for Engineering Education, 2025 Building Curiosity and Competency: Designing and Evaluating Activities for Microelectronics Education (Evaluation)Introduction The U.S. share of global semiconductor manufacturing has declined from 37% in 1990 tojust 12% today, largely due to outsourcing to Asia [1], [2]. The COVID-19 pandemic exposedcritical vulnerabilities in the global chip supply chain. In response, the CHIPS Act of 2022 waspassed to reduce U.S. dependency on foreign semiconductor supply chains and addressvulnerabilities in the industry. To safeguard the economy and national security, the act hasspurred major investments in semiconductor manufacturing, design, and research, including newand expanded fabs in Arizona
outcomes. For instance, Park's study highlights the importanceof structuring authentic learning tasks that encourage peer interactions, which can significantlyinfluence student engagement and performance. However, it is important to note that this studydid not find a direct relationship between behavioral interactions and performance scores. Itsuggests that peer interactions are beneficial but may not always correlate with improvedacademic outcomes[1]. This aligns with findings from Zen et al., who emphasize that project-based learning methodologies can enhance student engagement and academic achievement inonline settings[2]. Such insights are crucial for developing an effective OOP course that meetsthe varied needs of engineering
to tackle labor shortages and enhance gender inclusivity in construction fields. Thefindings will be instrumental in designing gender-responsive programs that motivate students ofall genders to explore professions in construction, ultimately fostering diversity andsustainability in the construction workforce.Keywords: Construction Education, Gender Diversity, Informal Learning, Summer program,Social Cognitive Career Theory (SCCT), K12 Education, Career Development1. IntroductionThe construction industry remains a critical driver of economic development worldwide,particularly in the United States, where there is a robust demand for construction workers [1].However, it is currently faces a severe workforce shortage - particularly in
editing tool. We conducted an evaluation of this i360ºVR module with engineering studentson four key metrics: immersion, interactivity, the creation of a tangible learning environment,and student perception of coastal erosion. The results of this study offer valuable insights into therole of interactive, authentic VR environments in enhancing student engagement and learningoutcomes in engineering education. In addition, we discussed frameworks of applying theproposed i360oVR approach into two other STEM education contexts, including proposing aremote VR lab for the mechanical engineering program; and enhancing student learning inphysics education through an accident analysis of the August 2020 port explosion in Beirut,Lebanon.1. Background and
-Efficacy in AI Through Model Building ArtifactsIntroductionWith the recent integration of Artificial Intelligence (AI) and Machine Learning (ML) withinschools on the rise, students must get hands-on experiences with these technologies. Newtechnologies require that we ask new questions in new ways, and so there is a need for researchin AI and ML in the current educational contexts [1], [2]. AI is the theory and development ofcomputer systems able to perform tasks normally requiring human intelligence which caninclude visual perception, speech recognition, learning, decision-making, and natural languageprocessing [3]. ML is a subset of AI in that it has machines learn from currently available data toreach new conclusions [4]. In this study, a group
foundelsewhere. Next, the curriculum is analyzed in terms of its philosophical foundation as amultidisciplinary program. After that, data is presented on perceptions of the curriculum from theprogram's students. This data came from formal interviews. Specific research questions for thisportion of the paper are: 1) What are the perceived benefits and drawbacks of aninterdisciplinary, human-centered engineering program?, 2) What topics, courses, and practicesare perceived as the most and least valuable?, and 3) In what ways is it perceived that programgraduates will graduate with advantage and with disadvantage?Introduction The founding of Boston College's Department of Engineering was a multi-year processinitiated in 2014 [1]. Formal planning work
Onshape and necessary tools.Stage 1 Building top-down design and multi-body model CAD proficiencyusing relevant robot design.Stage 2 Integrating engineering principles into full subassembly mechanismdesign.Stage 3 WIP Top-Down full robot design with complex multi assemblydesigns.Stage 4 WIP Learning how to improve past the course through reflection andindependent learning. Course Design:Example exercises: Intentional information placement and scaffolding for maximum retention. Information is placed “Just in Timeˮ when the learner needs to use it
to virtual therapy. A surveyconducted in the United States revealed that 70% of 320 outpatient participants expressed astrong interest in using mental health tools to manage their psychological well-being [1]. Thisstudy examines trends in mental health apps since 2009, including a comparison of app statisticsbetween the pre- and post-COVID periods. Additionally, analysis of app’s privacy policyinformation is also conducted.Privacy policies for mobile apps are crucial as they explain how user data is collected, used,stored, and shared. Studies have shown that many mobile Health applications have significantsecurity vulnerabilities, jeopardizing the privacy of millions of users [2]. For mental health apps,it is particularly critical for users
competitive edge. This modular structure with repeated experientiallearning activities aims to build student confidence and adaptability, preparing them to engagewith unfamiliar technologies in the future.The use of case studies in education is a well-established pedagogical approach, but its definitionand delivery vary across disciplines, cases, and teaching methods [1]. Case studies have beenshown to increase student motivation to participate in class activities, enhance learning outcomes,and improve assessment performance [2]. They also support recall and understanding of centralideas and theoretical concepts [3]. As a result, the case study method has gained popularity inrecent years across a range of scientific disciplines [2]. However, limited
widely regarded as one of the most transformative inventions of the21st century, with applications spanning diverse domains, including education. The rapidevolution of AI has introduced new opportunities and challenges in educational systems [1].Properly integrated AI technologies have the potential to enhance student learning, assistinstructors with innovative teaching tools, and improve overall educational outcomes. However,like any technology, AI's misuse or improper application can lead to unintended consequences,such as undermining learning objectives or fostering academic dishonesty [2].Generative AI refers to algorithms that can produce new content, including text, images, anddesigns, by learning from existing data available in online
an improved understanding of “public”as part of the code of ethics where an engineer “holds paramount the health, safety, and welfareof the public”.As educators equip students of civil engineering to “change the world,” there is a benefit of“borrowing” theory from the adjacent profession of nursing to improve understanding withinpre-service learning as well as in the professional practice of civil engineering.IntroductionLicensed, professional civil engineers have an ethical obligation to protect the health, safety, andwelfare of the public [1]. But how is health, safety, and welfare defined, and when do students ofcivil engineering learn to define these terms? According to ABET criterion 3, student outcomes,the education of future civil
professionals. Infusing entrepreneurial minded learning in our curriculumwith meaningful engagement from industry has been an exciting opportunity for all. This paperand presentation will provide guidance on actively engaging IAB members to transformengineering programs to build an Entrepreneurial Mindset that impacts the future of our students.IntroductionIndustrial Advisory Boards (IABs) are widely established in academic departments, colleges, andschools, serving as advisory bodies focused on curriculum development, accreditation,employment, and scholarship [1-5]. Engineering departments and colleges are no exception, withmany incorporating IABs into their structure. However, the roles and activities of IABs varysignificantly [6-10]. While most IABs
Based Learning ProgramIntroductionIn this research-track paper, we seek to identify the relationship between engineering identity andbelonging and neurodiversity in a co-op based program. Neurodivergent characteristics, such asattention to detail, creativity, and pattern recognition, align well with careers in STEM (Science,Technology, Engineering, Mathematics), yet retention of neurodivergent students withinengineering programs is lower than neurotypical students [1]. Neurodivergent students whograduate or attempt to enter the workforce in a STEM discipline face bias and decreased successrates in job attainment after graduation [2]. By exploring neurodiverse engineering students’engineering identity and sense of belonging in a co-op based
underrepresented by the personas created by students. This study further stresses theimportance of increasing efforts to further understand when and how societal perceptions aboutwhat engineers look like are formed, as even with the broadening participation in the field,aspiring engineers continue to visualize engineers in ways that align with stereotypes andmajority identities within the field.Introduction & Background The field of engineering within the United States has historically been dominated bywhite males, and even with efforts to broaden participation within the field of engineering,women remain in the minority [1]. While the recruitment of populations of folks who have beentraditionally underrepresented in engineering is a current
readiness to engage critically andthoughtfully with that information is another important aspect that needs attention. Asignificant challenge facing higher education today is designing and implementinginstructional practices that effectively cultivate students’ ability to apply knowledgeefficiently and adaptively. Problem-based learning (PBL) is widely used to promote criticalthinking, collaboration, and deep learning, but its effectiveness varies among students [1].Individual differences in preferences, traits, and cognitive tendencies significantly influencehow learners engage with PBL, with some surpassing in their inquiry-driven approach, incontrast, others benefit more from structured, teacher-led methods [2]. For educators andeducational
ethical contextsof engineering practice [1]. Engagement of students in professional courses and project-basedexperiences is typically deferred to the junior and senior years. As a result, students often fail toidentify as engineers early in their degree programs, which can lead to attrition [2], [3].The MSU RED project team members aimed to disrupt the compartmentalization of learning intopic-based courses by introducing integrated project-based courses (IPBC) early in thecurriculum. The courses introduce open-ended problems to students that require them tointegrate knowledge from multiple disciplines and to consider economic, social, andenvironmental contexts in their design process [4]. Through project-based experiences, studentsalso develop
andrise times, as well as prescription drug use to alter sleep and wake times [1]. A 2018 studyinvolving over 7,000 students across six different U.S. universities indicated a slight differencein sleep quality between genders. 64 percent of females in the study were defined as poorsleepers, compared to 57 percent of males [2]. Another similar U.S. study recorded that femalestudents typically went to sleep and rose earlier, had longer sleep latency, and more awakeningsthan males [3]. Sleep quality, rise time, sleep efficiency, and time spent in bed were better amongmale students than female students. The sleep epidemic in colleges is not confined to the UnitedStates and has taken root worldwide. A study of 4,318 college students in Taiwan examined
physical interactions inherent in traditional systems [1, 2]. The evolving nature ofeducation due to digital technologies and rapid acceptance of online education has made virtuallearning environments a vital component of modern pedagogy, necessitating and increasing theneed to understand virtual collaboration dynamics, its effects on student engagement, and sense ofbelongingness to facilitate effective teaching-learning experiences [3]. This problem is importantfor construction engineering and management (CEM) students especially because the architecture,engineering, and construction (AEC) industry is shifting toward a higher level in virtual designand construction (VDC).Existing literature emphasizes that active collaboration is greatly
resistance to design thinking principles, resourceconstraints, industry collaboration barriers, and assessment complexities. The findings highlighthow these challenges interact and compound each other, particularly in how resource limitationsaffect both teaching quality and industry engagement.The findings suggest that the inconsistent integration of design into engineering programs posessignificant challenges for developing well-rounded engineers. This study contributes tounderstanding design thinking implementation in engineering education and suggests the needfor systematic changes in curriculum development, educator support, and resource allocation tobetter prepare engineers for complex, interdisciplinary problems.1. INTRODUCTIONThe integration
competencies and seeing an example four-year student plan particularly helpful.Background and MotivationThe Grand Challenges Scholars Program (GCSP) at Arizona State University (ASU) is a co-curricular program that typically spans a student’s entire undergraduate career. Majority of thestudents join the program either before their first semester or during their first year at theuniversity. Throughout their time in the program, each student engages in a personalizedcombination of courses and/or experiences, all focused on an overarching theme of their choice(Sustainability, Health, Security, Joy of Living), to achieve five program competencies: Talent,Multidisciplinary, Viable Business/Entrepreneurship, Multicultural, and Social Consciousness[1]. Each
Mural (www.mural.co) and provided a rich set of information regarding howto prepare our students for the near future.We augmented the available information from Mural with a follow-up “pulse” survey topractitioners and faculty, with the objective of working toward consensus on defining the skillsetand mindset needed by future civil and environmental engineers with respect to the use of AI.BackgroundSince the 1950’s researchers have been collaborating across many disciplines to betterunderstand how Artificial Intelligence (AI) can provide efficient problem-solving pathways whenmodeling and optimizing [1]. The American Society of Civil Engineering has a long history ofpromoting the use of computing power in civil engineering with documented use
Majors for Solving Calculus Questions and Changes Over Years on Relevant Decision Making 1 Emre Tokgoz, 2Samantha Scarpinella 1 Emre.Tokgoz@farmingdale.edu, 2ses6506@psu.edu1 School of Engineering Technology, State University of New York, Farmingdale, NY, 11735, USA2 Harold and Inge Marcus Department of Industrial and Manufacturing Engineering, Penn State University,University Park, PA, USAChanges in technology over the years impacted how educational objectives of STEM students’ calculuseducation are fulfilled. Traditional calculus education requires demonstrating paper-pencil solution and
demand for professionals equippedwith unique skill sets that complement AI systems is surging [1], [2]. To maintain a competitiveedge in this evolving environment, educational institutions must prepare students not only withtechnical knowledge but also with professional skills such as critical thinking, adaptability,creativity, collaboration, and ethical decision-making [3], [4]. These competencies are essentialfor thriving in AI-enhanced workplaces, where traditional roles are being redefined, andinterdisciplinary approaches are becoming the norm. In light of these challenges, the role ofeducators is pivotal in reshaping curricula and teaching strategies to address the gaps betweentraditional education and the demands of AI-driven industries [5
gradually. The main objectives are to engage students infun and educational projects, acclimatize them to campus life, and gently introduce moretechnical problems and lab equipment. More details can be found in our prior publications [10].One key component of the courses is the labs which introduce students to the common labequipment and instrumentation. Similarly, projects are essential, and students are givenflexibility in the choice of topics. Learning outcomes for the course include the ability to: 1. Solve engineering problems 2. Perform research on areas of electrical engineering 3. Write technical reports and summaries 4. Perform basic lab experiments 5. Complete a project involving both design and technical elements 6
. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on improving methods of assessment in engineering learning environments and supporting engineering students. ©American Society for Engineering Education, 2025 [Work in Progress] Examining the benefits of undergraduate service learners aiding an out-of-field middle-school teacher to deliver arts- integrated computing instruction.Introduction and LiteratureIt has been almost a decade since the Computer Science For All initiative was introduced in 2016[1]. The aim of this initiative, to provide computer science education for all K-12 students in theUnited States, was adopted by
courseAbstractThis work-in-progress research paper describes the implementation and evaluation of mentalhealth topics in a first-year engineering course at a mid-Atlantic institution. Mental health is acritical but understudied issue, with over 75% of college students experiencing moderate tosevere psychological distress, and more than 60% meet the criteria for one or more mental healthdiagnoses. Despite these percentages, mental health is rarely discussed in college classes,especially engineering, where the competitive culture often stigmatizes these discussions. Ourhalf-semester project sought to integrate mental health discussion into a first-year engineeringcourse through three overarching phases: 1) students create a mental health fidget toy
for being a “prototypicalmasculine profession” [1, p.351], where “‘doing the job’ often entails ‘doing gender’ …performing certain kinds of masculinities” [2, p.4]. Performing masculinity can present itself inthe form of distancing from traditional feminine attributes (e.g., social and girly) to embrace themore masculine (e.g., being strong and acting ‘normal’ in engineering) [3]. An environment thatperpetuates masculine social norms creates a hostile environment for individuals who do notperform or present themselves according to those standards [4]. The exclusionary environmentperpetuated within engineering can compound feelings of belonging uncertainty as women andother minoritized genders attempt to assimilate into engineering and be
demonstrate that the multidisciplinarymaterial of advanced semiconductor manufacturing is potentially best learned through acombination of in-person lectures and hands-on lab experience and that students who have a moreinterdisciplinary background are likely to perform better due to the multidisciplinary coursecontents.Introduction:Engineering education in the fields of semiconductors and microelectromechanical systems(MEMS) have been extensively investigated as a method to teach multidisciplinary subjects andlearning across various engineering disciplines [1, 2]. In recent years there has been a significantincrease in semiconductor engineering research due largely to the Chips Act which aimed to bringsemiconductor/microsystems manufacturing back to
improving Scholarship programming.BackgroundStudents from low-income backgrounds demonstrate interest in pursuing an engineering careerto “contribute to the well-being of their communities” through engineering and for theprofessional and financial opportunities it can afford, among other reasons [1, p. 4]. However,low-income students face barriers in pursuing engineering, such as others' lack of belief in thestudent’s pursuit of a STEM education, their motivations and interests not being supported inSTEM education, and the financial impacts of pursuing STEM education [2]. Furthermore, a"deficit discourse" pervades the experience of low-income students, which results in "othering"this group of students [10, p. 5]. Researchers urge educators to
growing 2024 cohort of 61 students. Findings indicate significant success, withover 80% of students reporting high confidence in engaging in class discussions andcollaborating with peers. Additionally, 64% expressed satisfaction with mentorship, citing itplayed an important role in fostering their sense of belonging. Nearly 90% of scholars feltsupported by faculty and peers. However, challenges remain, as some students reporteddifficulties in forming meaningful friendships and expressed a need for improved mentorshipquality.IntroductionDemand for employees in advancing computational fields continues to increase [1]. However,recent turbulence in the technology job market, including significant workforce reductions, hascreated new challenges