Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tyler Clark, SageFox Consulting Group ; Rebecca Zarch, SageFox Consulting Group; Mikaela Hurd

Tagged Divisions

Computing and Information Technology Division (CIT)

everyone. Theyare in this space after having years of experience in the degree, and I did not.” This sense ofinadequacy often stems from insufficient preparatory support at key academic transitions. Manystudents reported feeling unprepared for advanced coursework or graduate-level studies due togaps in their foundational education. Institutions could implement "bridge programs" thatprovide intensive preparatory support for students transitioning between academic stages,whether from high school to undergraduate programs or from undergraduate to graduate studies.The rise of external online courses as a supplementary educational tool reflects the inadequaciesof formal CS programs in meeting students' needs. Students often enrolled in platforms

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mihwa Park, Texas Tech University; Bernard Justus Wekullo, Texas Tech University

Tagged Divisions

Community Engagement Division (COMMENG)

seven teams, except for one group that included two mentees and one mentor. The summer camp curriculum was designed around the five stages of the DT process:Empathize, Define, Ideate, Prototype, and Test. The camp began with activities aimed at helpingparticipants empathize with community members, gaining insights into their experiences andchallenges. During reflection sessions with mentors, campers defined the problems they identified.Once problems were clearly defined, teams brainstormed solutions in the ideation phase. Based ontheir ideas, they created prototype architectural models. Through peer and expert feedback, teamsrefined and finalized their designs. Below, we provide a detailed description of the activitiesconducted on each

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Malle R Schilling, Arizona State University; Hannah Root; Annick J Dewald, Greenway College; Rebecca Holcombe; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Community Engagement Division (COMMENG)

with communitypartners and community engaged learning that allows engineering students to apply theirlearning while acknowledging and incorporating knowledge held by local community members[8].Table 2. Project Description, Goal, and Specifications Goal Design a bike station that is unique to our context and climate, reflecting the values and aesthetics of the local community, while meeting best practice for sustainability. Description The bike station is intended to serve as an access point for 6-8 electric-assist bikes that will be used in a trial that will determine user acceptability of the amenity. The trial is planned for the end of the 'bike season' Sep-Oct. 2025. The

Conference Session

First-Year Programs Division (FPD) Technical Session 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gretchen Scroggin, University of Arkansas; Heath Aren Schluterman, University of Arkansas

Tagged Divisions

First-Year Programs Division (FPD)

are considered underprepared.UA offers three tiers of College Algebra with 3, 4, or 5 weekly contact hours, corresponding toACT math scores: below 19 (5-credit), 19–21 (4-credit), and 22–25 (3-credit). While all tiersshare the same objectives, the 4- and 5-credit courses previously used ALEKS, while the 3-creditcourse used MyLab Math (MLM). In Fall 2023, the Department of Mathematics transitioned the3-credit course to ALEKS to unify instruction.MyLab Math by Pearson is a digital platform that enables instructors to create onlineassessments and assignments. It provides a variety of data to help instructors customize theircourses and tailor the content to meet the needs of specific student groups. Exercises andproblems in MyLab Math reflect the

Conference Session

ME Division 4: Broadening Participation and Building Resilience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Siu Ling Leung, Pennsylvania State University; Christopher John Greer, The Pennsylvania State University; Margaret L. Byron, Pennsylvania State University; Bladimir Alvarado Ramos; Reuben H Kraft, Pennsylvania State University; Angela Dawn Lesko; Catherine G. P. Berdanier, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

mentioned, "Googleestimates that failure to serve these untapped segments of the population will yield a lost growthopportunity in the tens of trillions of dollars [1]." Microsoft's Inclusive Design team emphasized,"Designing for inclusivity not only opens up our products and services to more people, but it alsoreflects how people really are. All humans grow and adapt to the world around them, and wewant our designs to reflect that [2]." These statements not only highlight business prosperity butalso underscore the profound relationship between engineering and humanity. Lastly, AECOMstated, "When we feel free to be ourselves, we thrive [3]." AECOM is just one of manycompanies that emphasize a sense of belonging, which empowers teamwork and

Conference Session

DSAI Technical Session 8: Learning Analytics and Data-Driven Instruction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Selena Johnson, Rowan University; Paromita Nath, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

interaction data alonefail to explain the underlying reasons for student behavior. The varied experiences of studentsfurther complicate the establishment of clear patterns, emphasizing the need for additionalcontextual insights. Institutions adopting LA frequently encounter capability-related challenges,reflecting a growing need for expertise in evaluating technology during early adoption stages 6 .Access to analytics data alone is not enough, effective interpretation of the data is essential forcreating learning environments that actively engage students and improve outcomes. Althoughlearning analytics dashboards (LADs) have demonstrated potential in fostering engagement andinteraction in online learning, their ability to significantly improve

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University and A&M College; Adrienne Steele, Louisiana State University and A&M College; Rebecca Acosta Burdette; Annemarie Galeucia

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

recent, launched in 2016. This program requires students to be successful in classes and write a prompted reflective essay regarding their experiences. The LSU Distinguished Communicator Award goes beyond the Certificate; in addition to requiring the courses and reflection, students are asked to work with a faculty advisor to build a developmental e-portfolio to demonstrate their discipline-specific communication skills. Students who complete the Distinguished Communicator program earn a medal and a notation added to their LSU transcript. 4) The Faculty Summer Institute was initially a 3-day faculty development program aimed at teaching C-I pedagogy, which included active learning techniques, as well as

Conference Session

ELOS Technical Session 3: Advancing Engineering Competencies: From Labs to Writing

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gautom Kumar Das, University of Maryland Baltimore County

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

inclusion of a checklist help students submit reports that are more complete? (2) Does the inclusion of a checklist improve the quality of the reports as reflected in their grades?Through this study, we aim to understand both instructor and student perspectives on theusefulness of the checklist and explore best practices for its implementation in laboratorycourses.2. Methods2.1 Data CollectionThis study was conducted in a senior chemical engineering laboratory course, a regular fallsemester offering at the author's institution. The dataset analyzed was from the Fall 2024semester (N = 24). The course consisted of a 75-minute weekly lecture and a 4-hour laboratorycomponent. During the lecture, faculty instructors reviewed upcoming experiments

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Bunt, University of New Mexico; Anjali Mulchandani, University of New Mexico

Tagged Divisions

Civil Engineering Division (CIVIL)

standards through accreditationMoreover, in recognizing a need for professional recognition, the disciplines have defined theirown expectations for education through program accreditation. Accreditation has become adriving force in university curriculum over time and is both similar and different for architectand engineering disciplines. For engineering programs, the Engineers’ Council for ProfessionalDevelopment, originally founded in 1932, evolved to the Accreditation Board for Engineeringand Technology (ABET) in 1980 [6]. However, they shortened their name to just ABET in 2005to more accurately reflect their expanded scope, which included more fields in STEM. In 1997,they adopted Engineering Criteria 2000, which shifted evaluation from a “what

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, University of Oklahoma; Saira Anwar, Texas A&M University; Asefeh Kardgar, Texas A&M University

Tagged Divisions

Computers in Education Division (COED)

60 Measurable 60 33.33 66.66 Achievable 96.6 53.33 73.33 Relevant 100 80.0 100 Time-bound 3.33 73.33 100We calculated the percent agreement between the evaluations done by the LLM and the expertsfor each SMART criterion, as shown in Table 2. Percent agreement was calculated for eachcriterion. We compare whether the LLM and the human annotator agreed on the same decisionfor each LO, i.e., both marked the criterion as qualified or not. The percentage reflects theproportion of agreements over the total number of learning outcomes

Conference Session

Construction Engineering Division (CONST) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yanxiao Feng, New Jersey Institute of Technology; Huiran Jin, New Jersey Institute of Technology

Tagged Divisions

Construction Engineering Division (CONST)

, programming, sensor integration, and data analysis while alsostrengthening their critical thinking, problem-solving, and teamwork abilities. This approachensures students are better prepared for the evolving construction industry, where integratingsensing technologies and AI-driven tools is becoming increasingly important for safety andinnovation.3.4.2 Assessment PlanStudent learning and project effectiveness were assessed through a combination of projectdeliverables, peer evaluations, and reflective surveys. The assessment focused on both thetechnical skills gained and the collaborative process throughout the project. 1. Project deliverables: Each team were required to submit a final prototype and presentation, showcasing their research

Conference Session

Poster Session-Electrical and Computer Engineering Division (ECE)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aldo Morales, Pennsylvania State University, Harrisburg, The Capital College; Sedig Salem Agili, Pennsylvania State University, Harrisburg, The Capital College

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

course arepresented and reflect the efficacy of topics and hands-on experiences.This paper is organized so that in Section 2, we present the course goals and description as wellas updated set of experiments. In Section 3, we present samples of student projects, student-based papers and capstone projects to gauge the variety, and the depth of student work. In thissection, we also highlight some of the students’ comments after taking the signal integritycourse. In section 4, conclusions and further work are described.2. Course Goals and Description and Efforts to Maintain the SI LabWe started teaching this SI Course as a special topics course (EE 497); it now has a regulardenomination within the nomenclature of our university, EE 43413. This

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Valerie Elise Sullivan, University at Buffalo, The State University of New York; Rachel N. Bonnette, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

materialis relevant to students. These practices stimulate interest and establish application to theirComputer Science field and careers. Instructors can guide student learning to develop technicalskills and demonstrate the expected education objectives by teaching the value or purpose of thecomputing curriculum. Professors often do not provide a clear idea of what material is covered and when, which complicates planning. If there were a clearer definition of topics covered on a calendar, then it would be simpler to plan.Avery, a Computer Science student who told the team they identify as having Attention-DeficitHyperactivity Disorder, reflects on frustrating experiences with the ambiguity of the instructor’sdelivery. Instructors

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johannes Kubasch, University of Wuppertal; Dominik May, University of Wuppertal; Doha Meslem, Bergische Universität Wuppertal

Tagged Divisions

Computers in Education Division (COED)

Meslem, Bergische Universit¨at Wuppertal ©American Society for Engineering Education, 2025 WIP: AI in Online Laboratory Teaching - A Systematic Literature ReviewIntroductionThe presence of ChatGPT has recently, and in a short period of time, become increasinglyprevalent in the day-to-day life. Education, being a part and a reflection of the day-to-day life,has therefore also been affected by this change. The fast spread of this technology within thiscontext has however come with its challenges. These include the lack of an adequateunderstanding of it, of how to use it, and how to integrate it in an efficient way in the dailylife (Gill & Kaur, 2023). Many students

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kay Wille, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia

Tagged Topics

Diversity, NSF Grantees Poster Session

. A teaching observation policy, developed as a parallel initiative,promoted reflective teaching practices and continuous improvement in inclusive methods [12].By linking desirable actions, such as revising courses to accommodate diverse learning styles ormentoring neurodiverse students, to tangible rewards and support structures, the project ensuredthat inclusivity became a core and sustainable aspect of departmental culture.The team collaborated with partners across and beyond the university. Within the university,partners included student support offices, inclusion centers, academic departments, and thegraduate school. Project personnel conducted dozens of presentations and outreach activitieseach year with undergraduate and graduate

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Karin Jensen, University of Michigan; Kailey Nicole Head, University of Michigan; Sowmya Panuganti, Purdue Engineering Education; Ash Quadd, Rowan University

Tagged Topics

Diversity, NSF Grantees Poster Session

is critical. UES often describe stress as a "necessity," reflecting harmfulcultural narratives that discourage well-being and help-seeking behaviors. Launched in 2024, ourproject examines how UES' perceptions of well-being influence their career decisions.Project Introduction & BackgroundWorsening student mental health and well-being is a crisis that needs urgent attention to supportstudent wellness and the growth of the engineering workforce. Recent studies have identified thatmore than 75% of college students experience moderate to severe psychological distress and thatmore than 60% meet the criteria for one or more mental health diagnoses [1]. Academically, un-or under-treated mental health problems are linked to diminished

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Danielle V. Lewis, University at Buffalo ; Natascha Trellinger Buswell, University of California, Irvine; Erica McGreevy, University of Pittsburgh; Christian D Schunn, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper M.Ed., University of Georgia; Spencer Currie, University of California, Irvine; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Melissa Lepe, University of California, Irvine; Kelly Tatone, University of Pittsburgh

Tagged Topics

Diversity, NSF Grantees Poster Session

community and shared understanding of adversity.The goal of the intervention is to establish a classroom norm in which (a) adversity isacknowledged as a natural part of the course experience, and (b) these struggles are viewed astemporary and surmountable with persistence and effort. The intervention is broken down intofive stages, delivered within a single class period: 1) Instructors explain that adversity in collegeis normal, that it can be overcome, and that challenges specific to the course are common; 2)Students reflect on their own challenges in college and write about how they believe thosechallenges will evolve; 3) Instructors share first-person stories of past students who faced andovercame struggles in the course; 4) Students engage in

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana Samaroo, City University of New York - New York City College of Technology; Urmi Duttagupta, New York City College of Technology, City University of New York; Nadia S Kennedy, New York City College of Technology; Armando Dominguez Solis, New York City College of Technology, The City University of New York; Viviana Acquaviva, New York City College of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

personal growth. Many studentsreported that faculty encouragement not only boosted their confidence but also motivated themto pursue opportunities such as applying for scholarships and engaging in research or publicspeaking. This mentorship fostered a supportive environment that enhanced students’ sense ofbelonging and motivation.Key FindingsOur grant-sponsored initiative has yielded noteworthy outcomes, reflecting the program's successin fostering academic achievement. A key accomplishment has been the vigorous recruitment offemale scholars, with their representation ranging from 46% to 68% of the scholarship cohortover the grant period (Han et al, 2023).Another achievement is the academic excellence demonstrated by our participants.Approximately

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nigel Berkeley Kaye, Clemson University; Lisa Benson, Clemson University; Evan Taylor, Clemson University; Makayla Headley, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

describe many of the forces, but unless they know that the location and direction of the forces is important, then they can get lost. However, if we start by looking at the set of abstracted connection types (fixed, pin, roller, etc.) and applying them to specific pre-abstracted problems, then students can struggle to extrapolate to un-abstracted situations.6.​ Design projects worked well. The class included two group design projects. The first was to design the poles and cables for a traffic light system and the second was to design, build, and test a truss bridge using K’nex construction toys. Both projects included a student reflection as part of the submission. The feedback was positive; students provided ideas for new

Conference Session

Minorities in Engineering Division(MIND) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Stephanie Zackery, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

explained in detail:First Research Experience For most students, participating in the ROLE program represented their first researchexperience. Such novelty made participants show great interest and motivation to be involved inresearch activities in the college setting. Some of them expressed concerns about performing theactivities well in the laboratory and keeping up with the work. Others showed more self-relianceand confidence to accomplish the tasks and were more vocal and open to interacting with theirpeers. All of them were more aware of what it feels like to be in a research laboratory and whatresearchers do daily. Students reflected on their limited involvement in research activities, andthey expressed: I haven't really had

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler, Boise State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

provide support and resources to develop these skills. The goal of thisintegration is to ensure graduates go into industry or graduate programs equipped tocommunicate effectively with the ability to work on teams to support projects and solveproblems. The need for these skills is reflected in ABET Outcomes and by what employersindicate graduates need to succeed [1-3]. Despite these efforts, employers indicate that recentgraduates may not possess the needed skills to communicate and collaborate effectively [4-5].Furthermore, graduates may struggle to transition from academic to workplace settings. Thesechallenges demonstrate the need to examine how engineering educators support professionalskill development, understand the factors that influence

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois at Urbana - Champaign; Tiffani Williams, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

model; and (iii) presentations and mentor feedback onindividual study projects.Our curriculum incorporates substantial reflection in our assignments. In an age where manyexercises can be found online, reflection allows us to create assignments that encourage studentsto think conceptually and reduce the likelihood of them copying and pasting solutions.As mentioned, we designed the curriculum from scratch to enable college graduates without acomputing background to complete it in one year. Students are reluctant to enter a program thatwill take a long time to complete. Once they join our iCAN program, they are excited aboutlearning, and most pursue a Master’s degree in CS after graduating from iCAN. Each semester ofthe one-year iCAN program is a

Conference Session

Industry Advisory Boards, Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erik Carl Backus, Project Unlock; Jessica P.M. Fick, University of Wisconsin - Platteville; Jennifer S Atchison, Drexel University; Jagadish Torlapati, Rowan University; Philip J. Parker P.E., University of Wisconsin - Platteville; Jodi F. Prosise, University of Minnesota - Twin Cities

Tagged Divisions

College Industry Partnerships Division (CIP)

institutions,partnering with the Agile Strategy Lab and the Kern Entrepreneurial Education Network(KEEN), have developed the Project Unlock Method™ (Figure 1). This method engages IABsthrough a deliberate workshop and follow-on engagements which will be described in moredetail later in this paper. The Entrepreneurial Mindset (EM), developed through KEEN isembedded throughout the process such that the workshop experience and the resultingpartnership projects reflect EM learning objectives [4]. The goals and objectives of KEEN aredirectly interwoven into the transformation of IABs into IPBs. This alignment allowsengineering programs to leverage the expertise and insights of industry to enhance studentlearning and preparation - by embedding curricular

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

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

• Concepts • Cultural awareness • General → example • Backgrounds unique • Background surveys • Knowing students • Faculty reflection o Their own students • Mentoring/pairing with senior o Family obligations • Resources/handouts o Military and veterans • Statistics on students o Generational differences • Student testimonials o Next steps after graduation • Student panel • Not overnight • Valuing everyone else

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samantha Corcoran, Wichita State University College of Engineering; Janelle Birkner, Wichita State University; Gary Brooking, Wichita State University; Andrea Matthews, Wichita State University

Tagged Divisions

First-Year Programs Division (FPD)

year 2021-2022, retention rates have been tracked from year toyear and from term to term [11]. Results are shown in Table 2 and Table 3, respectively. A list ofstudents enrolled in our courses is downloaded from the university’s database on the 20th day ofenrollment. This data collection also includes major and demographic information. The systemcan run reports to show the current enrollment status of each student. Thus, each student istracked semester to semester and marked as enrolled or not. Wichita State is an urban-servinginstitution in Wichita, Kansas, the largest city in the state of Kansas; the student population ofour course reflects the diversity of the university, including a significant number of first-generation students

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Allison Godwin, Cornell University; Justin L Hess, Purdue University – West Lafayette (College of Engineering); Nicholas D. Fila, Iowa State University of Science and Technology; Corey T Schimpf, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

the three structs. Eachdescription is purposefully short and emphasizes particular actions, details, and emotions thatrepresent the lived experiences of someone who reflects that level of empathy in a respectiveempathy domain.For example, as reflected in Table A1 in the appendix, some details that separate the high,moderate, and low structs include 1) the intensity of their emotions, 2) the degree of connectivityto the users, and (3) the drive to help users. The delineation between structs varies in each set offacet structs for a design phase and include additional variations on breadth versus depth,emotions, directionality of emotions, and associated actions or reactions.Future WorkFollowing the seven-step scenario development framework [13

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tiantian Li, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Nimota Nasiru, Purdue Engineering Education; Stephanie Masta, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

research on how engineering classroom assessment practices maycontribute to this phenomenon. This paper aims to address this gap by examining engineeringclassroom assessment practices and understand their possible role in perpetuating inequities.Instructors use various assessments, such as homework assignments, graded projects, quizzes,and exams, to evaluate and certify the knowledge and skills that individual students haveacquired and can demonstrate. These assessment results are compiled and reflected in a finalgrade for the course. The final grades from all courses are averaged to calculate the Grade PointAverage (GPA), a single metric representing a student’s academic performance. Recruiters oftenuse GPA as a key criterion when evaluating

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago

Tagged Topics

Diversity

Tagged Divisions

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

question: How do first-year students reflect ontheir engineering/computing identity in light of other social identities?Data CollectionAlthough there are 18 students who consented to this Institutional Review Board approved study,interview data was collected from 17 of them. Students were invited to one semi-structuredinterview and one online survey. Our analysis focused on the baseline, preliminary results fromthe semi-structured interviews. The interview was conducted by the second author of this paper.The interview was held on a college campus. The interview questions dealt with students’perceptions of the engineering field, their engineering journeys, and the four key elements of theframework: recognition, competence, performance, and

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yusong Li, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Lance C. Perez, University of Nebraska - Lincoln

Tagged Divisions

Faculty Development Division (FDD)

selected based on departmental recommendations and their demonstrated excellencein one or more core areas: research, teaching, engagement/outreach, inclusive excellence, leadership, andteamwork. Although each mentor may excel in one or two areas, the group as a whole reflects acomprehensive spectrum of expertise and experience. Mentors include tenured faculty as well asteaching-track and research-track professors, ensuring alignment with the diverse tracks representedamong mentees. Interpersonal strengths, a willingness to share experiences, and a deep commitment tofaculty development are key criteria for selection. There are six mentors each year, with one mentorrepresenting each department in the college. Notably, four of the six mentors

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Laxmaan Balaji; Kayli Heather Battel; Rosa Y. G. Paccotacya-Yanque; Animesh Paul, University of Georgia; Lilianny Virguez, University of Florida; Leslie Salgado, University of Calgary; Beyza Nur Guler, Virginia Tech Department of Engineering Education; Rubaina R Khan, University of Toronto; Natalie Perez; Sreyoshi Bhaduri, Private Corporation; Debarati Basu, Embry-Riddle Aeronautical University - Daytona Beach; Peer Herholz, Northwestern University

Tagged Divisions

Community Engagement Division (COMMENG)

reflect assumptions that may narrow participation and reinforce disciplinary and institutional silos. This limits engagement from a broad range of contributors, including working professionals, educators, students, and people with systemic or per- sonal restrictions. By broadening participation and intentionally fostering cross-sector and interdisciplinary connections, AI conferences can help unlock more innovation. We advocate for clearer framing that supports the demystification of AI and a wider under- standing of its implications to society. This can increase fit-to-purpose for conference attendees and improve on the projects and collaborations that may arise from attending a conference that’s well suited to