaching skills to support all students in your classes • Attend 3 workshops in [session month/year] • Eligible to earn an Inclusive Teaching for STEM Graduate Students Mini-Course CertificationAll sessions are 90 minutes, including both content delivery (generally 50 minutes total) andsmall group breakout discussions (generally 40 minutes total, broken into 5-10 minute individualbreakout sessions). Please note that while the sessions are titled “classroom,” the instructionalmodality is defined broadly and teaching techniques and strategies for in

Conference Session

Engineering Technology Division (ETD) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey Kinkaid, Montana State University - Bozeman

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

behaviors. In the future, this will be taught and reinforced throughout the semester boththrough guided reflection and more traditional assignments and activities with better-designedassessment.references (1) Springer, Leonard, Mary Elizabeth Stanne, and Samuel S. Donovan. "Effects of small- group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis." Review of educational research, vol. 69, no.1, pp. 21-51, 1999. (2) ABET, 2025, “Criteria for Accrediting Engineering Technology Programs, 2025-2026.” https://www.abet.org/2025-2026_etac_criteria/ (3) Wolfe, J., Powell, B. A., Schlisserman, S., and Kirshon, A., 2016, “Teamwork in Engineering Undergraduate Classes: What