Conference Session

Engineering Technology Division (ETD) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Asif Ahmed, State University of New York, Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

of students’ familiarity with the topic. However, in themandatory DEI courses, the students learn about generic principles not necessarily theirconnection to engineering projects. While exact national benchmarks for familiarity with equitytopics in civil engineering are not well-documented, surveys in related areas often show lowerlevels of awareness. For example, a study by LaFave et al. (2015) [7] found that engineeringstudents nationwide reported limited exposure to social and ethical aspects of their field.However, it also highlights an opportunity to further engage the remaining 23% of students,ensuring that all graduates leave with a foundational understanding of equity in engineeringpractices.While responding to the likelihood of

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexis Daniels, The Johns Hopkins University; Michael L Falk, The Johns Hopkins University; Rachel E Durham, Notre Dame of Maryland University; Alisha Nicole Sparks, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Margo K Williams, The Johns Hopkins University; Karen Watkins-Lewis, Morgan State University; Emily J Yanisko, American University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

(i.e., afull-time staff member at the school, typically a seasoned math teacher) and Project X instructors(i.e., casual employees, usually undergraduate engineering majors who are novice teachers).Moreover, while our program did have predefined entrance criteria for student selection (i.e., C-or better in Algebra 1, interest in STEM as indicated on a brief survey), these criteria wereinadequate to support success in the program; for this pilot, an above average school attendancerate (i.e., >85%) was included as a precondition. These changes, along with providinggrades/credit towards graduation, have greatly enhance participation. Evaluation of this electiveclass model will be available in mid 2025.V. LESSONS LEARNED This section

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Paul Summerfield, Wentworth Institute of Technology; John Peter Voccio; Wenye Camilla Kuo-Dahab, Wentworth Institute of Technology; Brian Ernst, Wentworth Institute of Technology; Chris Bode-Aluko, Wentworth Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

/news/student-success/academic-life/2024/08/01/sustainability-course-major-requirement-asu.11. Hook B. UC san diego launches new graduation requirement, bolstering climate changeeducation. UC San Diego Today. 2024. https://today.ucsd.edu/story/uc-san-diego-launches-new-graduation-requirement-bolstering-climate-change-education.12. Arizona State University, Ira A. Fulton Schools of Engineering. Civil engineering(sustainable engineering), BSE.https://degrees.apps.asu.edu/bachelors/major/ASU00/ESCEESUBSE/civil-engineering-sustainable-engineering?init=false&nopassive=true. Accessed Jan 15, 2025.13. UC San Diego, Scripps Institution of Oceanography. Climate change studies minor.https://scripps.ucsd.edu/undergrad/curriculum/climate-change-studies

Conference Session

Design in Engineering Education Division (DEED) - Emerging and Sustainable Design Practices

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryam Heidaripour, University of the Pacific

Tagged Divisions

Design in Engineering Education Division (DEED)

withconfusion or discomfort in response to the ambiguity inherent in futures thinking. However, bythe end of the exercises, many express enthusiasm for their insights and demonstrate increasedconfidence, particularly in group discussions. Tables 3–6 outline specific tasks that can beintegrated into existing engineering education curricula. These activities offer a promisingfoundation for future pilot studies that could evaluate both student deliverables and the learningmechanisms at play, paving the way for more rigorous research in this area.Figure 4: Left – A newspaper from the future created by a participating team. Right – A newspaper from the future under development. Source: [35]. Figure 5: Example of a toolkit

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jiwon Kim, Purdue University at West Lafayette (COE); Woongbin Park, Purdue University at West Lafayette at West Lafayette; Abigail Erskine, Purdue University at West Lafayette (PWL) (COE); Knic Austin Royer, Purdue University at West Lafayette (COE); Hui-Hui Wang

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

expanding the curriculum's application across varied educational contexts, weaim to contribute to the broader discourse on effective STEM education practices. Ultimately,this study affirms the BSEE curriculum's role in preparing students for 21st-century challengesand highlights the critical role of educators in facilitating meaningful STEM learningexperiences.ReferencesBauer, A. S. (2023). STEM literacy: Pre-service elementary teachers' conceptualization of trans- and interdisciplinary integrated STEM learning (Doctoral dissertation, University of Nebraska). ProQuest Dissertations Publishing.Berland, L. K., & Steingut, R. (2016). Explaining variation in student efforts towards using math and science knowledge in engineering

Conference Session

Two-Year College Division (TYCD) Technical Session 2: Student Success and Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Doris J. Espiritu, City Colleges of Chicago; Russell R. Ceballos, Wilbur Wright College - City Colleges of Chicago; Ruzica Todorovic, Wilbur Wright College - One of the City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

self-efficacy.[7] A number of studies have suggested that lower completion rates may bedue to the academic, sociocultural, and transfer challenges.[7-9] Recent literature highlightsvarious strategies and initiatives aimed at enhancing the academic experiences and outcomes oftransfer students in engineering. These publications provide insights into effective strategies andmodels for supporting transfer students, emphasizing mentorship, research opportunities,institutional support, and identity navigation.[10]In the past ten years, Wilbur Wright College, one of seven urban colleges in a City Colleges ofChicago (CCC) system, has prioritized excellence and service within its mission andoperations.[11] These efforts have set the foundation for an

Conference Session

Track 5: Technical Session 2: Barriers in the Workplace: An Analysis of Engineering Workplace Culture and Climate

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Susan Sajadi, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

with a specialization in electrical engineering from Roger Williams University. Her research interests include developing professional skills for engineering students and understanding mathematics barriers that exist within engineering.Ms. Katherine Drinkwater, Virginia Polytechnic Institute and State University Katie Drinkwater is a recent graduate of Duke University with a Bachelor’s in Mechanical Engineering. She is excited to begin working towards her Ph.D. in Engineering Education at Virginia Tech in the Fall. Her interest in Engineering Education began through a project where she helped to design a makerspace inside a shipping container. Since then, she has explored design and engineering education through

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Heather Thiry

Tagged Topics

Diversity

Tagged Divisions

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

people did not know to a proactive desire to rebuild institutions better.Stacey Roland, Colorado School of Mines Stacey Roland is a program coordinator for the Colorado School of Mines. Her focus is building programs that address the issues of belonging and inclusion in STEM spaces and how to find solutions that work for all students. She holds a Bachelor of Fine Arts from the Metropolitan State University of Denver and has experience working in both industry and K-12, as well.Dr. Jessica Mary Smith, Colorado School of Mines Jessica M. Smith is Associate Professor in the Engineering, Design & Society Division at the Colorado School of Mines and Director of Humanitarian Engineering Graduate Programs. Her research and

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)

Paper ID #47450Enhancing Leadership Capabilities of Engineering Instructional Faculty Throughan ICVF-Based Reflection ActivityDr. Meagan R. Kendall, University of Texas at El Paso An Associate Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is a founding member of the Department of Engineering Education and Leadership. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop identities as engineers and navigate moments of identity interference, student and faculty engineering leadership development through the Contextual Engineering

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2025 ASEE Annual Conference & Exposition

Authors

L'Nard E.T. Tufts II, Stanford University; Alessandra O. Napoli, Stanford University; Shima Salehi, Stanford University; Anna Lisa Boslough, Stanford University

Tagged Divisions

Design in Engineering Education Division (DEED)

Engineering from Stanford University and BS in Mechanical Engineering from Purdue University.Shima Salehi, Stanford University I am a Fourth year PhD student at Stanford Graduate School of Engineering. I collaborate with Engineering department here at Stanford to explore methods for improving science and engineering education.Anna Lisa Boslough, Stanford University ©American Society for Engineering Education, 2025 Integrating Reflective and Technical Competencies in Engineering Design: A Cognitive Approach to Project-Based Course RedesignThis work-in-progress case study presents a design-based research effort to enhance reflectiveproblem-solving in an intermediate, project-based engineering design

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wayne L Chang, University of Illinois Urbana-Champaign; Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Kellie M Halloran, University of Illinois at Urbana - Champaign; Shelby Hutchens, University of Illinois Urbana-Champaign; Callan Luetkemeyer, University of Illinois at Urbana - Champaign; Brian Mercer, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Kersh, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics Division (MECHS)

examined and evaluated students’ perceptions of course content, particularly in termsof curiosity, relevance to real-world scenarios, and the perceived value of the material for theirfuture careers. To enhance this value-driven content, course materials were updated, emphasizingstudent interests and examples drawn from engineering grand challenges identified by theNational Science Foundation and the National Academy of Engineering. A formal assessmentprocess was established to collect quantitative data on the impact of course modifications.Reinforced learning was also employed, where the staff team from all courses collaborated togenerate cross-course real-life engineering examples, creating a context for how differentmechanics areas of study work

Conference Session

Faculty Development: Grading and Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azadeh Hassani, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska Lincoln; Jordan M Wheeler, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

pursued a Master’s Degree in Educational Studies at the University of Nebraska -Lincoln (UNL). While pursing his Master Degree he worked as the coordinator for the student technology program on the UNL campus, where he taught over 150 workshops on technology uses in the classroom to faculty, staff and students. Dr. Daher completed his Ph.D in Educational Studies with a focus on Instructional technology from UNL and is currently serving as the Director of the Engineering and Computing Education Core, College of Engineering and an Assistant Professor of Practice of Engineering Education. Tareq focuses on transforming engineering education in the College through graduate courses, faculty and graduate student professional

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)

(WSUV), a branch campus of aresearch-one (R1) land grant university offering ABET-accredited programs in electrical andmechanical engineering. OIT had around 650 students and 30 faculty members in its engineeringprograms, offering multiple engineering lab courses, including sophomore-level lab courses incivil engineering taught by faculty and supported by undergraduate teaching assistants. WSUV’sengineering programs, with about 350 students and 15 faculty members, included junior-levelmechanical engineering courses in the study, all taught by graduate teaching assistantssupervised by instructors. Table 1 presents the basic information for the participating lab coursesfrom the two institutions we studied.Table 1: Participating engineering

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Hazel Marie, Youngstown State University - Rayen School of Engineering

Tagged Topics

NSF Grantees Poster Session

," Pew Research Center, Washington, D.C., 2016.[2] K.-y. Wong and C. K. Yip, "Education, economic growth, and brain drain," Journal of Economic Dynamics and Control, vol. 23, no. 5-6, pp. 699-726, 1999.[3] L. Cancado, J. Reisel, and C. Walker, "Impacts of a Summer Bridge Program in Engineering on Student Retention and Graduation," Journal of STEM Education, vol. 19, no. 2, 2018.[4] D. Wood, A. Gura, J. Brockman, G. Gilot, S. Boukdad, and M. Krug, "The Community-Engaged Educational Ecosystem Model: Learning from the Bowman Creek Experience," presented at the Engaged Scholarship Consortium, Minneapolis, MN, 2018.[5] D. Wood, A. Gura, J. Brockman, A. Rayna Carolan-Silva, S. Boukdad, and J. C

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

master’s degree than prior to doingresearch, and 50% reporting being “much more likely” to pursue a PhD. Many of the studentspresented their research at professional conferences. This project also led to a National ScienceFoundation Emerging Frontiers in Research and Innovation (EFRI) Research Experience andMentoring (REM) award in collaboration with Harvard University and Bunker Hill CommunityCollege to pilot a model to engage students from underrepresented backgrounds at these partnerinstitutions in undergraduate research [13], [14], [15].Grainger Engineering Graduate Student Diversity Ambassadors Program, 2022 – 2024, PI:StaffDescription: This project established the first cohort of the Engineering Graduate StudentDiversity Ambassadors

Conference Session

Civil Engineering & Leadership Division Joint Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Binita Acharya, Colorado State University; Rebecca A Atadero P.E., Colorado State University; Mehmet Egemen Ozbek; Fawzi Khalife, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)

success. Future efforts should prioritize the creationof equity-focused modules that can be integrated into the engineering curriculum. These modulesmight include interdisciplinary case studies, sustainability-focused projects, and workshops ledby practitioners to provide students with practical, contextual learning experiences. Additionally,pilot programs could be established to evaluate the effectiveness of these modules, collectingfeedback from both students and educators to refine and expand their application. Collaboratingwith industry professionals can also help create frameworks that ensure equity education remainsrelevant to current practices and aligns with professional standards. These initiatives willcontribute to the development of a

Conference Session

STEM Education and Intercultural Competence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Elizabeth Generas, Wright State University; Amy Anderson; Marjorie Langston Langston; Douglas Picard, Greene County Career Center; Camryn Lanise Justice, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

applications, material corrosion mechanisms, and electrochemical degradation. She is a strong advocate for integrating high-impact practices, such as problem-based learning, into lectures, laboratories, and outreach initiatives to enhance student and community engagement in STEM education.Elizabeth Generas, Wright State University Elizabeth Generas is an external evaluator for education and social justice projects. She completed a graduate certificate in Program Evaluation from Wright State University, where she is also a doctoral candidate in the Doctor of Organization Studies program.Dr. Amy Anderson Amy Anderson is the Associate Provost for Global and Intercultural Affairs and Executive Director of the Center for

Collection

2025 Northeast Section Conference

Authors

Navarun Gupta; Deana DiLuggo; Junling Hu; Abhilasha Tibrewal; Ahmed Elsayed; Theresa Bruckerhoff

, theresa@creus.com jjhu@bridgeport.edu, abhilash@bridgeport.edu, aelsayed@bridgeport.edu Abstract—The University of Bridgeport (UB) received Achieve) is an NSF IUSE: HSI project funded under thefunding from the National Science Foundation's Division of Planning or Pilot Projects (PPP) track for the purposes ofUndergraduate Education through its IUSE: HSI Initiative in thesummer of 2022 to increase retention, persistence, preparedness, planning a process for building capacity and enhancingand graduation rates of students majoring in Computer, undergraduate STEM education at less-resourced institutionsElectrical, Mechanical Engineering, and Computer Science (CS) as a means of increasing

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kerry Eller, Duke University; Megan Madonna, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

with whichtraditional engineering courses can integrate the principles of HCD while meeting ABETrequirements [18]. Lawrence et al. created an HCD taxonomy for trans-disciplinary learning [20]while Shehab and Guo have validated metrics for assessing the impact of HCD on learning inhigher education courses [21].Case studies on HCD have shown that the HCD process can improve students’ perception thatuser-research and input is a critical component of the design process [22]. HCD has also beenshown to greatly benefit the creative problem-solving ability of students over the duration of aclass [23], and engage students more thoroughly to retain them in STEM when introduced to HCDearly in their engineering careers [24].2.2. Project-Based

Conference Session

Equity, Diversity, and Social Justice in Biomedical Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Ayres, Duke University; Hannah Lee, Duke University; Amaris Huang, Duke University; David Knudsen, Museum of Life and Science; Nirmala Ramanujam Ph.D., Duke University; Megan Madonna, Duke University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

. Lemke, and C. Leicht-Scholten, “How to teach resilience thinking in engineering education,” Sustainable and Resilient Infrastructure, vol. 9, no. 5, pp. 513–530, Sep. 2024, doi: 10.1080/23789689.2024.2356492.[16] A. Singer, G. Montgomery, and S. Schmoll, “How to foster the formation of STEM identity: studying diversity in an authentic learning environment,” International Journal of STEM Education, vol. 7, no. 1, p. 57, Nov. 2020, doi: 10.1186/s40594-020-00254-z.[17] “Measuring Undergraduate Students’ Engineering Self‐Efficacy: A Validation Study - Mamaril - 2016 - Journal of Engineering Education - Wiley Online Library.” Accessed: Nov. 05, 2024. [Online]. Available: https://onlinelibrary.wiley.com/doi/abs/10.1002/jee.20121[18

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)

. Allison Godwin, Cornell University Allison Godwin, Ph.D. is the Dr. G. Stephen Irwin ’67, ’68 Professor in Engineering Education Research (Associate Professor) in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University. She is also the Associate Director of the Cornell NanoScale Science and Technology Facility and a McCormick Teaching Excellence Institute Research Fellow. Her research focuses on how identity, among other affective factors, influences diverse groups of students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging, motivation, and identity development

Conference Session

Inclusive and Interdisciplinary Approaches in Labs and Research

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer L. Cole, Northwestern University; Chris Barr, University of Michigan; Jamie Clark, University of Washington; Alexis N Prybutok, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

, including faculty and staff with disabilities who teach or work in thelaboratory setting, graduate students whose research is performed in a laboratory setting,students and teachers with disabilities in the K-12 laboratory setting, and employees engaged inother workplace laboratory settings outside of academia.METHODSFaculty in chemical engineering departments across the world were surveyed todetermine the current state of accessibility in unit operations lab spaces andcourses.To assess the current state of unit operations lab space and course accessibility acrosschemical engineering departments, we developed a survey, shown in Table 1, based on theUniversity of Washington (UW) Disabilities, Opportunities, Internetworking, and Technology(DO-IT

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

strategicallyintegrated into the entire TPP curriculum. A concerted effort to strengthen the TPP was enabledby a Noyce Track 1 project, with the goal that by graduation, our pre-service teachers are readyto teach as culturally responsive, effective and reflective educators. We piloted a new TPP coursefor pre-practicum experiences immersed in the community. While this paper is based on ourlocal context, some of our experiences and results might be transferrable or adapted for otherteacher preparation programs. STUDENT DEMOGRAPHICS: RACE/ETHNICITY K-12% Univ % 67.4 46

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

graduation requirement 5 . ECS courseenrollments at CPS rose significantly, from 3,165 in 2013 to 7,901 in 2017, and 15,220 in2021 6 .The growing numbers of ECS teachers, students and schools have experienced numerous benefits.A previous study found that 43% of ECS students enrolled in additional high school CS courses,compared to only 26% of students who started with alternative classes 7 . Furthermore, a post-ECSsurvey revealed a significant surge in student interest in learning more about CS, with 43%expressing being “very interested,” up from 17% before the program began 8 . Students who havecompleted CS courses, particularly ECS, also tend to earn higher grades in subsequent sciencecourses than students who have not completed CS courses 9 . A

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Rumeysa Tekin Baturalp, Texas Tech University; Nurcan Bac, Texas Tech University

Tagged Topics

FYEE 2025

. Lohmann, “Creating a culture for scholarly and systematic innovation in engineering education,” American Society for Engineering Education, 2009.[4] A. W. Chickering, Education and Identity, 1st ed., San Francisco, CA: Jossey-Bass, 1969.[5] V. Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd ed., Chicago, IL: University of Chicago Press, 1993.[6] M. Prince, “Does Active Learning Work? A Review of the Research,” Journal of Engineering Education, vol. 93, no. 3, pp. 223–231, July 2004.[7] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi‐Year Single Institution Study,” J. Eng. Educ., vol. 101, no. 1, pp. 6–27, Jan. 2012.[8] American Society for

Conference Session

Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

intentionally integrated to bridge technical knowledge with professionalcompetencies (Pierrakos, 2024). Student choice and student agency combined with curricularinnovation and customization resulted in over 75% of graduates pursuing minors or secondmajors, demonstrating the success of this integrated approach in supporting disciplinaryexploration while maintaining rigorous engineering preparation (Pierrakos and Kenny, 2025).Wake Forest Engineering was launched with a commitment to student-centered pedagogies andexperiential learning being a part of every engineering course. Faculty were hired with theexpectation of leveraging student-centered pedagogies to bridge theory and practice viaexperiential learning in every engineering course. This

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University; Abigail Clark, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Bryan Alan Lutz, Ohio Northern University; Gabriel Mott, Ohio Northern University

Tagged Divisions

Computers in Education Division (COED)

Northern University Dr. Hylton is an Assistant Professor of Mechanical Engineering and Coordinator of the First-Year Engineering experience for the T.J. Smull College of Engineering at Ohio Northern University. He previously completed his graduate studies in Mechanical EnginDr. Bryan Alan Lutz, Ohio Northern University Bryan A. Lutz (he/they) is an Assistant Professor of Rhetoric and Composition at Ohio Northern University. His research examines how activists, advocates, and public and private organizations use technology and writing to define an identity, argue, and act to solve (or make) problems. He teaches organizational communication, academic writing, and professional writing courses. Dr. Lutz has published with

Conference Session

Faculty Development at Various Career Stages

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie A Damas, Clemson University; D. Matthew Boyer, Clemson University; Lisa Benson, Clemson University; Matthew Voigt, Michigan State University; Karen A High, Clemson University; Kelly Lazar, Clemson University; Eliza Gallagher, Clemson University; Katreena Thomas, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #48113Using Postdoctoral Summits to Provide Equitable OpportunitiesStephanie A Damas, Clemson University Stephanie Ashley Damas is currently a graduate student at Clemson University studying to get her Ph.D. in Engineering and Science Education. Her area of interest is Diversity and Inclusion in Engineering. She holds a bachelorˆa C™s degree in electrical engiDr. D. Matthew Boyer, Clemson University Dr. D. Matthew Boyer is a Research Associate Professor of Engineering & Science Education and an Educational Proposal Writer in the College of Engineering, Computing and Applied Sciences at Clemson

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

Caroline Cvetkovic, University of Illinois Urbana-Champaign; Madison Christine Fanning, University of Illinois at Urbana - Champaign; Shreya Khosla Gustafson, University of Illinois Urbana-Champaign; Sarah Meece, University of Illinois at Urbana - Champaign; Divya Bendigeri, University of Illinois Urbana-Champaign; Trisha Patnaik, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

transfer in biological systems. Students worked in teams to build confidence withexperimental and analytical skills while deepening their understanding of biological systems. Inthis project, students tested the properties of soils that emulated other permeable materialsrelevant to bioengineering.Forming Teams with CATMECATME’s Team-Maker software [19] was utilized to diversify teams of students in BIOE 120.Students completed a survey that requested data about their racial and ethnic identity, genderidentity, college (e.g., Engineering, Liberal Arts and Sciences, Business), major(s), and classyear (Table 2a). They were then asked to rate their experience level with various technical skillsas well as their preferred leadership style and if they

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Laura E. Ray, Dartmouth College; Scott Pauls, Dartmouth College

Tagged Topics

NSF Grantees Poster Session

, management, andpreservation. Proficiency in one or more of these areas in conjunction with domain knowledgewithin a core STEM discipline is rapidly becoming a key need for education and workforcedevelopment. To meet the need for STEM professionals with proficiency in data science, theNSF-sponsored DIFUSE project at Dartmouth has focused on integrating data science intoSTEM disciplines to enhance undergraduate student learning and preparation for the STEMworkforce. The interdisciplinary approach, described in [1], develops data science modules foruse in the classroom in introductory STEM and social science courses ranging from psychologyand environmental studies to astronomy and engineering; to date, we have developed anddisseminated over 20 such