Conference Session

Civil Engineering in the Age of AI

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alex Campbell, Oklahoma State University; John J Phillips P.E., Oklahoma State University; Alan Kirkpatrick

Tagged Divisions

Civil Engineering Division (CIVIL)

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashwin S, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Faculty Development Division (FDD)

content delivery, forprompting discussions and immersing students better in the content, but noted that AI cannotreplicate the empathy humans share.AI literacy influenced instructor’s technological knowledge (TK) by enabling them toexperiment with AI tools such as ChatGPT, Copilot, for tasks such as lesson planning andcontent generation. However, skepticism remained about the effectiveness of these tools intechnical fields, with Michael stating, “I tried using AI to generate slides, but it wasn’t fruitful”.Pedagogical knowledge (PK) was adapted to mitigate AI misuse by students, with instructorsincorporating probing techniques to elicit genuine responses and deeper engagement. Some hadintentionally utilized AI to generate incorrect answers to

Conference Session

Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

includes: transportation infrastructure planning and design, infrastruct ©American Society for Engineering Education, 2025 Engagement in Practice: A Case Study in Construction Engineering Practicum Course at The CitadelIntroductionSuccessful Construction Engineering programs engage students in meaningful projects thatmotivate them to exceed minimum expectations. Undergraduate capstone projects, ofteninvolving real clients, site visits, and milestone briefings, prepare students for professional roles.However, students sometimes overlook the community impact of their work. Beyond estimates,schedules, analyses, and design, hands-on construction experience is essential. While

Conference Session

Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways

Collection

2025 ASEE Annual Conference & Exposition

Authors

Curtis R. Taylor, University of Florida; Jennifer Gove-Cooper; Pamela L Dickrell, University of Florida; Angela Lindner, University of Florida; Janna L Underhill PhD, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

data between institutions, and promotion ofa sense of belonging in students [3], [13], [14], [16], [17], [18]. Additionally, GE@SF includesshared investment in student support services, physical collaboration and laboratory spaces onthe SF campus; UF faculty engagement and instruction at SF; and high-impact experientiallearning [19], [20]. Details of program structures are discussed below. These structures, whichrequired 4 years of careful collaborative planning between the two institutions, allow SF and UFto establish meaningful relationships, guidance, and support of students two or more years beforematriculation on the UF campus.Academic Transition and Support StructuresTo assist with the academic transition from high school to SF and from

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carl Anthony Moore Jr, Florida A&M University - Florida State University; Chiang Shih, Florida A&M University - Florida State University; Jeannine E. Turner, Florida State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

strengthenaerospace engineering education and research, leveraging advanced infrastructure andinstitutional support. Three strategic directions guide these efforts: 1. Partnership Expansion: Building on the success of BP-AE, we secured funding through NSF grants to expand best practices to five additional institutions and enhance mentorship structures. Plans include applying for additional NSF funding to develop innovative strategies and expand collaborations. Ultimately, the goal is to establish a regional consortium to promote sustainable and transformative efforts. 2. Sustained Engagement: We pursued additional funding to ensure lasting impact. Successful proposals include the University of South Florida’s Hy

Conference Session

ERM Technical Session: Developing Engineering Competencies I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Samuel J Dickerson, University of Pittsburgh; Andreea Toader, University of Pittsburgh

Tagged Divisions

Educational Research and Methods Division (ERM)

panel approval of any updates following the pilot testing. Followingthis, we plan to disseminate our definition and framework more broadly to our education andindustry partners, as stated in the NSF proposal. This dissemination will occur in the form ofeducational/professional development modules and seminars/information sessions with thesepartners. This will naturally result in further “testing” and validation of the framework anddefinition. We will recruit additional industry partners (beyond the panel members) atconferences and through our professional contacts to assist in dissemination and validation.References 1. Cleland, D. (1990). Project management: Strategic design and implementation. New York: McGraw-Hill, 333-334. 2

Conference Session

Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach

Collection

2025 ASEE Annual Conference & Exposition

Authors

Geling Xu, Tufts Center for Engineering Education and Outreach; Mohammed Tonkal, Tufts University and Kind Abdulaziz University; Chris Buergin Rogers, Tufts University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

camp, researchers’ fieldnotes, and pictures of students’work and final projects. In this paper, we focused on the video piece of the planning/scopingsession, which included 5 kids who came from different subteams and reorganized a new groupto construct tasks for all of the other groups to complete. We applied an inductive codingapproach. (Thomas, 2006) We went through the classroom observation transcripts, field notes,teacher reflections, and student post-interview transcripts, and assigned codes based on what wesaw. The initial rough codes included "student engagement", "negotiation", "collaboration","assign duties", "leadership" and so on. Then we refined and grouped codes and we focused thecode and signal moments that evidenced 1) students

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caroline Crockett, University of Virginia; Adam Barnes, University of Virginia; George Prpich, University of Virginia; Anne Marguerite McAlister, University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

paper presents two frameworks for practicing troubleshooting skills in the classroom. We have developed andpiloted these in circuits courses, but expect that they can generalize to laboratory courses in other disciplines. Theuniformity in faults in both frameworks allows for comparison of student approaches and success, making theseframeworks promising for student assessment and research purposes. Work is ongoing to study how effective theseframeworks are at teaching and assessing troubleshooting. For future work, we plan to report results measuring howconsistently students fill in the observation worksheet, using the pre-class troubleshooting observation as a controlfor all students. We also will consider how students’ knowledge of both

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marlee Jacobs, Utah State University; Daniel Kane, Utah State University; Rosemary Yahne, Utah State University; Wade H Goodridge, Utah State University

Tagged Divisions

Computers in Education Division (COED)

spatial ability for blind and low-vision populations. His research has helped inform teaching methods and develop strategies for improving STEM education accessibility. Currently, he is studying how AI tools are utilized by students across USU’s colleges to optimize their educational value. Daniel has also served as president of the ASEE student chapter at USU where he initiated outreach activities at local K-12 schools and promoted student engagement in research.Rosemary Yahne, Utah State University Rosemary Yahne is an undergraduate student at Utah State University. She plans to graduate with a Bachelor of Science in civil engineering with a minor in geology. Her research interests include spatial ability impact on

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; René Marie Rosalie Marius

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

discrimination as it requires a level of boldness that is not easily measured inLikert-scaled items. Also, differences in HEP experiences are not included in this quantitative analysis.Lastly, the quantitative analysis, though separated by participation in HEPs for comparison, does notprovide insight on how the HEPs might have impacted these attitudes and behaviors toward professionalresponsibility or inclusive behaviors.Note that alongside this analysis, the research team has performed interviews to complement and betterexplain the quantitative results. The qualitative results from the interviews are planned for publicationelsewhere with thorough analysis and reference to conclusions from the survey. Many dimensions in thesurvey were excluded from this

Conference Session

Faculty Development Works in Progress Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Zoe Wood, California Polytechnic State University, San Luis Obispo; Anagha Kulkarni, San Francisco State University; Fang Tang, Cal Poly Pomona; Kanika Sood, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

courseimplementation to further build trust and manage hierarchies that can sometimes develop inprofessional development learning spaces. Managing trust is particularly vital to programs withshared leadership, such as our FLC. In effect, FLC leaders are responsible for promoting thework of the FLC locally, which can expand participation and can deepen faculty involvement,improving the ownership of the SRC approach at each site, while simultaneously sharing theworkload of developing and facilitating FLC lesson plans and sessions.DiscussionOverall, as the FLC group expands and includes more faculty in its leadership and learning roles,expansions and adaptations become more refined across multiple institutional and departmentalcontexts, and student response

Conference Session

Faculty Development: Connections and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

. Felder, R. Brent, and M. Prince, "Engineering instructional development: Programs, bestpractices, and recommendations," Journal of Engineering Education, vol. 100, no. 1, pp. 89–122,2011.[7] C. Finelli, S. Daly, and K. Richardson, "Bridging the research-to-practice gap: Designing aninstitutional change plan using local evidence," Journal of Engineering Education, vol. 103, no.2, pp. 331–361, 2014.[8] S. Ma, G. Herman, M. West, J. Tomkin, and J. Mestre, "Studying STEM faculty communitiesof practice through social network analysis," The Journal of Higher Education, vol. 90, no. 5, pp.773–799, 2019.[9] E. Wenger, Communities of practice: Learning, meaning, and identity. Cambridge UniversityPress, 1988.[10] J. Creswell, Qualitative Inquiry and

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel M. Esposito, United States Naval Academy; Jenelle Armstrong Piepmeier, United States Naval Academy

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

built into ROS), though CoppeliaSim (16%) and WebBots (2%),continue to exist. Meanwhile Microsoft canceled its MS Robotics Developer Studio project, aspart of its 2015 restructuring plan. We also see that the relative adoption of Python vs C / C++has essentially flip-flopped, with Python growing from 31% to 51% and C/C++ shrinking from52% to 32%.When asked why they choose ROS for their classes, over half of the comments refer to it being astandard in industry and an expectation for their graduates rather than citing any superiortechnical feature of the language. As we shape our programs, one of our responsibilities is toprepare students for the workforce by arming them with in-demand skills and tools. While this islaudable, history suggests

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zhenlin Yang, University of Florida; Gabriel Castelblanco, University of Florida; Laura Melissa Cruz Castro, University of Florida

Tagged Divisions

Architectural Engineering Division (ARCHE)

sustainability strategy, energy usage plans, and environmental impactassessments for their projects. LEED provides a comprehensive scoring rubric that covers a widerange of criteria—including site feasibility, energy efficiency, water conservation, materials andresources, and indoor environmental quality—making the evaluation process systematic yetchallenging. Compared to more generalized writing tasks, LEED Narratives demand bothtechnical precision and effective communication skills. Because LEED already has clearevaluation frameworks, instructors theoretically have a strong foundation for offering specificand actionable feedback.Nevertheless, in practice, delivering timely and personalized feedback faces several obstacles.First, many students lack

Conference Session

Software Engineering Division (SWED) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University

Tagged Divisions

Software Engineering Division (SWED)

engineer.Capstone I Course (ECE 4900)Capstone I is the first course in the two-part senior design sequence. In this course, studentscomplete several key milestones: 1. Team formation 2. Project proposal and approval 3. Project planning 4. Procurement of hardware components 5. Proof of concept for critical circuits 6. Preliminary Design Review (PDR)Topics covered include:  Engineering design methodology  Project selection and need Identification  Requirement specification development  Concept generation and evaluation  Team dynamics and collaboration  Ethics and legal considerations in engineering  Basics of Engineering EconomicsEach team meets weekly with a faculty advisor to review progress

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, MpowerU Training & Consultancy Inc.; Hyekyung Lee, University of Waterloo

Tagged Divisions

Architectural Engineering Division (ARCHE)

Pig, Feed Pig, Weigh Pig," Occasional Paper #23, National Institute for Learning Outcomes Assessment, 2014.6. M. Davis, "Outcomes-based education: History, philosophy, and practice," Educational Researcher, vol. 32, no. 2, pp. 21-30, Mar. 2003.7. S. R. Smith, "AMEE Guide No. 14 Outcome-Based Education Part 2-Planning, Implementing and Evaluating a Competency-Based Curriculum," Medical Teacher, vol. 21, no. 2, pp. 164-170, 1999.8. B. Frank, K. Moozeh, and S. Maw, "A systematic Review of Drivers and Barriers to Competency-Based Undergraduate Engineering Education," Proceedings of the Canadian Engineering Education Association (CEEA-ACEE) Conference, June 19-2022, 2023, Kelowna, BC. 2023, Paper 155.9. H. Lurie and R. Garrett

Conference Session

Aerospace Division (AERO) Technical Session 1 - Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zachary Taillefer, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

, significantlyenhance motivation and academic performance among African American engineering students.This initiative offers a meaningful opportunity to support underrepresented students and addresslongstanding inequities in the aerospace engineering field.Methods OR Assessment Design and AnalysisTo assess the learning outcomes, we plan to utilize the Student Assessment of their Learning Gains(SAGL) survey as the primary evaluation tool [3]. We anticipate the results will indicate thatcombining PBL with hands-on experiments significantly enhances students’ evidence-basedreasoning, problem-solving skills, and ability to apply theoretical knowledge in practical aerospacescenarios. The analysis of the SAGL data should reveal, for example, that these active

Conference Session

Engineering and Public Policy Division (EPP) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander Grey, University of Connecticut; Alexandra Hain, University of Connecticut; Joshua Michael Dupont, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Engineering and Public Policy Division (EPP)

wereexceptional in connecting the classroom to real life, complementing the interdisciplinary lessonsof the course, while adding analytical depth to final deliverables from all student teams. Withcareful planning, similar results could be achieved without expensive international travel —either through domestic alternatives (as with the team addressing DS-51 visiting Washington) orelse forgoing visits while preserving the pedagogical aspects of the course.ConclusionsThis paper presents a case study which brought engineering and political science studentstogether in a flipped-classroom, experiential learning course. The impetus for this course is theneed for interdisciplinary thinking to address the nation’s most pressing national securitychallenges

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ramez Hajj, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

through the establishment of this competition: (i) exposing students fromdiverse groups to career opportunities in pavement and asphalt materials engineering and (ii)exposing students from diverse groups to opportunities for graduate studies and research overall.This work-in-progress paper presents a brief literature review, which encouraged the furtherdevelopment of this competition, and a summary of the project’s planning and structure. Futureresults of surveys and outcomes of the project will be presented in a future paper based on thefindings presented herein and the results of the first competition held at the University of IllinoisUrbana-Champaign.Literature ReviewPrevious studies have demonstrated student competitions as an effective

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

MALEK EL KOUZI, Queen's University; Omar I.M Bani-Taha, Carleton University; Richard Reeve, Queen's University

Tagged Divisions

Computers in Education Division (COED)

. The research shows that using AR and gamificationimproves young children's learning, especially in alphabet writing [14]. Also,Thompson et al. conducted a comprehensive, multi-year study to identify andcharacterize educational Augmented Reality environments suitable for students ofvarious ages and skill levels. Throughout the research, the students, parents, andteachers actively collaborated to plan, construct, and enhance six AR prototypes. Basedon their student’s positive outcomes, these kinds of software can be used in classrooms.[15]. Students need to be active participants in their learning, fully engaged inexploring the various aspects of 21st-century education. Moreover, there is a necessityto enhance the demanded qualifications

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammed Yakubu, University of Toronto; Jasnoor Guliani, University of Toronto; Nipun Shukla, University of Toronto; Dylan O'Toole; Hamid S Timorabadi P.Eng., University of Toronto

Tagged Divisions

Computers in Education Division (COED)

studies conductedover a full academic term, allowing students to integrate the tool into their regular study habits.Technically, we will explore alternative LLM prompting strategies and question generationarchitectures, such as self-review or Twin-Star approach [13], to improve the quality andrelevance of the generated questions, and reduce hallucination. We also plan to experiment withusing learning objectives, rather than just past/extracted questions, as a criterion for questiongeneration, to explore whether it could result in improved question alignment.References [1] J. Xu et al., “Active recall strategies associated with academic achievement in Young Adults: A systematic review,” Journal of Affective Disorders, vol. 354, pp. 191–198

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda Davis Ahlstrom, Utah State University; Oenardi Lawanto, Utah State University; Cassandra J McCall, Utah State University; Michaela Harper, Utah State University; Wade H Goodridge, Utah State University; Daniel Kane, Utah State University

Tagged Divisions

Computers in Education Division (COED)

, p = 0.021., felt hopeful about having AI availablein their classes X2 (10, N = 131) = 17.2778, p = 0.068. and also thought they would use AI toolsin their future field of work X2 (10, N = 131) = 17.8624, p = 0.057. Other interesting findingswere the reuse questions outlined above. Men were significantly more likely to report a tendencyto reuse AI technology than women on every question asked about reuse of AI (see Table 4).There was a significant difference in race as well. White engineering students reported theyintended to reuse AI for solving tasks in the future (see Table 4).Table 4 Plans to reuse AI by gender and by race χ² Tests Item Demographic χ

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susannah Cooke, ANSYS, Inc.; Kaitlin Tyler, ANSYS, Inc.

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

more recently in January 2025,so has yet to reach this level but is seeing around 10 downloads per month currently.The Ansys Academic Healthcare SimLab application, meanwhile, is not yet publicly released buthas gone through a thorough beta-testing process, with a total of ten academics at sevenuniversities so far providing in-depth feedback on demonstrated function and usability of theapp. The feedback to date has been positive, with comments such as “the information is well-balanced – not overwhelming” and “it’s an excellent tool for teaching hemodynamics”.6. Next stepsThe Jupyter Notebook education resources discussed in Section 3 seem useful and valuedenough by the community that the Ansys Academic Program plans to make more available

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aysel Guliyeva, The Institute of Education of the Republic of Azerbaijan; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

numeracythrough adaptive learning tools. The potential of AI in education should inspire optimism aboutthe future of learning [6,7,8,9,10,11]. AI has become an integral aspect of contemporary life,prompting governments to prioritize educational advancement on a global scale.Research objectivesIn December 2023, Azerbaijan's Ministry of Education announced plans to establish neweducational standards by mid-2025, including integrating STEAM (Science, Technology,Engineering, Arts, and Mathematics) into the national curriculum [12]. This initiative reflects astrategic response to advancements in information and communication technology (ICT),particularly emphasizing incorporating 3D robotics within technology courses for grade 6 andbeyond. By aligning

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Steve Warren Ph.D., Kansas State University; Charles Carlson, Kansas State University

Tagged Divisions

Biomedical Engineering Division (BED)

. Introduction and Educational Research GoalReverse engineering is a process whereby a person deconstructs a device to better understandhow it operates, including features that enable its capabilities [1–4]. Motivations for such anendeavor include the desire to repair a device, a plan to update the device functionality, or anaspiration to identify the design elements that are publicly disclosed given their presence in amarketed physical product. Deconstruction of physical hardware and its documentation are oftenreferred to as a “teardown” – a process that is legal and encouraged in industry, though thesubsequent use of the lessons learned is limited [5]. While teardowns play a prominent role in themedical device industry, including as a means to keep

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington; Kelli Paul, Indiana University-Bloomington; Lauren Penney, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

children to complete the activity on their own.Based on these findings, we revised four previously developed MAKEngineering kits [10] by theresearch team to target the needs of homeschool families. In general, the kits were designed tofollow an engineering design process – research, plan, create, test, improve, and reflect – similarto that of Teach Engineering [11]. See Figure 1 for an example. In this kit, children were taskedwith the following: You have been asked by a popular shoe company to design a new trendytennis shoe for unique needs of their four customers. Pick one of the customers and design atennis shoe to meet their needs. You decide to use everyday products to construct the tennis shoeprototype.Figure 1. Engineering design cycle for

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

find themselves in. Thus, each formal researchproject that a JEDI ambassador conducts will not be solely research, but we will also ask who thestakeholders are who are most affected by the research project and incorporate their perspectiveinto the research design. Conversely, each educational design or leadership project can be thoughtof as an activity that requires background knowledge, planning, testing of outcomes, andevaluation or improvement.JEDI Cohort Year and Implementation TimelineThe JEDI Ambassador Program spans four years, following an annual cycle of summer recruitmentand training, fall and spring project work, and a spring end-of-year showcase. We anticipate thateach cohort will comprise five JEDI Ambassadors, mentored through

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jen-Mei Chang, California State University, Long Beach; Jelena Trajkovic, California State University Long Beach; Gino Galvez, California State University, Long Beach

Tagged Topics

Diversity, NSF Grantees Poster Session

the 6-year graduate rate was 100% (compared to the university averages of 39%and 70%, respectively). For transfer students, the 2-year graduation rate was 36% and the 3-yearrate was 88% (compared to the university averages of 44% and 68%, respectively). Persistence in STEM. Among all scholars, the majority (80.9%) reported interest inpursuing a graduate degree: 34% (16) intend to pursue a Master's (M.S., M.A., professionaldegree), 40.5% (19) want to pursue a doctoral degree (Ph.D.). Only 19.1% of scholars (9)planned on completing just their bachelor's degree (B.A., B.S.), while 6.4% (3) did not respondto the item. As for actual post-graduate achievements: among those who have graduated as ascholar (35) by Summer 2024, 80% (28) have

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Viswajith Siruvallur Vasudevan, Cornell University; Jonathan T. Butcher, Cornell University

Tagged Divisions

Biomedical Engineering Division (BED)

2024 and 2025 who are enrolled in two courses at Meinig School ofBiomedical Engineering, Cornell University: Course 1: BME 4010 Biomedical EngineeringAnalysis of Metabolic and Structural Systems (Fall ’23 and ’24) and Course 2: BME 4020Electrical and Chemical Physiology (Spring ’24 and ’25). This report presents data from Fall ’23and Spring ’24, with ongoing collection planned for Fall ’24 and Spring ’25. Students scoredtheir physiological, safety, love and belonging, esteem, and self-actualization needs based ontheir experiences. The IRB at Cornell University approved this study for voluntary participation.(IRB Approval #0146842).The primary research questions we pursued during the study include: RQ1. RQ1. What is the level of satisfaction

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Karin Jensen, University of Michigan; Kailey Nicole Head, University of Michigan; Sowmya Panuganti, Purdue Engineering Education; Ash Quadd, Rowan University

Tagged Topics

Diversity, NSF Grantees Poster Session

planned interviews, 25 UESare first-year (supporting attrition), the remaining 30 will be split across the second throughfourth years. Participants are being offered a $25 gift card for each interview ($10 additional formember-checking), an extra $100 will be provided to participants who complete all five phases.Data Collection - Our project relies on a 60-120 minute semi-structured video interviewapproach that we repeat each wave. Following Year 1, we will follow a subset of 25 the 55first-year UES longitudinally for another four years (Years/Waves 2-5), into their first workposition, clarifying initial findings, and identifying how their conceptualizations grow andchange in regard to engineering culture. In each interview, we will ask UES about