Conference Session

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

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

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

Conference Session

DASI Technical Session 2: Artificial Intelligence in Higher Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

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

Conference Session

Materials Division (MATS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials Division (MATS)

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

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

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

Conference Session

Broadening Participation in Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

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

Conference Session

Curricular & Course Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering Division (CIVIL)

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

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

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

Conference Session

DSAI Technical Session 7: Natural Language Processing and LLM Applications

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

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

Conference Session

Minorities in Engineering Division(MIND) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Micheal Oketunde Okegbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Abiola Olayinka Ajala, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

(Adapted from GDIB)The following tables and figures summarizes the perceptions of the responders regardingdiversity and inclusion within the graduate engineering program using Global Diversity andInclusion Benchmark (GDIB). Results show that most students strongly agree or agree withstatements about an inclusive curriculum, learning environment, and support systems, althoughthere were some neutral and dissenting responses.Regarding perceptions of diversity and inclusiveness, the results were predominantly positive. Interms of the curriculum reflecting diverse perspectives and experiences, 28% (7 students)strongly agreed, and 68% (17 students) agreed, while only 4% (1 student) remained neutral. Thestudents' perception of the learning environment's

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meghan Allen, University of British Columbia

Tagged Divisions

Computing and Information Technology Division (CIT)

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

Conference Session

GSD 7: Innovative Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Graduate Studies Division (GSD)

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

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

). They bear upon the controversies over what should be taught andthe continuing debate about the relative merits of theory and practice. Indeed, a verysubstantial development in the philosophy of engineering that has implications forengineering education has taken place since 2007.The conclusion of exhibit 5 is that skill in critical thinking and reflection cannot be developedin traditional courses and different approaches have to be taken, and that remains the case.Today, 100 plus years later complaints are still heard that university students per se do notreceive adequate training in critical thinking and reflective practice. Unlike the engineeringstudents in exhibits 4 and 5 there is no great enthusiasm among today’s engineering studentsfor

Conference Session

Minorities in Engineering Division(MIND) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara Pearson, Georgia Institute of Technology; Pamela M Leggett-Robinson, PLR Consulting, Inc.; Kathaleena Edward Monds, Albany State University; Monica Stephens Cooley, Spelman College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

ethical imperative, and empowering individuals who would otherwise not be ableto fully engage in STEM increases our national potential to advance science and solve real-worldproblems. In this paper, we share a conceptual framework that seeks to define the “interruptions”experienced by Black women in STEM as they navigate undergraduate STEM programs. Ourframework, grounded in Black feminist epistemologies, is informed by two years of datacollected from surveys, interviews, focus groups, reflective journals, and audio diaries of fortyBlack women undergraduates at three institutions of higher education. This frameworkilluminates the relationship between societal power structures, Black women’s STEM self-concept, and selected coping strategies

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

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

Collection

2025 Northeast Section Conference

Authors

Lina H. Kloub, University of Connecticut

, studentsD. Post-Course Survey are required to document and acknowledge their AI At the end of the semester, students completed a follow-up tool usage in all relevant coursework, fostering criticalsurvey to assess the impact of AI integration on their learning reflection on AI’s role in academic work.experience. This survey provided insights into how students’ 2) Prompt Engineeringfamiliarity with and attitudes toward AI tools evolved over This dimension introduces students to prompt engineer-the course. Students were asked to reflect on their ability to ing—the practice of crafting precise inputs to optimizeuse AI tools effectively in academic

Conference Session

Mechanics Division (MECHS) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anthony Battistini, Angelo State University; Mohammad Shafinul Haque, Angelo State University; William A Kitch P.E., Angelo State University; Soyoon Kum, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics Division (MECHS)

the process of learning by inquiring about the nature of experience [7].Kolb stated that experiential learning includes all modes of the learning cycle and ensureseffective knowledge acquisition [7]. Experiential learning includes four modes: ConcreteExperience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and ActiveExperimentation (AE). The concrete experience and active experimentation can be achieved byhands-on experience of a physical model, followed by a recording of experimental observationsand measurements. Afterwards, students should reflect on these observations, facilitated byguided questioning, and then connect their observations to the derived theories (abstractconceptualization). Students can then actively

Conference Session

Construction Engineering Division: Best of Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas SJ Kim, Minnesota State University, Mankato; Namhun Lee, Central Connecticut State University

Tagged Divisions

Construction Engineering Division (CONST)

heavily depends on interactions among participantsthrough various class activities. The classroom environment reflects the characteristics of itsparticipants and significantly impacts students’ learning as they engage with one another. Thispaper presents a quantitative analysis of the classroom environment, focusing on socialrelationship development activities and their effects on student performance in a constructionmanagement course. In this case study, social relationship development activities are defined aspedagogical methods aimed at increasing student engagement, serving as an alternative to thetraditional lecture format. A total of six social relationship development activities were evaluatedby students in terms of their impact on the

Conference Session

Design in Engineering Education Division (DEED) - Societal Impact in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Eva Waggoner, Massachusetts Institute of Technology; Jessica Meza, Massachusetts Institute of Technology; Sara A. Atwood, Elizabethtown College; Madhurima Das, NuVu Studio; Anastasia Kouvaras Ostrowski, Purdue University; Shannon M Clancy, Elizabethtown College; Tomas Estrada, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

, equity, and inclusion for future engineers to translate into their workafter graduation [18]. This accreditation criteria and other works calling for greater inclusion ofdesign justice in engineering education emphasize growing movements for engineering educationevolution that can be fostered and supported through collaboration with departments, schools, andleadership to reimagine engineering education from assignments to curriculum change.Institutional backgroundElizabethtown College, located in southeastern Pennsylvania, is a small liberal arts institutionwith around 2,000 students. Situated in a rural area, the college offers a primarily residential,undergraduate experience focused on community engagement, as reflected in its motto

Conference Session

Innovative Pathways in K–12 STEM: Bridging Emerging Technologies and Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yubin Lee, Purdue University at West Lafayette (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Tori Constantine, Purdue University at West Lafayette; Deana M. Lucas, Purdue University at West Lafayette; Emily M. Haluschak, Purdue University at West Lafayette (COE); Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Morgan M. Hynes, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

valuable, they do not always reflect the diversity of technical, engineering, or non-technicalroles in the field. Activities like programming or simple circuit design, while foundational, may not exposestudents to topics like cleanroom protocols or the role of technicians. Ensuring that classroom experiencesauthentically reflect current and projected workforce needs is essential for meaningful career guidance andpreparation. Being Mindful of the Right Amount of Integration. VA teams developed a mindful approach tosemiconductor integration so that they did not run the risk of overwhelming students with too manyconnections, potentially driving students away from the industry. So, there appears a need for consideringthe “right amount” of career

Conference Session

Messaging, Motivations and Supports for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abiola Olayinka Ajala, Morgan State University; Blessing Isoyiza ADEIKA, Morgan State University; Opeyemi Taiwo Adeniran, Morgan State University; Raymond Deji Olamijulo, Morgan State University; Sarah Halleluyah Adeyemi, Morgan State University; Blessing Omomola, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

fostering diversity, but few studies [5], [6] dig deeply into the specificchallenges and aspirations of women in engineering programs within these institutions. Addressingthis gap is essential to tailoring interventions and policies that reflect the unique needs andstrengths of this demographic.The findings of this work have implications that extend beyond academic inquiry. Insights gainedfrom this research can inform institutional policies at HBCUs by highlighting the importance ofmentorship, community support, and targeted interventions to enhance retention and successamong women in engineering. These findings could bring about broader diversity and inclusionefforts within engineering education, contributing to a more innovative and

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryan Carr, U.S. Air Force Academy; Phillip Cornwell, U.S. Air Force Academy

Tagged Divisions

Mechanics Division (MECHS)

“Artificial Intelligence” or “AI” in the title. The set can beexpanded to over 100 by adding terms such as “Machine Learning”, “Large Language Models”,or “Generative”. Results are spread across most ASEE divisions, reflecting the intense interestengineering educators have in using modern AI-based tools in the classroom. Proposed uses ofAI are too many to enumerate here, but broad topics include techniques for teaching studentshow to use AI, recommendations to instructors on using AI tools to assist with curriculumdevelopment and assessment, the ethics of AI use in the classroom, and advances in AI forsolving engineering problems.Given the focus on these emerging tools by educators and students alike, it is imprudent toignore their use in any field of

Conference Session

Faculty Development: Centers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, Merrimack College; Andrew L Gerhart, Lawrence Technological University; Heather Dillon, University of Washington; Joe Tranquillo, Bucknell University; Glenn R Gaudette, Boston College; Douglas E. Melton, The Robert D. and Patricia E. Kern Family Foundation

Tagged Divisions

Faculty Development Division (FDD)

experiencedfaculty with less seasoned colleagues to foster professional growth. Long-term initiatives, suchas learning communities or certificate programs, allow for deeper exploration of themes likepedagogical innovation, research development, and leadership skills. Online courses andwebinars have gained prominence, providing flexible, accessible opportunities for professionallearning. Faculty retreats create space for reflection, strategic planning, and collaboration, oftenaligning development efforts with institutional priorities. Additionally, peer observation andfeedback programs promote continuous improvement through constructive dialogue amongcolleagues [2]. These varied approaches ensure that faculty development can be adapted to meetthe unique

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher J. Lowrance, United States Military Academy; Edward Sobiesk, United States Military Academy; Jean R.S. Blair, United States Military Academy; Christa M Chewar, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

innovations and their implications for decision-making.Curriculum Design: Case Studies and Experiential LearningThe curriculum was designed with a modular structure, as depicted in Figure 1. The course beginswith three lessons devoted to establishing the foundational concepts and themes described earlier.Following this introduction, the course transitions into a series of modules, each consisting of acase study followed by several lessons involving experiential learning activities conducted both inand out of the classroom. As noted previously, each module reinforces the course’s core concepts,themes, and desired outcomes. One advantage of this modular approach is its flexibility;individual modules can be easily updated or replaced to reflect changes

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lazlo Stepback, Purdue University at West Lafayette (COE); Matthew W. Ohland, Purdue University at West Lafayette (PWL) (COE); Amanda Katz, Utah State University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

National Conferences on Education for Highway Engineering and HighwayTransport, the attendants identified major problems and solutions associated with highwayengineering including the need for vocational training, safety concerns, professionaldevelopment, the need for engineers to work with and within local government, and the need toimprove the instruction of highway engineering through course and instructor development.They also identified the need to improve and increase research on a variety of highway issuesincluding legislation and international approaches to road development,The immediate safety concerns presented by Harriet Beard [15] at the First National Conferenceon Education for Highway Engineering and Highway Transport reflect some

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pooya Niksiar, The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

responses to each question to gain a detailedunderstanding of the participants' perspectives.Question 1: In your own words, how would you describe Artificial Intelligence (AI)?When asked to describe Artificial Intelligence (AI) in their own words, the responses fromparticipants revealed a wide range of perceptions, reflecting both positive and negative views ofthe technology. The majority of participants (36%) described AI as a tool designed to enhanceefficiency and assist with tasks. Many respondents highlighted its ability to save time, streamlineresearch, and improve productivity in academic and professional settings. Phrases such as "ahelpful tool," "a way to quickly search content," and "a tool that enhances daily life" werefrequently

Conference Session

Construction Engineering Division: AI & Automation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Souhail Elhouar, Bradley University; Phuong Nguyen, South Dakota State University

Tagged Divisions

Construction Engineering Division (CONST)

inimplementing automation and robotics technologies in the classroom and in the industry,reflecting the conservative nature of the industry. They also indicated a perceived lack of interestamong civil engineering students at that time in learning about construction automation androbotics.Current status of incorporating automation in construction educationIncorporating automation-related concepts and practices in the construction managementeducation curriculum is important for preparing future professionals to navigate the rapidlyevolving landscape of the construction industry [6]. The construction sector increasinglyembraces technological advancements in planning, design, construction, andoperation/maintenance, posing a need that students must be

Collection

2025 ASEE -GSW Annual Conference

Authors

Tariq Khraishi, University of New Mexico

Session XXXX Examining Student Usage/Access Statistics from two Canvas LMS courses: Undergraduate and Graduate Tariq Khraishi Mechanical Engineering Department University of New Mexico AbstractThe author has been utilizing Canvas LMS (Learning Management System) for either asynchronousundergraduate course teaching or as an online presence to communicate many aspects of an in-person graduate course. In this paper, the author reflects back on student usage or access statistics inthese two courses to derive from them some interesting data or numbers. The pulled-out numbers

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Alexa July Hoffman, Marshall University; Trevor Joseph Bihl, Marshall University

period of transition, understanding the past, present, and future of itsenergy sector becomes crucial. This paper explores the history and current state of WestVirginia’s power systems industry, addressing challenges and opportunities in resources,generation, transmission, and distribution. The historical and ongoing evolution of WestVirginia's power systems further reflects broader global trends in energy development andtransition, as seen in studies from Nigeria [1] and South Africa [2] on their power supplyevolutions. Within this paper, the power systems industry is considered as everything that rangesfrom energy to electrification; thus, natural resources, energy sources, electricity generation, andfuture plans and trends are of interest

Collection

2025 ASEE -GSW Annual Conference

Authors

Hoo Kim, LeTourneau University; joshua ryan millikan, LeTourneau University; Joonwan Kim, LeTourneau University; Alan Clipperton, LeTourneau University

,equipping students with the skills necessary to meet industry demands while addressingworkforce shortages. These efforts reflect recent national funding initiatives, such as the TexasChips Initiative, and the push to expand manufacturing and semiconductor businesses, whichhave created opportunities for more active collaboration between universities and industries. University-Industry Collaboration ModelEvery university has its unique strengths and weaknesses, along with varying conditions.LeTourneau University possesses a distinctive legacy and practice with its excellent hands-onengineering program. However, as a four-year college, it faces challenges due to the lack ofextensive infrastructure often required for

Collection

2025 Northeast Section Conference

Authors

Kalyan Khatry; Reihaneh Samsami

personalized project work that AI cannot easily replicate – toalternate explanation for a complex circuit analysis problem, ensure that grades truly reflect student learning.offer real-time feedback, and even generate custom practicequestions mimicking one-on-one tutoring [5]. Advanced Additionally, tools for AI detection are emerging, but theirmultimodal Gen AI models process and generate images and accuracy is uncertain, and they raise ethical questions (e.g.,animations to support diverse learning styles. This multimodal false accusations or invasion of privacy if student submissionsare sent to third-party detectors). Therefore, the consensus in necessary. If a tool is to be used responsibly