Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine McGough Spence, Minnesota State University, Mankato; Neeko Bochkarev, Minnesota State University, Mankato; Justine Chasmar, Minnesota State University, Mankato; Michelle Soledad, Virginia Polytechnic Institute and State University; Luke John Nyberg

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Diversity

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Educational Research and Methods Division (ERM)

codes and codes that were similar yet not matching the original intent of the code.Additional codes to connect to career goals and interests were included; however, ultimately amore open thematic approach appeared more beneficial for the data. We were able to bettercapture experiences related to students’ funds of knowledge, including accessing experienceswith mentors and past experiences working in different fields, showing support for studies thatshowed similar findings quantitatively [5].References[1]​ C. Spence, E. Siverling, and M. Soledad, “NSF S-STEM: Iron Range Engineering Academic Scholarships for Co-Op Based Engineering Education,” in American Society for Engineering Education National Conference, Montreal, Quebec, 2025.[2]​ A

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University; Ivan T. Mosley Sr, Tennessee State University

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Diversity, NSF Grantees Poster Session

The reassessment of students' academic trajectories observed during the study153 suggests a need for CURE programs to go beyond research immersion. Integrating154 career exploration initiatives that link research experiences to a variety of STEM155 career paths could provide students with a clearer vision of their future opportunities.156 Tailored mentoring and exposure to diverse professional avenues would also help157 address the unique challenges URM students face in navigating STEM fields,158 fostering both confidence and persistence.159 Acknowledgements160 We acknowledge the support of the National Science Foundation (NSF HBCU-161 UP Implementation Project #2306341; NSF S-STEM #2029907). The opinions,162 findings

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama

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NSF Grantees Poster Session

Paper ID #48022BOARD # 252: IRES: Undergraduate Engineering Students InterculturalCommunication Competence Before and After Participation in a 12-weekInternational Research Experience in the Czech RepublicDr. Todd Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineering at The University of Alabama. He has coordinated REU, IRES, RET, IUSE, and S-STEM programs supported by the National Science Foundation, with many of these programs focused on increasing engagement of engineering students in research. His research focuses on techniques to collect

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chad A. Williams, Central Connecticut State University; Stan Kurkovsky, Central Connecticut State University; Nathan Sommer, Xavier University; Mikey Goldweber, Denison University

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NSF Grantees Poster Session

professor at the Department of Computer Science at Central Connecticut State University. He earned his PhD from the Center for Advanced Computer Studies of the University of Louisiana in 1999. Results of his doctoral research have been applied to network planning and industrial simulation. Dr. Kurkovsky served and continues to serve as a PI on a number of NSF-sponsored projects, including four S-STEM grants, three IUSE grants, and an REU Site grant. He also received funding from NIH, NSA, and ACM. He has an established record of over 100 peer-reviewed publications in the areas of software engineering, mobile computing, and computer science education.Nathan Sommer, Xavier University Nathan Sommer has taught software

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Chris Smith Crawford, The University of Alabama; Erika Machan Steele, The University of Alabama

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NSF Grantees Poster Session

Paper ID #47424BOARD # 298: RET: Year One Lessons-Learned from a Sensing and MeasurementFocused Site for Middle School Math and Science TeachersDr. Todd Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineering at The University of Alabama. He has coordinated REU, IRES, RET, IUSE, and S-STEM programs supported by the National Science Foundation, with many of these programs focused on increasing engagement of engineering students in research. His research focuses on techniques to collect and analyze the electrical impedance of biological

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Center for Signal Integrity and CentralPennsylvania Research and Teaching Laboratory for Biofuels.2. S-STEM Student Support Services and ProgramsThe project aims to build off the current PSCC infrastructure and enhance the scholars’opportunities for social and academic integration and student-faculty interactions through a focuson four key components (S.T.E.M.): Scholar Support; Team-Based Cohorts; EngagementActivities; and Multi-Level Mentoring. These components are based on the Persistence ofInterest Framework of Figure 1 and provide opportunities for the scholars to foster theirpersistence related to academic interest, the rigor of the academics, and commitment to theSTEM programs.For example, we implemented a STEM Scholars’ Orientation Day

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashleigh Wright, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign; Jacqueline Henderson, Bradley University; Rebekka Darner, Illinois State University; Nafisa A Ibrahim, The University of Illinois Urbana-Champaign; Brenda Anne Wilson, University of Illinois at Urbana - Champaign; Loralyn Cozy, Illinois Wesleyan University; Brian J. Bellott, Western Illinois University; Mahua Biswas, Illinois State University; Alejandro Lleras, University of Illinois Urbana-Champaign; Narendra Jaggi; Michelle Edgcomb Friday, Bradley University; Terrance Bishop, Southern Illinois University Carbondale; Catherine Lipovsky, Bradley University

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Diversity, NSF Grantees Poster Session

this possible and we believe institutions should view them as a high impact investment that pays off. 3. Leadership team: The SCI-LSAMP leadership team has a wealth of experience in the LSAMP program including a former LSAMP scholar, Bridge to the Doctorate fellow, four Faculty Champions in the Louis Stokes Midwest Regional Center of Excellence, and three former administrators of LSAMP institutional programs. Additionally, three leaders currently administer NSF Scholarships in STEM (S-STEM) programs. Because of this experience, the group was well-positioned to develop and implement this alliance. 4. Include a range of various types of institutions and leverage institutional strengths: The value of having

Conference Session

Scaling Impactful Pre-College STEM + C Programs: Lessons from Transportation, Technology, and Engineering Camps

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua E. Katz, University of Illinois at Urbana - Champaign; Yang Victoria Shao, University of Illinois Urbana Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

assisted in the various collaborative activities. Forboth offerings, the middle school students completed validated and reliable pre- and post-surveysadapted from the Student Attitudes Toward STEM (S-STEM) Survey and the Group Work SkillsQuestionnaire Manual. The S-STEM survey assessed STEM interests, while the Group WorkSkills Questionnaire Manual Survey evaluated collaboration. Preliminary results from aWilcoxon Signed-Rank test indicated positive significance that the 2024 ECE summer campsessions led to greater enjoyment for campers than the 2023 offering. Daily reflection surveyswere also administered to understand the comparison of cohorts and the impact of individualactivities students participated in each day. Results were analyzed to

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andri Christodoulidou, University of Connecticut; Stephany Santos, University of Connecticut

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Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-STEM Sponsored Program Activities that Have a Positive Impact onMechanical Engineering S-STEM Scholars. American Society for Engineering Education(ASEE) Virtual Annual Conference.

Conference Session

Mechanical Engineering Division (MECH) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean Stephen Tolman, Utah Valley University; Matthew J Jensen, Utah Valley University; Israd Hakim Jaafar, Utah Valley University; Amanda Bordelon, Utah Valley University; Bennington J Willardson, Utah Valley University

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Diversity

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Mechanical Engineering Division (MECH)

University ©American Society for Engineering Education, 2025 WIP: Enhancing STEM Degree Completion: Initiation of the Civil and Mechanical Engineering (CAM) Scholarship ProgramAbstractThis paper presents the progress of the Civil and Mechanical Engineering Scholarship (CAM)project. This is a multi-year project to enhance the degree completion of students in civil andmechanical engineering as part of a National Science Foundation Scholarships in Science,Technology, Engineering and Mathematics (NSF-S-STEM) grant. The students participating inthis project attend a dual-mission university that aims to provide students with the educationalopportunities afforded by both a major university and a community

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara

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Diversity

Tagged Divisions

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

color: Science identity as an analytic lens. Journal of Research in Science 21 Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237Chen, K. C., Duerr, J., Schlemer, L. T., Lehr, J. L., Liptow, E. E., Singer, M. L., & Finger, H. (2018, April 29). Leveraging an NSF S-STEM Grant to Initiate “PEEPS” (Program for Engineering Excellence for Partner Schools) for Recruiting and Retaining Students from Underrepresented Groups while Covertly Transforming Ourselves and Our University. 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference. https://peer.asee.org

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini PhD, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

.*[19] S. Alqudah, E. Litzler, J. A. Brobst, J. Davishahl, and A. G. Klein, “S-STEM becoming engaged engineering scholars (BEES): Insights from year 1,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020, doi: 10.18260/1-2--35171.*[20] S. Amato-Henderson and J. Sticklen, “The Relationship between Teaming Effectiveness and Online Students’ Sense of Connectedness in a First-Year Engineering Program,” in Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2022, vol. 66, no. 1, pp. 1136–1140, doi: 10.1177/1071181322661525.*[21] M. E. Andrews, M. Borrego, and A. Boklage, “Self-efficacy and belonging: the impact of a university makerspace,” Int. J. STEM Educ., vol. 8, no. 1, 2021, doi: 10.1186

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Tufts University; Brian P. Self, California Polytechnic State University, San Luis Obispo; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Michael J. Prince, Bucknell University; Dominic J Dal Bello, Allan Hancock College

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Diversity, NSF Grantees Poster Session

professor of chemical engineering at Bucknell University and co-director of the National Effective Teaching Institute. His research examines a range of engineering education topics, including how to assess and repair student miscoProf. Dominic J Dal Bello, Allan Hancock College Dom Dal Bello is Professor of Engineering at Allan Hancock College (AHC), a California community college between UC Santa Barbara and Cal Poly San Luis Obispo. At AHC, he is Department Chair of Mathematical Sciences, Faculty Advisor of MESA (the Mathematics, Engineering, Science Achievement Program), has served as Principal/Co-Principal Investigator of several National Science Foundation projects (S-STEM, LSAMP, IUSE). In ASEE, he is chair of the

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

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

does notexactly track with socioeconomic status, given that students who are recently independent for taxpurposes may have significant unmet need, as they no longer claim their parents’ income, even ifthey grew up in a privileged household.) Students who received the S-STEM scholarshipparticipate in an exit interview with either the external evaluator or a program faculty memberwho is not their primary advisor. The interview covers how students understand their FOK, howthey view the connections between their FOK and their graduate experience, how theyexperience belongingness in their graduate program and in the wider STEM field, and how theyview their own professional identity. The interviews are all recorded, transcribed, andanonymized.This

Conference Session

Minorities in Engineering Division(MIND) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

meet the scheduling needs of scholars. These effortswill continue to support the development of a diverse, well-prepared workforce for the EmTechindustry.AcknowledgmentThis material is based upon work supported by the National Science Foundation Scholarships inScience, Technology, Engineering, and Mathematics (S-STEM) program under Award No.2220260. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] National Academies of Sciences, Engineering, and Medicine. Information Technology and the US Workforce: Where Are We and Where Do We Go From Here?, National Academies Press, 2017.[2] E

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Rick Hill, University of Detroit Mercy; Vanessa Burrows, University of Detroit Mercy; Linda Slowik PhD

Tagged Topics

Diversity

, the research team has also gathered quantitative data related to how the studentsengage with campus resources and personnel, as well as data on the character and composition ofthe students’ social support networks.Program descriptionThe SEED program was initiated in 2021 with support of the NSF S-STEM program which hasthe goal of recruiting and retaining financially-needy, academically-talented students to STEMcareers. The SEED program is open to students majoring in computer science or an engineeringdiscipline and the financial need requirement is satisfied by eligibility for the federal Pell grant.While not a requirement, students from backgrounds historically underrepresented in STEM areactively recruited to the program. Cohorts of

Conference Session

Community Engagement Division (COMMENG) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Horatio Haller; Jimmy Peralta; Fatimah Musa; Doris J. Espiritu, City Colleges of Chicago

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Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

, pp. 243–272, 1999.[23] R. O. Brinkerhoff, “The Success Case Method: A Strategic Evaluation Approach to Increasing the Value and Effect of Training,” Adv. Dev. Hum. Resour., vol. 7, no. 1, pp. 86– 101, Feb. 2005, doi: 10.1177/1523422304272172.[24] S. Y. Tobar, B. M. Zalloum, A. N. Le, Y. Nicacio-Rosales, and D. J. Espiritu, “Board 53: Engagement in Practice: Strengthening Student’s STEM Identity Through Service,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Jan. 11, 2025. [Online]. Available: https://peer.asee.org/board-53-engagement-in-practice- strengthening-student-s-stem-identity-through-service

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bin (Brenda) Zhou, Central Connecticut State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Demographic Groups in STEM, The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers. Available: https://ncses.nsf.gov/pubs/nsb20212/participation-of-demographic-groups-in-stem.11. United States Census Bureau, Educational Attainment in the United States: 2022. Available: https://www.census.gov/newsroom/press-releases/2023/educational-attainment-data.html12. National Science Foundation (NSF), U.S. STEM Workforce: Definition, Size, and Growth, The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers. Available: https://ncses.nsf.gov/pubs/nsb20212/u-s-stem-workforce-definition-size-and- growth.

Conference Session

Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

DeAnna Bailey, Morgan State University; Kate Rotindo; Baba Amin Ojuok, The Uhuru Academy; Charnee Bowens, Morgan State University; Kevin Kornegay, Morgan State University; Chaz Romeo Padilla; Nasir Randall, Morgan State University; Krystle Dunn

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Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

shown to support learning and engagement amongAfrican Americans (Coleman et al., 2023). These teaching methods reflected African cultural traditionsand were designed to bolster confidence, engagement, and understanding among camp participants.Through this approach, the UACI STEM Camp provided a culturally affirming and educationallyeffective experience for African American learners. Impact of the UACI STEM Camp Strategies ​​ The participants of the summers of 2023 and 2024 UACI STEM Camp completed pre- andpost-program surveys to measure the impact of camp’s cultural practices and teaching strategies. Theprogram surveys were adapted from the Student Attitudes Toward STEM (S-STEM) Survey (FridayInstitute for

Conference Session

First-Year Programs Division (FPD) Technical Session 13: Equity in Action - Identity, Mentorship, and Inclusion

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman; Michael S. Jacobson, University of Colorado Denver

Tagged Divisions

First-Year Programs Division (FPD)

forengineering students. We highlight the idea that mentorship has a strong and positive impact onthe mentors themselves, which has not been discussed in detail in previous works in the field.More specifically, the mentors describe their increased sense of community, their increasedconfidence from being in a leadership role, and in turn a need to hold themselves accountable tothe advice they pass down to mentees. We believe these behaviors contribute to student successand provide evidence that the Layered Mentorship Program encourages these behaviors.AcknowledgmentThis research is supported by NSF S-STEM #1833983. Institutional Review Board approval wasobtained for this study (18-1408).References[1] E. Vernet and S. Saleh, "Impact of Work-Life Balance