Conference Session

Computing and Information Technology Division (CIT) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriel Eduardo Prieto, Florida International University; Neila Bennamane, Florida International University; Agoritsa Polyzou, Florida International University; Peter J Clarke, Florida International University

Tagged Divisions

Computing and Information Technology Division (CIT)

class. In the control group,the use of LESs was minimized, while the treatment group had increased LESs. The exams forboth groups were very similar or exactly the same. A statistical analysis of the results using theMann-Whitney U test showed a statistically significant difference between the groups. The Exam2 scores for the control (minimal LESs) group (Mdn = 72.4%) differed significantly from thetreatment (increased LESs) group (Mdn = 77.7%), where U = 2421, z = 2.875, p = 0.004, r = 0.26.This work provides evidence that using LESs or other active learning approaches has consistentlyimproved student learning outcomes, as reflected by the exam scores.Benefits of Teamwork. Teamwork is essential for student development in terms of knowledgeand

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Slaton, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

projects.Introduction:We begin by situating this paper in the current landscape of equity-focused scholarship, whichpresents particular risks to members of our research community. Due to the sensitive nature ofthe current political climate and the potential implications for ongoing and future grant funding,the first author has chosen to withhold their name from this publication. This decision reflects astrategic effort to protect current institutional partnerships and funding relationships while stillcontributing fully to the research and its dissemination. Rather than being taken only as a loss ofprofessional credit to the first author, it is hoped that this interruption to conventional systems ofcredit and authorship might also suggest a form of scholarly

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nosakhare Iyobosa Idiaghe, University of Nebraska - Lincoln; Erin Johnson, Pennsylvania State University; Catherine G. P. Berdanier, The Pennsylvania State University; Jessica Deters, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

intercultural space where effective management of communicationacross cultures is essential.In the context of engineering education, the concept of the "global engineer" reflects a shifttoward preparing students with both technical skills and the intercultural competencies necessaryfor global collaboration [5], [6], [7]. Intentional integration of intercultural competence intocurricula and experiential learning is essential for equipping graduates with skills that allow themto address challenges that transcend national and cultural boundaries [8]. Despite the recognizedimportance of intercultural competence, a significant gap remains in understanding how theseskills can be effectively developed within graduate engineering programs. To date, scholars

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Arsalan Ashraf, Virginia Polytechnic Institute and State University; Emad Ali, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development Division (LEAD)

real” in practical situations such ascommunicating with one’s team, managing stakeholder relationships, and navigating projects. Senge [3] offers insight into developing one’s personal mastery through committing toface one’s current reality; this includes creating realistic appraisals of an individual’s currentsituation and leaning into creative tension which is the balance between one’s current reality andtheir vision for the future. This is achieved by reflecting on one’s own goals and aspirations andregarding oneself as an active participant in creating their reality. Personal mastery has limited representation in engineering education literature. A briefreview of available literature demonstrated it has been discussed in work

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea T Kwaczala, Western New England University; Andrea Davis, Western New England University; Heidi Ellis, Western New England University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

another and screenedagainst an AI-based evaluation tool that had been trained using the scoring rubric and individualstudent's video content. Student self-perception of communication, identity and belonging wereevaluated using IRB-approved pre- and post-surveys. Students were asked to reflect on thevarious forms of feedback and the overall pitch experience.BackgroundPublic Speaking Anxiety and Improving Communication: Public speaking anxiety refers to thehigh level of anxiety or distress a speaker feels while delivering or preparing to deliver apresentation in front of a group of people. (O’Hair, et. al, 2011; Bodie, 2010). Fear of publicspeaking is one of the most reported fears in the population at large (Sawyer, 2016). Studentswho have high

Conference Session

GSD 1: From Recruitment to Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anne Lynn Gillian-Daniel, University of Wisconsin - Madison; Rebecca Cors, University of Wisconsin - Madison; Wendy C. Crone, University of Wisconsin - Madison; Victor zavala, University of Wisconsin - Madison; Derek Johnson, University of Wisconsin - Madison; Kerri Lyn Phillips, University of Wisconsin - Madison

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

and facultyoutside their home departments.In the 2024 pilot program, the MRSEC funded 10 graduate students from nine differentdepartments. Participant input during a mid-program feedback session highlighted programsuccesses and suggestions for improvement that were used to shape the remainder of theprogram. Data collection also included a post-program feedback session, and a post-programsurvey designed to elicit students’ reflections on the utility of program activities related to theircurrent graduate experiences. FF participant feedback highlighted how useful students found theextra time to start research, professional development sessions, extra time to adjust to campuslife, and the opportunity to connect with their FF cohort. Student

Conference Session

Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Independent Researcher

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

integrate multiple disciplines, fostering a holistic understanding of complex issues [6]. 4. Collaboration: Group work enhances social skills and knowledge retention through peer interaction [7]. 5. Authentic Assessment: Evaluation focuses on tangible outcomes and reflective processes, encouraging metacognitive skills [8].Challenges in PBL Implementation: Despite its benefits, PBL presents several challenges: • Planning Complexity: Teachers need to design projects that align with learning objectives and remain feasible within available resources [4]. • Resource Constraints: Limited access to materials and technology can hinder project execution, particularly in under-resourced rural areas [8

Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunmeng Han, University of Cincinnati; David Reeping, University of Cincinnati; Siqing Wei, University of Cincinnati

Tagged Divisions

Educational Research and Methods Division (ERM)

typicallyuninformative from a curricular (re)design perspective [17]. Research AimsOur core contributions in this paper will involve (1) reviewing previous efforts using the Delphimethod to identify threshold concepts across disciplines, (2) outlining our approach to the Delphimethod for the interdisciplinary field of cyber-physical systems (CPS) in contrast to previousstudies, and (3) reflecting on how our method uncovered the challenges of identifying thresholdconcepts in an interdisciplinary context. Theoretical FrameworkThe study is grounded using the premise of threshold concepts [1]. Threshold concepts aredescribed as gateways to a deeper and transformed understanding of the

Conference Session

Computers in Education Division (COED) Track 6.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aimee Allard, North Carolina State University at Raleigh

Tagged Divisions

Computers in Education Division (COED)

evaluate which learning activitieswithin task planning teams find more effective and which they perceive as less effective to theirlearning process. As part of continuous efforts to meaningfully reflect on and evaluate taskplanning as it relates to active learning practices in Senior Design, I have implemented a Pre-Task Planning Survey (Pre-TPS) and a Post-Task Planning Survey (Post-TPS), the Pre-TPSdesigned to be completed by students in the first few minutes of the task planning session and thePost-TPS designed to be completed in the last five minutes.The Pre-TPS questions gauge learners’ perceptions of course activities and team cohesivenessprior to task planning, while the Post-TPS is designed to evaluate learners’ approaches to taskdivision

Conference Session

Track 7: Technical Session 4: Diversity in STEM: Strategies of Professional Engineering Organizations in Recruiting and Retaining Women from Minority-Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

recognitioncommensurate with such achievements and contributions [1], [2]. However, this belief is oftenoverly idealized and may not always reflect the complexities of reality, as it fails to fully accountfor the barriers, biases, and inequalities that impact who succeeds and how recognition isdistributed. [3], [4], [5]. For many, in particular women and underrepresented and minoritized(URM) students, the STEM space—the early stages of pursuing an engineering degree or later intheir professional careers—frequently experience overt sexism, gender bias, racism,discrimination, stereotyping, and isolation [4], [6], [7].National concern and acknowledgment of barriers faced by women in STEM is longstanding andwell-documented [1], [3], [8], [9]. According to the

Conference Session

Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Preeti De Maurya, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Theoderic Thomas Platt, New Mexico State University; Cristina Miriam Esparza, New Mexico State University; REDWAN UL HAQ CHOYON, New Mexico State University; Bill Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

students who are already spending way too much time outside of the classroom and the lecture hall studying to give up even more of that little bit of time off. SteveAll three quotes reflected the academic environment that students experience in engineering atthis particular institution and suggest that institutions rarely recognize or address issues likecommunication gaps and the misalignment of students’ expectations around learning methods andgoals.A second aspect has to do with the use and implementation of technology in courses. Twostudents noted how for some departments and students adding technological innovation can bedifficult. On the one hand, a graduate student in Computer Science said, I could say with other departments

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

alsoaware of the need to critically reflect on their own teaching practices, motivated by the desire tobe change agents with respect to structural and societal issues within engineering, which areconcerns for the participants. However, addressing structural inequities in the engineeringcurriculum requires further development of their understanding of how to integrate criticalconsciousness into their teaching. Three categories of themes resulted from the analysis of thefaculty’s motivations and alignment with CRP: (1) Promoting Students’ Academic andProfessional Success through Equitable Teaching, (2) Fostering Cultural Awareness throughInclusive Pedagogy, and (3) Developing Critical Consciousness for Addressing Societal Impactin Engineering

Conference Session

Student Services & Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Carnegie Mellon University; Kyle Nathan Winfree, Northern Arizona University; Corinna Marie Fleischmann P.E., United States Coast Guard Academy; Scott R Hamilton P.E., York College of Pennsylvania; Kaitlyn T Hanley P.E., New York University Tandon School of Engineering; Tanya Kunberger P.E., University of Pittsburgh at Johnstown; Monica Palomo P.E., California State Polytechnic University, Pomona; Jennifer Retherford P.E., The University of Tennessee, Knoxville; David A Saftner, University of Minnesota Duluth; Camilla M. Saviz P.E., University of the Pacific

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

additionalbehaviors that reflected positive mentoring qualities, going beyond the fundamental behaviorstypically associated with building positive rapport. The second part of the survey includedquestions related to the institution, year, gender identity, age, GPA, and other characteristics(e.g., being a first-generation college student, commuter, student-athlete, part-time student, orunderrepresented group). Survey components are shown in Appendix A, were administeredthrough Qualtrics, and distributed with the York University of Pennsylvania IRB approval (IRB#24FA016).The voluntary survey was administered by the study authors and faculty at their institutions. Inmost cases, the authors distributed the survey to students in classes they were teaching in the

Conference Session

DASI Technical Session 2: Artificial Intelligence in Higher Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ananya Prakash, Virginia Polytechnic Institute and State University; Mohammed Seyam, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

from 14,990 in 2000 to 51,338 in 2019, a 242% increase overtwo decades. Similarly, the number of graduates with a doctorate has grown from 779 to 2790 inthe same period, an increase of 258%. While this increase in pursuits of postgraduate degrees inthe field reflects the rapid growth of the industry, universities still grapple with the task ofevaluating increasingly large volumes of applications.Several large universities adopt a holistic review approach for admissions that is time-consumingand relies heavily on skilled human reviewers. The average time taken for each full review couldvary between 10-30 minutes based on the skills of the reviewer [3]. A survey conducted byIntelligent in 2023, an education magazine [4], reported that 50% of 400

Conference Session

Materials Division (MATS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Z. Kelter, Northwestern University; Jonathan Daniel Emery; Uri Joseph Wilensky

Tagged Divisions

Materials Division (MATS)

-ended questions. A large majorityof students reported feeling that the course was more engaging than other STEM courses, thatthey learned more than in other courses, that the course was equally or somewhat morechallenging than other courses, and that they had a positive experience with the interactivetextbook. Open-ended questions revealed that most students preferred active model-basedlearning compared to video lectures, because they were engaging and helped with understanding.However, some students found the computational models confusing. Students also had positiveexperiences with the interactive textbook and appreciated that the content on the platform waswell-organized, easy to navigate, and exactly reflected the requirements of the course

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Junko Munakata Marr, Colorado School of Mines; Jeffrey C Shragge, Colorado School of Mines; Jonah Klemm-Toole, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

hinge on imagining engineering differently: perhaps if more minoritizedstudents persisted in engineering, the logic goes, engineering itself would be different – better,more responsible – because they are more motivated by improving their communities [21].In this paper, we share and reflect on an asset-based approach to facilitating belonging throughquestioning engineering itself. Approaches that treat students’ backgrounds as assets rather thanas liabilities show promise for enhancing minoritized students’ interest and belonging inengineering [22]. Key among these are funds of knowledge (FOK), which refers to the“historically accumulated and culturally developed bodies of knowledge, skills, andpersonal/social identifications embedded in

Conference Session

Broadening Participation in Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Scott Rosas; Philip J. Parker P.E., University of Wisconsin - Platteville

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

were drawn from a variety of institutions across the United States,reflecting a broad geographic distribution. These institutions are located in Colorado, Nebraska,New York, North Carolina, Ohio, Oregon, Pennsylvania, Texas, Utah, and Virginia. This diverserepresentation spans multiple U.S. regions, including the Northeast, Southeast, Midwest,Mountain West, and West Coast, suggesting a sample that mirrors a national distribution. Typesof institutions represented include public and private, small and large, those granting graduatedegrees and predominantly undergraduate, and research-intensive and teaching-focused.It is important to highlight that, as a group conceptualization method, GCM captures a sharedmental model based on participant input

Conference Session

Curricular & Course Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie Anne Field Wildschut, Calvin University; Gary A Jordan, United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

semesters,technical content covered during Lessons 7 through 10 reflected noticeably lower student studytimes. Reading quizzes took on average less than 10 minutes per student. Any remainingstudying or preparation time per lesson is anecdotally attributed to students working primarily onhomework assignments prior to the night before they were due. The Unit One exam was a high-stakes event (250 points or 12.5% of the course grade). The course-wide exam average was91.0%. One assignment, a reflection essay based upon a construction site visit, was not collecteduntil the next unit of instruction. In other words, students did not need to complete the essaybefore the exam so its impact upon student study time during Unit One is assumed to

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer L. Taylor, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Jennifer Ramos-Chavez, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-year CED pilot, each year’s pilot-teacher cohort participated in weeklycheck-ins. The purpose of these check-ins was to provide teachers with instructional support andrecord teacher feedback that informed revisions of the CED curriculum. An end-of-semester (oryear) meeting was also held with teachers during which we asked them reflective questions abouthow the course went overall and suggestions for improvement.The participants in professional development workshops had the opportunity to take the optionalpre- and post-workshop surveys via Google Forms, which asked them to rate their confidenceand interest in teaching engineering plus EJ- and EV-related topics. The survey administered toteachers who attended the virtual PD was more in-depth (17

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary J Combs, Quality Measures, LLC; Codjo AC Akpovo, Quality Measures, LLC; Gwen Lee-Thomas, Quality Measures LLC

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

demographics are shifting,and projections indicate that by 2045, no single racial or ethnic group would constitute a majority[3].These inequities pose a challenge to fostering a STEM workforce that reflect the diversity of theU.S., which is essential for bringing the unique perspectives and experiences critical forinnovation and global competitiveness [3]. Addressing these issues is not just a matter of socialjustice but a strategic imperative for sustaining the nation’s leadership in scientific andtechnological advancements. Marginalized students face systemic barriers in accessing,persisting, and succeeding in STEM fields, which necessitate the implementation of targetedprojects like S-STEM [4].This paper examines distinct implementations of S-STEM

Conference Session

DSAI Technical Session 7: Natural Language Processing and LLM Applications

Collection

2025 ASEE Annual Conference & Exposition

Authors

Suman Saha, Pennsylvania State University; Fatemeh Rahbari, The Pennsylvania State University; Farhan Sadique, Kansas State University; Sri Krishna Chaitanya Velamakanni, Pennsylvania State University; Mahfuza Farooque, Pennsylvania State University; William J. Rothwell, Penn State University

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

learning objectives.Both courses, with a combined enrollment of 650 students, reflect large class sizes, catered to adiverse student population primarily consisting of junior-level undergraduates majoring incomputer science or related disciplines. The courses were delivered in a hybrid format, offeringstudents access to both in-person lectures and recorded sessions. This diverse student body andflexible delivery format provided a comprehensive testing ground for evaluating theeffectiveness and accuracy of microlearning materials.Microlearning materials, including interactive quizzes, digital flashcards, mini-lessons, andscenario-based exercises, were integrated into the coursework for both classes. However, thefrequency of microlearning

Conference Session

First-Year Programs Division (FPD) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ian Hong Phan, University of California, Santa Cruz; Iakov Taranenko, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

Tagged Divisions

First-Year Programs Division (FPD)

select from, spread across the 4 main categories of skills covered in the course (General Skills, Forensics & Steganography,Web Hacking/Exploitation, and Exploratory Bonus Topics). Student teams are expected to complete 1000 points worth ofchallenges per student in the team across a two-week period.Like CTF competitions, learners are prompted to develop and showcase engineering processskills. Teams draft and later present detailed technical writeups for each challenge, a practice thatbuilds on their experience with the engineering notebook. Additionally, students are providedopportunities for metacognitive reflection through periodic collaborative work reflections. Here,they assess their own approach to teamwork and problem solving to

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University-Vancouver; Charles Riley P.E., Oregon Institute of Technology

Tagged Divisions

Mechanics Division (MECHS)

, conducting experiments, and developingproblem-solving and critical thinking abilities [1]. Often, lab courses are offered in the earlyphase of engineering majors to provide students with hands-on experience and a foundationalunderstanding of core engineering principles. For engineering labs, a range of assessmentmethods exists and includes lab reports, quizzes and exams, post-lab assignments, lab practicals, 1and instructor observations. Among these, lab reports are the most dominant assessment methodfor evaluating students’ learning from the labs. Indeed, lab report writing aligns well with the“write to learn” approach - an active learning approach - by encouraging students to reflect ontheir

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 4: Sociotechnical Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto; Alan Chong, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

ticking. The frantic timing of this exercise maycontribute to the ease with which students adopt their new role. Within this classroom turnednewsroom, they lack the time to question the fictional conceit of the activity without redirectingenergy from their goal of producing a complete news article. Students also lack the time forreflection that might lead to greater self-awareness. Although making time for reflection is animportant benefit of the course as a whole—frequent analysis and discussion, which encouragedstudents to position themselves in relation to course material was a key feature of the course—here, giving students more time to think might interrupt student engagement with the activity andcontribute to their self-consciousness. These

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Casey Gibson, National Academy of Engineering; David A. Butler, National Academy of Engineering; Davis Chacon-Hurtado, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

notnecessarily reflect the views of the National Academies of Sciences, Engineering, and Medicine.audiences and the implications for future directions of work in these areas. Furthermore, this article aimsto spark conversation amongst ASEE members on these important topics and serve as a resource forexploring them further in engineering education settings. The paper is organized as follows: Sections IIand III provide general background on human rights and engineering and discuss how the NationalAcademies have developed work in related areas. Section IV presents a summary and insights from thesymposium organized under five themes. Sections V and VI delve into the discussion, followed byconclusions and areas for further development.II. Background on Human

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meghan Allen, University of British Columbia

Tagged Divisions

Computing and Information Technology Division (CIT)

thatassessment practices have on the student experience but limited research has examined this topic.This paper begins to fill that research gap by addressing the research question: How do courseassessment practices affect students’ perspectives of learning technical writing?I conducted an interpretive qualitative study, grounded in Lave and Wenger’s Situated LearningTheory and Social Theory of Learning, with 10 third and fourth-year computer science studentparticipants. I used reflective journal writing and beginning-of-term and end-of-term interviews togather rich data on the student experience. I generated themes from the data corpus via Braun andClarke’s reflexive thematic analysis and found that students are conflicted in their desire to

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yun-Han Weng, The Ohio State University; Emily T Creamer, The Ohio State University; Jeffrey M. Bielicki, The Ohio State University; Matthew Judkins Mayhew, The Ohio State University

Tagged Divisions

Graduate Studies Division (GSD)

findings highlight thepotential interdisciplinary education in fostering innovation and cognitive growth while alsoemphasizing the importance of refined classification criteria in future research to better captureinterdisciplinary influences.1 Introduction Innovation is a critical skill for addressing the complex challenges of the global economy.Higher education institutions can foster innovation by developing students and graduates intoinnovators who address complex problems and generate novel and contextual ideas throughintentional educational practices e.g.,[1],[2]. Reflecting those potentials, in recent years theNational Science Foundation (NSF) has funded several interdisciplinary training programs aimedat preparing undergraduate

Conference Session

Track 2: Technical Session 2: Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Hincher, North Carolina State University at Raleigh; Veronica Mbaneme, North Carolina State University; Sarah Olivia Harris, North Carolina State University at Raleigh

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

mentoring. She serves as an instructor for core first-year engineering courses such as E101: Introduction to Engineering & Problem Solving and E102: Engineering for the 21st Century. Her commitment extends to undergraduate and graduate-level research courses, where she fosters an environment of innovation and discovery. She established the study abroad program for E101 for Quito, Ecuador for Spring 2024 and is now the program director for the study abroad program for E101 for Prague, Czech for Spring 2025. Dr. Qaqish’s academic journey reflects her dedication to learning and excellence. She earned her Bachelor of Science in Biomedical Engineering from Boston University, followed by a Master of Science in

Conference Session

Track 5: Technical Session 1: Engineering and Computer Science Faculty Members' Personal and Professional Perspectives on Diversity, Equity, and Inclusion

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Yvette E. Pearson P.E., University of Texas at Dallas; Canek Moises Luna Phillips, Rice University; Lisa J. Borello, University of Texas at Dallas; Torrie Cropps; Jue Wu, Univertify of Florida; Samara Rose Boyle

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

strongly agree (5). To mitigate response bias, theoriginal instruments contained some items that were worded such that the responses had to bereverse coded; we retained that wording.The scales were developed for K-12 education; therefore, we edited some of the terms to makethem applicable to higher education (e.g., faculty instead of teachers, institution instead ofschool). Because we were interested in STEM education, we also modified some of the languageso it was specific to STEM instead of using general references. For example, an originalprofessional beliefs item was: “Historically, education has been monocultural, reflecting onlyone reality and has been biased toward the dominant (European) Group” (Pohan & Aguilar2001). We reworded it as

Collection

2025 Rocky Mountain Section Conference

Authors

Alexander Aronov; Daniel Knight, University of Colorado, Boulder; Angela Bielefeldt; Joseph Polman; Fabiola Palomar

STEM education, SCENIC aims to develop engineering & scienceidentity and engagement among underserved rural students. The program works with hundreds ofstudents annually across a dozen Colorado schools.Figure 1. SCENIC Conjecture Map (adapted from [9])  Problem Statement and Research QuestionsThe goal of the grant this paper works under is to refine and investigate SCENIC's infrastructureto support the development of pre-college students’ engineering identity, thinking, and pathways.In this paper, using student posters, we hope to explore the following:• RQ1: How do the student posters from SCENIC reflect the balance between science and engineering emphasis? Did this differ between the AQ and SQ curricula or other