Conference Session

Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jay Mann, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois at Urbana - Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

feel that my teaching career is at a place where I can begin to reflect and Feeling ready to add improve on the past few years. reflection into • Reflection is very important as an educator to improve and learn from teaching practice previous iterations of courses.The CoP met once per month for 3 months to review literature, complete self-assessments, anddiscuss prior experiences. Each session focused on one of the reflection modes: (1) self-reflection, (2) reflection with colleagues, and (3) reflection with or by students, but discussioncrossed over. The group discussed the vulnerability of reflection and established norms for thegroup early on. The group committed to journaling about the experience to document

Collection

2025 Northeast Section Conference

Authors

Shruti Brahma, University of New Haven; Siddhant Alhat Rajendra, University of New Haven; Ardiana Sula, University of New Haven

reflective of the diverseinternational student enrollment with economic and policy pool of applicants, consisting of 31.2% from Connecticut,influences at a Midwestern U.S. university using the Seasonal 35% from other United States states, and 33.7% international.Autoregressive Integrated Moving Average (SARIMA) model. In order to maintain student privacy, all institutional recordsThe study discovered that tuition increases had a relatively were anonymized, or all personally identifiable informationlow impact on international student enrollment, suggesting was deleted. The dataset was also audited for regional bias,that factors such as academic reputation and career prospects and no statistically

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Ragavanantham Shanmugam, Fairmont State University; Madhan Gopal Perumal, The University of Texas at Dallas; Uma Maheswari Krishnamoorthy

Tagged Topics

Diversity

such as MIT and Stanford integrate these modelsinto STEM curricula, fostering real-world application and skill development [19].A study by the National Academies of Sciences found that PBL students score 10–20% higher onproblem-solving assessments than those in traditional courses. Additionally, PBL promotesessential soft skills such as teamwork and leadership. As a result, IBL and PBL have becomecornerstones of modern education, equipping students with the skills needed for success in anincreasingly complex and interconnected world. By structuring curricula around inquiry andproblem-solving, educators can equip students with technical expertise and collaborative abilitiesnecessary for careers in science, engineering, and business. The graph

Collection

2025 Rocky Mountain Section Conference

Authors

Alexander Aronov; Daniel Knight, University of Colorado, Boulder; Angela Bielefeldt; Joseph Polman; Fabiola Palomar

, planning investigations, and constructing explanations from evidence.Numerous studies have demonstrated that such pedagogies enhance students’ critical thinking,problem-solving, and conceptual understanding [10][11]. Moreover, inquiry-based approachesare a cornerstone of the Next Generation Science Standards (NGSS), which emphasize not onlycontent knowledge but also the practices of science and engineering [12]. Research comparinginquiry-based methods with more traditional, teacher-directed approaches indicates that whenstudents tackle authentic, real-world problems, they are more likely to develop the skills neededfor future STEM careers [13].Rural STEM EducationRural schools often confront challenges such as limited resources, geographical

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Bryn Elizabeth Seabrook, University of Virginia

Tagged Topics

Professional Papers

as a writer? And (2) Who do you want to be as a writer?” [6] He continues: “Ninety percent of the responses focus on how good students think they are at writing. Almost no one talks about what they want to say, the types of writing they’re interested in, or what kind of writing they may have to do in the future. They do not recall a favorite example of their writing. Very few express ever having enjoyed any act of writing. Often, it seems like they barely understand the questions, because they have no self-concept of themselves as writers.” [6]It is wishful thinking to assume that there is a future where every undergraduate student is aspassionate about writing as those who have defined their careers by

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Chaohui Ren, Auburn University; Cheryl Seals, Auburn University; Nilanjana Raychawdhary, Auburn University

Tagged Topics

Diversity, Professional Papers

. from Grambling State University, M.S. C.S. from North Carolina A&T State University and a Ph.D. C.S. from Virginia Tech. Seals conducts research in Human Computer Interaction with an emphasis in visual programming of educational simulations, user interface design & evaluation, and educational gaming technologies. Dr. Seals also works with computing outreach initiatives to improve CS education at all levels by a focused approach to increase the computing pipeline by getting students interested in STEM disciplines and future technology careers. One of these initiatives is the STARS Alliance (starsalliance.org) with programs in K-12 outreach, community service, student leadership and computing diversity

Conference Session

Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Speed, Texas State University; Don Pair, University of Dayton

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

the study’s authors.References[1] J.P. Martin, K.S. Stefl, L. W. Cain, and A. L. Pfirman, "Understanding first-generationundergraduate engineering students’ entry and persistence through social capitaltheory." International Journal of STEM Education vol. 7, pp. 1-22, 2020.[2] M.N. Miriti, "The elephant in the room: race and STEM diversity," BioScience vol. 70, no. 3,237-242, 2020.[3] B.P. Koester, G. Grom, and T.A. McKay, "Patterns of gendered performance difference inintroductory STEM courses." arXiv preprint arXiv:1608.07565, 2016 [Accessed August 15,2024].[4] A. Malespina and C. Singh, "Gender gaps in grades versus grade penalties: Why gradeanomalies may be more detrimental for women aspiring for careers in biologicalsciences

Conference Session

Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

implementing technologicalsystems. They have a unique opportunity to apply insights from accessibility research directly toreal-world applications [79]. By translating this extensive body of research into actionablesolutions [80], including policy findings turned into practical applications [81], practitioners cansignificantly enhance the experiences of users who rely on accessible technologies—particularlythose pursuing careers in STEM fields [9]. For instance, accessibility improvements incollaboration software or data visualization tools facilitate more equitable participation for DHHindividuals in both educational and professional STEM environments [2], [82]. This approach notonly supports DHH users but also enhances the overall user experience

Conference Session

CANCELLED: Track 6: Technical Session 2: Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University

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2025 CoNECD Paper Submissions, Diversity

learning into STEM curricula [8], [9] [10].The development of global identity and intercultural competence is particularly crucial for first-year university students [11]. The transition to higher education presents a unique opportunity forstudents to expand their worldviews and develop skills necessary for global citizenship [12],[13]. Early exposure to diverse perspectives and global issues can set the foundation for ongoingintercultural learning throughout their academic careers and beyond [3].1.2 Factors Influencing Global Identity Development in Higher EducationResearch has shown that global identity development can vary based on demographic factors,including gender. Several studies have found gender differences in various aspects

Collection

2025 Northeast Section Conference

Authors

Marvin Gayle; Danny Mangra

issues related to ensure equitable accessibility. To addressdesigners and engineers an opportunity to apply mathematical these challenges, institutions need to consistently makemodels, validate the physics and behavioral constraints of significant investment in infrastructure and technologicalprinciples, and test engineering theories as they apply to real adaptation to stay current. The results are graduates withscenarios. This not only applies to testing circuit designs, but significant technical proficiency, improved problem-solvingproficiency, and critical skills that pay dividends throughout challenging to provide students with an adequate learningan engineer’s career

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Edward Jesse Sizemore III, Marshall University; Trevor Joseph Bihl, Marshall University

to effectively work in teams without thestudents being required to work on sets of individual tasks [22]. Such applications show thatgamification does not need to be applied to individual assignments of a class. Instead, it canfunction as the framework for extra-credit work and self-study. Additionally, the spread ofmotivations previously revealed indicates that students actively took part in additional class workfor the purpose of learning without being primarily motivated by the other benefits.Math EducationMathematics is a subject that is central to a wide range of careers and STEM classes. Onecomponent of gamification is the aim towards making education more enjoyable, improvingengagement, and allowing more information to be retained [23

Collection

2025 Rocky Mountain Section Conference

Authors

Rachel Cloud; Spencer MacLaughlin; Adam Lynch; Ridge Towner

accuracy. Together, these metrology methods provide acomprehensive approach to maintaining precision and reliability during the critical loading andunloading phases on a MAKINO palletize system, or other similar CNC manufacturer systems.1.3 Literature Review of Active Learning Active learning, which emphasizes problem-solving, teamwork, and hands-onengagement, is valuable in engineering education as it mirrors the real-world challenges studentswill face in their careers. With active learning, students learn the material in class and can thenapply their newfound knowledge in industry, using that experience to gain a better understandingof the material. This study allows students to collaborate with industry professionals, working onreal

Collection

2025 ASEE PSW Conference

Authors

Mehran Andalibi, Embry Riddle Aeronautical University; Jonathan M Adams, United States Military Academy

Women in Early Engineering Courses,” in 2024 ASEE Annual Conference & Exposition Proceedings, Portland, Oregon: ASEE Conferences, Jun. 2024, pp. 47–73. doi: 10.18260/1-2--47973.[7] Keen Foundation, “Entrepreneurial Mindset | Equipping Engineering Students to Excel,” Engineering Unleashed. Accessed: Jan. 23, 2025. [Online]. Available: https://engineeringunleashed.com/mindset[8] D. Rae and D. E. Melton, “Developing an entrepreneurial mindset in US engineering education: an international view of the KEEN project,” 2017. [Online]. Available: https://api.semanticscholar.org/CorpusID:157413269[9] Z. Fuqua, “The Value of a Co-op and What Does That Even Mean?,” Career and Co-op Office | Stanley and Karen Pigman College

Conference Session

Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

11expressed that he and fellow autistic friends are “are incredible at what they do, and then, they’rejust not very particularly good at talking to people,” so something should be done to supportneurodivergent engineers through navigating science communication, career fairs, interviews andother interactions. If the support is provided by someone neurotypical, it doesn’t work for him,so he would like to see neurodivergent engineers creating resources using their own strategies,and “as collateral for helping neurodivergent [students] with that, neurotypicals benefit too. So,there stands to be a reason to do it and not lump it in with just disability accommodationservices” (Participant 11). Lab instructions are often presented at the opening of

Conference Session

Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

by talking to more studentsfrom different universities. We also want to explore how these support systems change asstudents move through their academic careers and into the workforce. Next, we seeopportunities to talk to students’ family members who are both chosen and traditional tounderstand how they support the student. We expect to identify the processes in whichstudents are mentored and supported. Another goal is to look at how cultural, gender andsocioeconomic factors shape students' experiences and support systems. By doing this, weaim to create better guidelines that colleges and teachers can use to support engineeringstudents in different settings. Finally, we could examine

Collection

2025 Northeast Section Conference

Authors

Jun Zhang; Peter Cavanaugh; Dan Tenney

teaches students about the culture that licenses do not expire and allow users to modify and adaptsupports innovation and continuous learning. programs to meet their needs. This independence is a critical aspect of fostering a resilient, self-reliant community that is Moreover, open-source communities benefit from the capable of driving technological progress without unduecontributions of students. Early involvement in open source external influence.can foster a habit of contributing to public projects throughoutone’s career. Academic institutions may support these Economic considerations also support

Conference Session

Track 4: Technical Session 7: An exploration of the relationship between physical, social, and emotional resource access and the development of engineering identity and belonging

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Anne-Marie C.A. Zamor, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Collection

2025 Northeast Section Conference

Authors

Nadia Albishi; Peter Cavanaugh