Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Crystal Alicia Nattoo, Stanford University; Yeswanth (Yash) Tadimalla, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

an anti-deficit lens, we challenge deficit-based narratives about queer individualsin engineering, highlighting strengths, resilience, and adaptive strategies. By integrating collaborativeinquiry through focus groups and reflections from four PhD candidates in engineering, the studycaptures the complexities of identity formation, visibility, and belonging within a traditionallyheteronormative field. For the scope of this work-in-progress (WIP) paper, which is part of a largerstudy employing collaging and focus groups as data collection methods to investigate theundergraduate-to-graduate transition in engineering through queer lenses, this paper presentspreliminary findings related to the research question: How does identity formation, as

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois Urbana-Champaign

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

strategy for a selected idea.The curricular context of this paper is a course in creativity at a large, midwestern institution.The creative process used as an overarching model within this course is divided into two mainparts: (1) having ideas and (2) bringing them to be. As generative AI becomes increasinglyprevalent and accessible, it is worth pausing to reflect on if and how various generative AI toolscould be used to aid in each specific part of the creative process, including brainstorming [8] andthose outlined in the model shown in Figure 1. PART 1: Having Ideas PART 2: Bringing to Be 1.1 Identify 1.2 Ideate 2.1 Initiate & Interact 2.2 Implement• Cultivating curiosity

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Mirzahosseini Zarandi, University of Cincinnati; Madeline Martin, University of Cincinnati; Siqing Wei, University of Cincinnati; David Reeping, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

, and personal goals as key constructs shaping their reflections. Byinvestigating these elements, the study seeks to gain insights into how co-op experiences impactstudents' confidence in their abilities, their career expectations, and the personal goals theyestablish and accomplish during these practical work experiences. The primary research questionwas: “How do engineering students participating in a co-op program navigate their careerinterests, decisions, and outcomes through the constructs of Social Cognitive Career Theory?”Theoretical FrameworkMany studies explore co-op and work placement learning using Social Cognitive Career Theory(SCCT) (Reisberg et al., 2012; Raelin et al., 2013; Raelin et al., 2014; Chukwuedo & Ementa,2022). SCCT

Conference Session

Equity, Identity, and Pedagogy in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trini Sofia Balart, Texas A&M University; Sara Amani, Texas A&M University; Gibin Raju, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

]. By introducing the EDP at early educational levels, educatorscan prepare students to approach real-world challenges with a mindset grounded in engineering practices.As educators strive to implement the EDP effectively, visual representations of the process have emergedas essential tools for communication and instruction. These visuals help translate abstract concepts intoconcrete stages that are accessible to diverse learners [3]. However, such representations varysignificantly in style, complexity, and alignment with educational standards, reflecting the influence ofclassroom-specific factors such as time limitations, subject matter constraints, or access to trainingresources. For instance, linear models often dominate in K-12 classrooms

Conference Session

First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Erin A Hostetler, The Pennsylvania State University; Bradley J. Sottile, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

, professional, engagement, and civic. To achieve these goals, the task force employed asystematic model of audit, evaluate, consult, redesign, and implement, ensuring a thorough andcollaborative approach to the curriculum overhaul.Redesign FrameworkTask force approach As illustrated in Fig. 1, The task force was invited to adopt a multi-phase approach to itswork, encompassing auditing, evaluation, consultation, design (or redesign), and implementationplanning. Each phase is elaborated further below. Figure 1. Approach for review process of the task force• Audit: Conduct an examination of the current state of the FYS courses. Collect, review, categorize, and summarize information about the courses.• Evaluate: Reflect on

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

Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

ethnography where we collect classroom data and reflect on it togetherwith participant faculty. Over the course of our first semester of data collection, noticed certainparallels in confusions or barriers towards the formal observation of racial equity dynamics bythe researcher team and the informal observation of racial equity by our faculty participants. Inthis paper, we seek to uncover barriers to this examination to help motivate the development offurther resources for researchers and for faculty.2. Theoretical LensesWorking from the premise from cultural production that everyday culture can and doesperpetuate inequitable outcomes [13], we draw on tenets and proponents of critical race theory tohelp attune to the ways that inequity may be

Conference Session

ENT-3: Transforming Engineering Curriculum through Entrepreneurial Approaches

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Anoop Singh Grewal, Arizona State University; Michael Machas

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

-tests, while qualitative data fromstudent reflections were examined using thematic analysis. Findings indicate significantimprovement in students’ entrepreneurial mindset (p < .01); however, quantitative measures ofvalue creation did not show statistically significant changes. Qualitative findings suggeststudents valued collaborative problem-solving and the use of structured decision-making tools,such as decision matrices. Even small interventions can influence online students’entrepreneurial mindsets.IntroductionThere is a growing need to better understand how intentional course design embeddingentrepreneurial mindset (EM) principles impacts engineering education [1, 2]. Specifically, suchdesign interventions can influence students’ ability

Conference Session

WiP: Interdisciplinary Connections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin Vento, Villanova University

Tagged Divisions

Chemical Engineering Division (ChED)

synthetic biology. Students assembled a podcast project report throughout the semesterthat included asking questions to the speakers, reflecting on a set of speakers, and following upon one speaker area for new learnings. Introducing this type of organized guest speaker series inchemical engineering elective courses should bolster career development by offering studentstime to reflect on their own career path and by connecting them with professionals who bringdiverse perspectives on evolving career paths available for chemical engineering graduatesacross emerging industries.Introduction:Chemical engineering curriculums include core courses such as Transport Phenomena and UnitOperations that teach fundamental chemical engineering concepts

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Seth C. Sullivan, Texas A&M University; Maria Polyzoi; Sheila Rivera; Rachel Elizabeth Rice, Texas A&M University; Nicholas Aleczander Barrio, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, indicating a need for broader acceptance and integration [10]. In engineering education, the integration of empathy takes several forms. Incorporatingempathy into engineering curricula can shift students' perceptions of their roles as engineers. Forinstance, empathy modules in first-year engineering courses have been shown to influencestudents' engineering identity and enhance their understanding of the social and culturalimplications of their work [11]. Empathy also plays a crucial role in fostering productivecooperative problem-based learning environments, where it aids in team dynamics and problem-solving [12]. Reflective thinking and social learning frameworks are used to develop empathy inteam settings, which is essential for effective

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut

Tagged Divisions

Faculty Development Division (FDD)

, andholding oneself accountable for results [3] They often emphasizes reflection and dialoguethrough sharing experiences and engaging in intellectual discussion. While these activities arecrucial for professional growth, at this university they often fall short of inspiring action ormeaningful change in teaching practices, student engagement, or broader institutional practices.As faculty engage in reflective discussions, they may recognize areas for improvement, butwithout a clear mechanism for translating knowledge into action, their reflections remaintheoretical.There is an increasing call for an action-oriented approach, where the expectation is that facultywill not only share and learn from one another, but also translate those discussions into

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

Institute (WPI) has beenactively piloting components of Culturally Responsive Teaching (CRT) to better prepare ourpre-service teachers to feel confident and excited to teach in urban, high need public schooldistricts. With the awarding of an NSF Noyce Track 1 grant, we have intentionally createdworkshops that establish foundations for CRT while thoughtfully pairing pre-practicumexperiences in our local community. Realizing the necessity to have more CRT theory, focusedexperiences, and reflections, as well as to develop and deepen CRT practices with feedback, wehave mapped out different CRT competencies and approaches throughout the TPP curriculum.New pre-practicum courses and course assignments have been developed. This paper outlinesour results in

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Manuel Padilla, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Briana C Bettin, Michigan Technological University; Kathryn Laura Hannum, Michigan Technological University; Adrienne Minerick, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

communication, history, memory, and cultural intuition”), 4 - social (“networksof people and community resources”), 5 - navigational (“skills of maneuvering through socialinstitutions”), and 6 - resistant (“knowledge and skills fostered through oppositional behaviorthat challenges inequality”).Metacognitive skills refer to the ability of individuals to regulate and control self-learningbehavior [2]. Metacognition challenges students to think about their cognitive processes [3] andis a tool for students to learn how they best learn, therefore developing an intentional strategy forlearning [4]. Metacognition is learning awareness that is built from a reflection on knowledge [5]and integration of higher-order thinking, which includes behavior regulation

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maya Menon, New Jersey Institute of Technology; Stephanie Adams, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University

Tagged Topics

NSF Grantees Poster Session

, lasting 45–60 minutes, covered motivations, mentorship interactions, EBIPimplementation, challenges, and reflections, enabling an in-depth understanding of participants'perspectives. Theoretical sampling within interviews allowed the researcher to adjust questionsdynamically, focusing on emerging concepts and supporting iterative data collection and analysis[13], [14]. By incorporating both mentee and mentor viewpoints, the study captured diversecontexts and processes of EBIP adoption in engineering education.FINDINGSThe NSF-funded project has enabled multiple studies that provide a comprehensiveunderstanding of the process and outcomes of EBIPs in engineering education. These findingshighlight the program’s iterative, collaborative nature and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University

Tagged Topics

NSF Grantees Poster Session

and use oflearning strategies but also deep reflection and self-awareness. Self-regulated learners excelat monitoring their learning and understanding, which directly influences every stage of theself-regulation process. Accurate monitoring of learning can influence self-regulation atevery stage of the learning process [7].Self-regulated learning is an active and constructive process that involves various levels ofcontrol. To ensure effective self-regulation, students must possess knowledge about how theyare learning. Moreover, they need to apply self-regulation strategies effectively throughoutthe learning process [8]. Zimmerman’s [9] three-step academic learning cycle begins withforethought, which involves goal setting and self-efficacy

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Ferris, University of New Mexico; Susannah C. Davis, University of New Mexico; Vanessa Svihla, University of New Mexico; Earl E Lee, Arizona State University; Katharine Getz, Pennsylvania State University; Cinthia Viviana Rojas Palacio, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, equity, inclusion, andjustice (DEIJ) initiatives facing persistent and systemic barriers. At the time of writing, thesechallenges have intensified as higher education institutions and diversity, equity, and inclusion(DEI) initiatives come under direct political attack, with a chilling effect on academic freedomand institutional autonomy. The termination of federally funded DEI-related grants signals anescalation in efforts to suppress research and programming that address systemic inequities. Inthis context, this study investigates how arts-based practices—specifically speculative design,remixing, and futurisms—can deepen members’ DEIJ change intentions and foster theirengagement as change agents. By blending critical reflection with creative

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carmen Paz Munoz, Universidad Andres Bello, Santiago, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Construction Engineering Division (CONST)

workshops and structuredinterventions (intentionally designed activities with guided steps, such as promptingquestions, that help students reflect, think conceptually, and reach the appropriate solution toa problem) [16]. Haas et al. [17] demonstrated that workshops focused on team effectivenesssignificantly enhance teamwork perceptions by ensuring all members are familiar withproposed solutions. At the same time, Miralami et al. [3] warned that a lack of formal trainingin teamwork skills can exacerbate inequalities, particularly those based on gender and race,negatively impacting students’ sense of belonging and team dynamics.Innovative approaches, such as game-based methodologies, offer additional opportunities todevelop critical teamwork skills

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

for Master’s and upper-divisionundergraduate engineering students. The course had three learning goals: (1) teach students torecognize their public welfare responsibilities, (2) motivate students to act on public welfareissues, and (3) equip students with intervention strategies (e.g., understanding whistleblowingprotections, writing an op-ed) to confront issues they may encounter in their future professionalwork. In this paper, we provide a detailed description of the course and present data from pre-and post-class surveys and open-ended reflections to illustrate how the class produced notablechanges in students’ (a) recognition of their public welfare responsibilities, (b) motivation totake action, and (c) familiarity with intervention

Conference Session

Two-Year College Division (TYCD) Technical Session 2: Student Success and Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Maryanne Long PhD, University of Texas - El Paso; Concepcion Martinez Miller, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

mentees achievehigher GPAs [6] and graduation rates [9] compared to students who do not have a peer mentor. There has been less research exploring the impact of the peer mentor role on peermentors themselves, however. First-generation students serving as mentors to first-year,first-generation students participated in a qualitative research study exploring the leadershipskills gained during their time mentoring students [13]. Mentors reflected on their experience inguiding students and how they exhibited exemplary leadership practices. Furthermore, mentorscan make a difference in student mentees’ academic experience by creating inclusive learningspaces [17]. One study suggests peer mentors reported gaining leadership skills necessary to

Conference Session

Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University at West Lafayette (COE); Levi Xuan Li, Purdue University at West Lafayette (COE); Ruby J Barnett, Boston College

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

traditionalengineering curricula, where creative solutions and innovation do not always positively affectacademic performance. Taylor et al. [19] found that while ADHD traits did not predict students’overall GPA, they negatively predicted students’ engineering GPA. Engineering GPA does notreflect creativity, so the strengths students with ADHD have are not reflected in exam scoreseither, further undermining the value ADHDers bring to engineering. The misalignment ofADHD traits and numerical academic assessment in engineering helps illustrate one way thatengineering is less hospitable to ADHDers.Fostering creative problem-solving in engineering curricula remains an important goal.Attracting and retaining neurodiverse engineering students and faculty, including

Conference Session

Construction Engineering Division: Innovative Pedagogy annd Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Boise State University

Tagged Divisions

Construction Engineering Division (CONST)

engineering and construction context aims to engage engineering and constructionmanagement students in world history in a way that is more interesting for them than a typicalhistory course. Essays throughout the course ask them to reflect on aspects of the projects thatdirectly relate to construction such as (1) challenges that were encountered during theconstruction, (2) examples of modern structures that were inspired by the projects, and (3) howconstruction techniques and project management have evolved over time. Students are alsoasked to reflect on political, economic, and social aspects of the projects, which help to engagethem in the historical context and be exposed to the fact that many complexities of constructionprojects go beyond just

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodrigo Alonso Vergara, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

has been given to the unique experiences and challenges of nontraditional students inonline and evening programs. This study seeks to fill this gap by providing insights into theirexpectations, perceptions, and learning outcomes.MethodologyA qualitative, focus group-based study explored students' perceptions of physics courses in anevening and online engineering program. This approach was selected because it generates rich,dynamic, and collaborative discussions, allowing participants to reflect and build on theirexperiences [6] collectively.ParticipantsThe study included seven students enrolled in an engineering program at a private university inChile. The participants were divided into two focus groups: one composed of four students andthe

Conference Session

Sustainability & Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dalya Ismael, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Murat Kuzlu, Old Dominion University; Charles Lowe, Old Dominion University; Lisa Bosman, Purdue University

Tagged Divisions

Civil Engineering Division (CIVIL)

Retrospective SurveysThe questions were designed to evaluate students’ understanding of the key learning outcomesassociated with the three EOP framework topics: EIA, MS, and ST. The surveys assessed students'perceived proficiency both before and after the course. To measure self-reported learning gains, aLikert scale ranging from 1 (“strongly disagree”) to 5 (“strongly agree”) was employed. This scalewas tailored to capture the extent of students' agreement with statements regarding their knowledgeand skills in sustainability concepts. A score of 1 indicated strong disagreement, reflecting that thestudent perceived minimal proficiency in the topic, while a score of 5 indicated strongagreement,indicating high proficiency in the learning outcome. The

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Placida Amali Dassanayake, University of Calgary; Andre Oliveira, University of Calgary; Anthony Starr Kroll, University of Calgary; Irushi Jayathunga, University of Calgary

Tagged Divisions

Mathematics Division (MATH)

our instructional approach, still inits development stage, in its first classroom setting. At the beginning of the term, we gatheredpre-course reflections from students that guided our adaptations to teaching methods. Post-coursefeedback was used to evaluate the success of our implementation. Initial observations from thisfirst iteration reveal both successes and challenges in promoting contextualized learning aseducators. In addition to enhancing problem-solving skills and applying numerical methods tovarious real-world scenarios, we also emphasize the application of computer programmingabilities, which are essential in engineering contexts.Since our approach is still in the development phase and this is our first implementation iteration,we

Conference Session

Tech Session 4: Embedding Engineering for One Planet (EOP) Framework in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinyu Zhang, Purdue University; Roneisha Wynette Worthy, Kennesaw State University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

University, contributing to a group funded by the Department of Energy. Her primary research focused on the long-term evaluation of near-surface waste disposal under climate change impacts at nuclear waste sites. With a background as an environmental engineer/planner at Gresham, Smith, and Partners, as well as General Motors Corporation, Dr. Worthy brings a wealth of industry experience to her academic roles. She has a proven track record of addressing critical environmental challenges. In her recent endeavors, Dr. Worthy is actively collaborating with the Lemelson Foundation to institutionalize the Engineering for One Planet framework at Kennesaw State University. This initiative reflects her commitment to sustainability

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher George Pierce, University of the Incarnate Word; Okan Caglayan, University of the Incarnate Word

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

opportunities fora diverse group of undergraduate research assistants; and 2) To develop a novel adaptive real-timeoptical sensing algorithms in near-Ultraviolet (UV) spectrum by combining reflected-UV and UVfluorescence techniques to transform our ability to detect biological surface contaminants, such assaliva, that could potentially contain infectious pathogens. The reflected-UV and UV fluorescenceimaging methods are used in various scientific, industrial, and medical optical sensing systems,such as in germicidal irradiation (disinfecting), digital forensics, food/agricultural industries,remote sensing, space science (NASA Perseverance), etc. The recent use of UV light surfacedisinfection mobile robot platforms and devices has shown promising

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston ; Jerrod A Henderson, University of Houston - COE; Bereket Mego, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, including developing students’ funds of knowledgeand culturally responsive mentoring, supporting teachers in incorporating these practices intolesson planning and instruction. Pre-service teachers engaged in workshops, reflective journaling,interactive activities, and actual teaching experiences with students. Throughout the program,mentors were supported with training in culturally responsive mentoring practices to ensureongoing guidance.To assess the impact of this experience, data were collected through semi-structured interviewsconducted after the program and a post-program survey. Findings suggest that exposure to EDPand CRP with guided implementation experiences solidified participants’ beliefs, encouragedthem to apply these methods in real

Collection

2025 PNW Section Annual Meeting

Authors

Jonathan Steffens; Charles Pezeshki

Generative AI and the Protégé Effect in the Classroom Jonathan Steffens and Charles Pezeshki Washington State University, Department of Mechanical and Materials EngineeringAbstractThis paper presents the pilot implementation of a Custom GPT in ME304 - Heat Transfer, atWashington State University. The custom GPT harnesses the "learning by teaching" pedagogicalmethod, also known as the protégé effect. By instructing students to regularly teach the GPTcourse topics while it only asked clarifying follow-up questions, this approach helped learnersactively reflect on their reasoning, reinforce core concepts, and uncover misconceptions.Preliminary survey results indicate that students found the

Conference Session

Informal Education and Outreach Programs for Women Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade College; Yangting Wang, Independent Evaluation Consultant; Eduardo Medina, Independent Evaluation Data Analyst; Jeremiah Pina, Independent Evaluation Consultant

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

, with potential for broaderapplication across institutions.IntroductionComputing and technology occupations are predicted to rise by 7.3% in the next decade,outpacing the national average grow rate of 4.8% [1]. Along with a skilled workforce, theindustry needs to maintain a diverse workforce reflecting the community. Currently only 25.8%of computer and mathematical occupations employees are women. Among those, only 23.1% areAsian, 8.7% are Black/African American, and 7.8% are Hispanic/Latinx [2].Black women alone comprise 7% of the U.S. population [3] and yet make up only 0.5% ofcomputer science degrees awarded [4] and just 3% of computing professionals [5]. Black womenalso face specific barriers from just being black and a woman. [6], [7], [8

Conference Session

First-Year Programs Division (FPD) GIFTS Session 1: Human-Centered and Project-Based Innovation in First-Year Engineering Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ethan E Danahy, Tufts University

Tagged Divisions

First-Year Programs Division (FPD)

chosen because it’s a simple and common itemthat is easy to prototype with found materials, but could be easily substituted with an alternative.During the 75-minute classroom session, after an introduction by the instructor, the interactiveactivity is divided into four active phases: (1) Question Brainstorm, (2) Client Interview, (3)Artifact Generation, and (4) Class Wide Sharing/Reflection.1. Question BrainstormStudents begin by brainstorming interview questions for a client, with generative AI assistingthem in refining those questions. As a human-centered design task, students are encouraged todesign questions that will help them gain the perspective, problems, preferences, and needs of aclient. This exercise immediately highlights how

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Lin Zhao, Gannon University; Longfei Zhou, Gannon University; Xiaoxu Ji, Gannon University

Tagged Divisions

First-Year Programs Division (FPD)

. Prior to full deployment, the survey underwent a face validityassessment with a faculty panel to ensure clarity and relevance. All participants in the study weretraditional undergraduate students, primarily aged 18-19, with the majority being domesticstudents. Approximately 15-20% of the respondents were international students. Unfortunately,socioeconomic background information was not available at the individual level.The surveys were administered in two stages: a pre-survey (AI use and student perceptionssurvey; deployed four weeks into the semester) conducted at the beginning of the semester, priorto an AI-focused lecture, and a post-survey (AI use reflection survey) conducted three to fiveweeks after the lecture. The lecture provided