Conference Session

Minorities in Engineering Division(MIND) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina at Charlotte; Jerry Lynn Dahlberg Jr, University of Tennessee Space Institute; Terry L. Miller, Alabama A&M University; Sohee Kim, University of South Alabama; Zhengtao Deng, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

(HistoricallyBlack Colleges and Universities) undergraduate students over the two years of its summercamp program implementation and facilitated their critical reflections and professionaldevelopment as emerging black professionals in engineering and education. As a result, HBCUundergraduate students played a pivotal role in leading the enrichment program and identifyingand filling in the critical void unnoticed—and hard to address--by PWI (Predominantly WhiteInstitution) members. Faculty and other stakeholders of color also played a pivotal role inadvocating and supporting the HBCU students and the voices of the rural and urbancommunities served by the enrichment program. This “inclusive and transformative programevaluation” research offers important

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Martinez, Purdue Anthropology Programs; Sherylyn Briller, Purdue University; Greg J Strimel, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

same institution. That earlier project, which involved thedesign and implementation of a cross-college, transdisciplinary model of instruction, providedvaluable experiential and analytical grounding for this study. Drawing from that shared foundation,this analysis gained a deeper understanding of the complexities of convergence education, enablingus to identify recurring themes related to course design, team formation, and the broaderimplications for transdisciplinary pedagogy. As before, this collaborative team was able to haverich discussion about transdisciplinary teaching and learning and educational transformationtogether accordingly. This thinking is reflected in the current paper. The researcher also conducted semi-structured

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

-buildingpractices. These elements are critical in addressing gaps for neurodivergent learners and ensuring that digitaleducation environments evolve to meet the needs of all students.Background and Literature Review Neurodiversity reflects the natural variation in cognitive functioning within the human population,encompassing conditions such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder(ADHD), dyslexia, and other neurological differences. This framework shifts the perspective from viewingthese conditions as deficits to recognizing them as valuable aspects of human diversity. Within science,technology, engineering, and mathematics (STEM) disciplines, neurodiversity emphasizes inclusive practicesthat accommodate diverse

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ignacio Guerra P., Universidad San Francisco de Quito USFQ; MiguelAndres Andres Guerra P.E., Universidad San Francisco de Quito USFQ

Tagged Divisions

Architectural Engineering Division (ARCHE)

).The researchers assessed students' performance by analyzing the knowledge reflected in theirmind maps and its application in exams. Additionally, a survey was conducted to gaugestudents' views on how Mind Mapping influenced their learning and performance. Finally,the authors reflect on the intervention design and suggest how academia could develop newpedagogical methods to better connect the skills from both pedagogies in architecturaleducation, offering insights for research and practice.IntroductionMind maps are visual pedagogical tools that can significantly benefit students who areinclined towards visual learning. This method is especially useful for architecture students,as their field is inherently visual and artistic, requiring a

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexa Ray Ronsairo Fernando, National University, Philippines; Nurzal Effiyana binti Ghazali, Universiti Teknologi Malaysia; Fatin Aliah Phang FASc, Centre for Engineering Education, Universiti Teknologi Malaysia; Nor Farahwahidah Abdul Rahman, Universiti Teknologi Malaysia

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Educational Research and Methods Division (ERM)

sustainability, human-centricity, and resilience of industrial systems [2], [3], whereengineers are key players [4]. These societal and technological shifts demand not only technicalproficiency but also a blend of adaptive, interdisciplinary, and ethical capabilities [5], [6].However, existing engineering competency models lack empirical grounding in this new contextand do not sufficiently reflect the holistic skillsets now required [6]. This study addresses thatgap by empirically validating a future-oriented competency framework aligned with the evolvingdemands of Industry 5.0.2 Literature ReviewThe industrial landscape has undergone significant transformations from Industry 1.0 to Industry4.0, and with the steep trajectory, we can reach Industry 5.0

Conference Session

First-Year Programs Division (FPD) Technical Session 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy Michael Olivar Hill, University of Cincinnati; Jutshi Agarwal, University at Buffalo, The State University of New York; Jeff Kastner, University of Cincinnati

Tagged Divisions

First-Year Programs Division (FPD)

cases, only once is a PTA employed in subsequentsemesters: their 5th and final year. There are exceptions to these typical cases, but for the generalPTA, they will have months-long breaks between every PTA experience before their 5th year.This impacts how much a PTA remembers from their original training as well as any scaffoldingintended for PTAs returning to the position. Currently, this constraint is handled by encouragingPTAs to be employed with the program for multiple academic years, thus giving ample time andexperience for reflection and improvement over the course of two to four years. Further, little tono advanced training is provided for a student that has been a PTA already. Finally, all PTAs arerequired to complete the training

Conference Session

GSD 8: Industry and Professional Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Parker Boggs, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Maura Borrego, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Sydni Alexa Cobb, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

Engineering Industry Career Pathways  AbstractThis research aimed to better understand how engineering graduate students entering industry orgovernment careers feel prepared from a skills development perspective. We sought tounderstand this alignment between graduate education and industry or government positionsfrom two perspectives: 1) experienced engineering professionals who hire new engineeringgraduate degree holders, and 2) new engineering graduate degree holders in their new roleswithin the past few years. Our paper reports on findings from five interviews conducted withexperienced structural engineering professionals with over 20 years of experience as well aseight interviews with recent alumni of graduate programs who reflected on how their

Conference Session

Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

, Engineering, and Mathematics) academia, coupled with thealarming caste discrimination statistics, underscores the urgency of understanding how casteblindness operates. This research seeks to uncover the hidden dynamics of caste in U.S. STEMeducation by critically examining the discourse patterns and talk moves through which casteprivilege, thereby caste blindness, is upheld. Through this work, we aspire to contribute to theongoing discussions of the critical caste and STEM scholarship and to be in solidarity with thecaste equity movement.Two key research questions guide this study: (1) How does one upper caste man speak about educational and career equity issues in the U.S. and South Asia? (2) How does that discourse reflect and

Conference Session

Messaging, Motivations and Supports for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Juan M Cruz, Rowan University; Corey T Schimpf, University at Buffalo, The State University of New York; Muhammad Ali Sajjad, University at Buffalo, The State University of New York; Melanie Gabriela Valladares, University at Buffalo, The State University of New York; Brianna Mateus, University at Buffalo, The State University of New York

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Diversity

Tagged Divisions

Women in Engineering Division (WIED)

engineering?BackgroundPrior work has demonstrated that higher education and engineering education more narrowly arecomplex systems [13], [14] in which individual and collective actions cannot be predicted, butdrive the behavior of the system [15]. Complex systems are composed of multiple elementswhich interact dynamically with their environment, develop over time, and are characterized byuncertainty and complex causal relationships [15-19]. Elements of a complex system cannot beunderstood independently because interactions between the elements result in emergentbehaviors that need to acknowledge the interdependence of elements [20], [21]. There is a needfor systemic and transformational change in engineering higher education, reflected by

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Christa E. Winkler, Mississippi State University; Blayne D. Stone, University of Pittsburgh; Charlie Díaz, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

ofrepresentation in faculty leadership roles, significantly impact their sense of belonging and theirability to succeed in academia [9], [11], [15], [16]. These systemic inequities not only affectfaculty of Color but also limit the broader academic environment. Faculty of Color are crucial forfostering innovative research and creating an educational atmosphere that reflects the diverseneeds of students and society [17]. Faculty of Color play a crucial role in creating equitablechanges for students, through the implementation of new pedagogies [18], curriculum [19], andculturally affirming mentoring [20]. For students of Color, having a faculty mentor can foster thedevelopment of career aspirations, and the development of a STEM identity which canencourage

Conference Session

Bridging Education and Real-World Impact: Training, Career Development, and Urban Systems

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hayley N. Nielsen, University of Michigan; Vibhavari Vempala, University of Michigan; Berenice Alejandra Cabrera, University of Michigan; Lisa R. Lattuca, University of Michigan; Erika A Mosyjowski, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IED)

students viewsocial and contextual skills and knowledge as central to careers in IE and their reflections on howtheir required coursework has prepared them for their future careers. Implications for futureresearch and practice are discussed.IntroductionEngineering is increasingly recognized as a discipline that requires attention not only to thetechnical work aspects but also to the social contexts in which the work occurs and the broaderimpacts of engineering on communities and society [1] - [4]. The social and contextual nature ofengineering work has been recognized by the Accreditation Board for Engineering andTechnology (ABET), which outlines student outcomes that recognize the importance ofconsidering the social, cultural, ethical, and

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

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

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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

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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

Track 6: Technical Session 5: Development of a measure of intersectional socioeconomic inequality that extends beyond income

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University; Allison Godwin, Cornell University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

. ©American Society for Engineering Education, 2025 Development of a measure of intersectional socioeconomic inequality that extends beyond incomeAbstractIn this research paper, we describe our initial development of a more holistic socioeconomicinequality measure, the Model of Intersectional Socioeconomic Inequality. Our development ofthis model is in response to the urgent need for a more comprehensive understanding of inequalitythat goes beyond income disparities. Traditional socioeconomic measures do not reflect therealities of inequality. Particularly, they do not recognize the complex sociological processes thatimpact low-income students and their access to resources necessary to be successful in STEM.Thus, a

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

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tahlia Aviva Altgold, The Ohio State University; Emily Dringenberg, The Ohio State University; David A. Delaine, Florida International University; Amena Shermadou, The Ohio State University

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering education.Dr. Emily Dringenberg, The Ohio State University Dr. Dringenberg is an Associate Professor in the Department of Engineering Education at Ohio State University. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education. Her current career purpose is to learn about and reveal beliefs that are widely-held as an implicit result of our socialization within systems of oppression so that she can embolden others to reflect on their assumptions and advance equity in their own ways.Dr. David A. Delaine, Florida International University Dr. David A. Delaine is an Assistant Professor at The Ohio State University Department of

Conference Session

ELOS Technical Session 6: BYOE (Bring Your Own Experiment): Engaging Students with Creative Hands-on Laboratory Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trevont Moore, Oral Roberts University; Jonathan V Ophus, Oral Roberts University; Gabriel Pendell, Oral Roberts University; Michael Portman, Oral Roberts University; Jordan Matthew Swan, Oral Roberts University; Manuel Yanez, Oral Roberts University; John E Matsson, Oral Roberts University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

engineering principlesto a real-world manufacturing process. Student learning outcomes are aligned with ABETStudent Outcome 1, focusing on the ability to identify, formulate, and solve complex engineeringproblems. Assessment is multifaceted and includes: • Final Report and Demonstration: Students submit a comprehensive report—including an abstract, theoretical background, methodology, results, and reflections—demonstrating how they connected course concepts to their experimental design. • Monthly Progress Reports: Over the semester, students submit three progress reports that document iterative improvements, troubleshooting efforts, and adjustments made during the experiment. These reports require explicit connections

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

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

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

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

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