Conference Session

Minorities in Engineering Division(MIND) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haiying Long, University of Kansas; Jingjing Liu, Florida International University; Joseph Ronald Sturgess, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Bruk T Berhane, Florida International University; Stephen Secules, Florida International University

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Minorities in Engineering Division(MIND)

with physical disabilities.Dr. Bruk T Berhane, Florida International University Dr. Bruk T. Berhane received his bachelorˆa C™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterˆa C™s degree in engineering management at George Washington University in 2007. In 2016, he earned a PhDr. Stephen Secules, Florida International University Dr. Stephen Secules is an Assistant Professor in the School of Universal Computing, Construction, and Engineering Education at Florida International University. Secules holds a joint appointment in the STEM Transformation Institute and a secondary appointment in the Department of Mechanical and Materials Engineering. He has bachelor

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leslie Bondaryk, The Concord Consortium; Aaron Kyle, Duke University; Ido Davidesco, University of Connecticut; Chad Dorsey; Bianca Montrosse-Moorhead, University of Connecticut

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Computers in Education Division (COED)

in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.The authors would like to thank the Concord Consortium software developers, in particularMichael Tirenin for user interface design, and Joe Bacal, Teale Fristoe and Scott Cytacki fordesign and implementation of the digital twin interface to Dataflow.​ References​ ​ ​ ​ [1] P. B. Henderson, T. J. Cortina, O. Hazzan, and J. Wing, “Computational thinking,” in I. Russell & S. Haller (Eds.), Proceedings of the 38th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’07), pp. 195-196https://doi.org/10.1145/1227310.1227378 ​​ [2] S. Grover and R. Pea, “Computational thinking in

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica N. Tran, University of British Columbia, Vancouver; Jessica Wolf, University of British Columbia, Vancouver; Jillian Seniuk Cicek, University of Manitoba

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Liberal Education/Engineering & Society Division (LEES)

-basedcontexts of settler colonialism and racial capitalism in engineering education at the sites of ourspecific universities.Although we intended to contribute ideas to ‘further the conversation’, such as a conceptualframework of engineering settler amnesia or suggestions for pedagogical steps forward, the(in)conclusion of this paper (to borrow Valle et al.’s words [20]) serves as an extended pausing.The late Honorable Murray Sinclair, who has been a leader in Truth and Reconciliation inCanada decades before the TRCC, teaches us that it is going to take education and generations tolearn the truth, to reconcile, to decolonize [46].We see part of the outcome of this paper as a call to action for ourselves, to be more intentionalin starting and amplifying

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Blas, University of Illinois at Urbana - Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue Polytechnic Institute, Purdue University – West Lafayette; Morgan M Hynes, Purdue University – West Lafayette (College of Engineering)

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Pre-College Engineering Education Division (PCEE)

significant forunderrepresented and minoritized students. With this, there is also a need for insights into theircommunication and participation styles.In [25]’s paper, they wrote about the importance of oral communication among engineers. Publicspeaking, meetings, and other communication mediums with technical and non-technicalpersonnel audiences are present in many fields. Within engineering education, these skills arecrucial for developing and advancing a career. Because of this, the authors state that engineeringeducation should focus on informal communication (i.g., public speaking) and team-basedexperiences. Communication is at the heart of lesson proficiency and professional expansion.[26] studied dialogue patterns in peer collaboration. From

Conference Session

Continuing, Professional, and Online Education Division (CPOED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University

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Diversity

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Continuing, Professional, and Online Education Division (CPOED)

address this in future offerings will be to charge a nominal fee to learners sothat the course has a greater perception of value.Other courses could offer training the math and problem solving, computer skills, and customerinteraction skills that industry wishes to cultivate. It may seem that these skills are not thosedirectly related to advanced manufacturing. On the contrary, these skills are the kinds of flexiblelife-long learning skills that will serve workers no matter what industry changes are ahead.This material is based upon work supported by the National Science Foundation under Award #2119654.References[1] Hsieh, S., & Barger, M., & Marzano, S. G., & Song, J. (2023, June), Preparing themanufacturing workforce for Industry

Conference Session

Poster Session-Electrical and Computer Engineering Division (ECE)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Md Sakib Ullah Sourav, Concordia University; Yong Zeng, Concordia University; Hua Ge, Concordia University; Ali Akgunduz, Concordia University

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Electrical and Computer Engineering Division (ECE)

capabilities or the ASK (affect, skills and knowledge) towards theprogram they are enrolled in to accomplish. The equation below- 𝑇 𝝈= A∗(K+S) (1)Where knowledge (K), skill (S), and affect (A) are three key factors deciding the human mentalcapability to tackle a perceived workload (T) related to a given task ensuring to keep a best stresslevel (𝝈) of the students in this given context. Maintaining the optimum stress level is importantfor students because humans perform best when their mental stresses are at an optimal level [22].Table 2. Comparison of goals, objectives, curriculum structure and overview of AI-Infused

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alison K Polasik, Campbell University

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Diversity, NSF Grantees Poster Session

] Y. Qian and J. Lehman, “Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review,” ACM Trans. Comput. Educ., vol. 18, no. 1, pp. 1–24, Mar. 2018, doi: 10.1145/3077618.[2] V. Ramalingam, D. LaBelle, and S. Wiedenbeck, “Self-Efficacy and Mental Models in Learning to Program”.[3] A. J. Magana, M. L. Falk, C. Vieira, and M. J. Reese, “A case study of undergraduate engineering students’ computational literacy and self-beliefs about computing in the context of authentic practices,” Comput. Hum. Behav., vol. 61, pp. 427–442, Aug. 2016, doi: 10.1016/j.chb.2016.03.025.[4] M. A. Hutchison, D. K. Follman, M. Sumpter, and G. M. Bodner, “Factors Influencing the Self-Efficacy Beliefs of First

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Ruth Fessehaye, Lipscomb University

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Diversity, NSF Grantees Poster Session

, and N. D. Fila, “The Development and Growth of Empathy Among Engineering Students,”2016 ASEE Annual Conference, New Orleans, LA.[7] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, andinterventions affecting development, and means of measurement,” European Journal of EngineeringEducation, vol. 42, issue 6, 2017.[8] I. Direito, S. Chance, and M. Malik, “The study of grit in engineering education research: a systematicliterature review,” European Journal of Engineering Education, vol. 46, issue 2, 2021.[9] K. H. Dodson, D. Baugh, A. Roland, S. Edmonds, and H. P. York, “The Peugeot Center Model andMentoring Explored through a Case Study of the Design and Installation of a Potable Water System

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Tim Wells, Arizona State University, Polytechnic Campus; Ulises Juan Trujillo Garcia, Arizona State University; Andrea Lidia Castillo, Arizona State University

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Diversity, NSF Grantees Poster Session

)IntroductionAccess to enriching engineering experiences remains a challenge, particularly for Latinx highschool students with one or more parents who are migratory seasonal farmworkers, herein referredto as migratory students. A migratory student is a child/ whose parent(s) is a migratory agriculturalworker. There are approximately half a million migratory children navigating the Americaneducation system, and they face unique challenges—including frequent relocations, Englishlanguage learners, and disrupted schooling—that significantly impact their academic outcomesand career aspirations [1], [2]. Migratory students have limited access to engineering learningexperiences and also encounter curricula that often fail to connect meaningfully with their

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy E. Allen, University of Virginia

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Diversity, NSF Grantees Poster Session

Helmke for assistingwith assessment of the program and Kitter Bishop, Hannah Moore, & Karen Sleezer for coordination ofprogram logistics.References[1] L. Hood and R.M. Perlmutter. “The impact of systems approaches on biological problems in drug discovery,” Nature Biotechnology, vol. 22, pp. 1215-1217, 2004.[2] F. Emmert-Streib, S-D Zhang, and P. Hamilton. “Computational cancer biology: education is a natural key to many locks,” BMC Cancer, vol. 15, p. 7, 2015.[3] K.A. Janes, P.L. Chandran, R.M. Ford, M.J. Lazzara, J.A. Papin, S.M. Peirce, J.J. Saucerman, and D.A. Lauffenburger. “An engineering design approach to systems biology,” Integrative Biology, vol. 9, no. 7, pp. 574-583, 2017.[4] B.V. Dougherty, C.J. Moore, K.D. Rawls, M.L

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Fay Booker, Whatcom Community College; Pat Burnett, Whatcom Community College; Seth Greendale, Whatcom Community College; Petra McDonnell-Ingoglia, Whatcom Community College; Anna Wolff, Whatcom Community College; Tran M Phung, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College

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Diversity, NSF Grantees Poster Session

Math Misalignment: Racial and Gender Disparities in Community College Student Outcomes," The Journal of Higher Education, vol. 92, no. 3, pp. 410-434, 2021.[3] E. Davishahl, A. Wolff, P. Burnett, A. F. Booker, T. Phung, M. P. Luu and S. Greendale, "Work in Progress: Development of an Integrated Place-Based Learning Community for First-Year Precalculus-Level Engineering Students," in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland, 2023.[4] E. Seymour and N. M. Hewitt, Talking about Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview Press, 1997.[5] E. Tate and M. Linn, "How Does Identity Shape the Experiences of Women of Color Engineering Students," Journal of Science Education and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Lakshmi Krishna, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

: Connecting Classrooms with the Workplace—A Systematic Review," Universitepark Bulten/Universitepark Bulletin, vol. 10, no. 2, p. 116, 2021, doi: 10.22521/unibulletin.2021.102.2.[4] D. Pontefract. (2023) It's About Time We Abandom The Term 'Soft Skills'. Forbes [Leadership Strategy]. Available: https://www.forbes.com/sites/danpontefract/2023/03/27/its-about-time-we-abandoned- the-term-soft-skills/[5] R. Ibrahim, A. Boerhannoeddin, and B. Kazeem Kayode, "The effect of soft skills and training methodology on employee performance.," European Journal of Training and Development, vol. 41, 2019, doi: 10.1108/EJTD-08-2016-0066.[6] P. K. Chand, A. S. Kumar, and A. Mittal, "EMOTIONAL INTELLIGENCE AND ITS

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois at Urbana - Champaign; Elizabeth T Hsiao-Wecksler, University of Illinois Urbana-Champaign; Yvonne Ilozuluike, The University of Illinois at Chicago

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Diversity, NSF Grantees Poster Session

, doi: 10.1002/tea.21341.[7] M. Estrada et al., “Improving Underrepresented Minority Student Persistence in STEM,” LSE, vol. 15, no. 3, p. es5, Sep. 2016, doi: 10.1187/cbe.16-01-0038.[8] S. H. Russell, M. P. Hancock, and J. McCullough, “THE PIPELINE: Benefits of Undergraduate Research Experiences,” Science, vol. 316, no. 5824, pp. 548–549, Apr. 2007, doi: 10.1126/science.1140384.[9] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice: Identity, Critical Agency, and Engineering Careers,” J. Eng. Educ., vol. 105, no. 2, pp. 312–340, Apr. 2016, doi: 10.1002/jee.20118.[10] Verdin, Dina, “Enacting Agency: Understanding How First

Conference Session

Programmatic Design and Resiliency Among Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jing Zhang, University of Illinois Urbana-Champaign; Hou Xie; Rosie Ruoci Shen, University of Illinois Urbana-Champaign; Valeri Werpetinski, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

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Women in Engineering Division (WIED)

lucky in that I didn’t feelany external comments about it.” Moreover, she shared that tasks were evenly split betweenmembers of a mixed-gender team. Similarly, A032 said she never “got bullied” or “got spokendown to” because of her gender. As a comment, A003 described the environment in hercompany as “everything was kept really neutral” because “we really don’t discriminate againstanyone”.However, gender “had more of a role” in a negative way in A016’s first two internships at thesame company. She faced gender stereotypes in multiple ways, leading her to “almost shy awayfrom wanting to pursue an engineering field”. The engineering team at her company (an oilrefinery) managed contract workers who performed manual labor at the refinery. The

Conference Session

ECE-Faculty Perspectives and Curriculum Evolution

Collection

2025 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Northeastern University; Jill K Nelson, George Mason University

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Electrical and Computer Engineering Division (ECE)

Mathematics Program (S-STEM) program supports institutions of higher education to fundscholarships for academically talented low-income students and to study and implement aprogram of activities that support their recruitment, retention and graduation in STEM.Scholarships in STEM Network (S-STEM-Net) program supports both the creation of a resourceand evaluation center for the national S-STEM community and research hubs to study theconditions for the success of low-income undergraduate and graduate STEM students.Programs from the division of graduate education (DGE) [10]There are four DGE programs that are related to engineering education. The goal of the NSFResearch Traineeship program (NRT) is to encourage the development and implementation ofnew

Conference Session

New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gracie Kerr, University of Nebraska - Lincoln; Hayden J Wulf, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln

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New Engineering Educators Division (NEE)

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah M Johnston, Arizona State University; Thien Ngoc Y Ta; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Karl A Smith, University of Minnesota - Twin Cities; Gary Lichtenstein, Arizona State University

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Educational Research and Methods Division (ERM)

value ofthe recitation, and confidence in asking a professor or peer for help. This analysis will includelinear regression modeling similar to the analyses contained in the current paper to compare passrates and course grades. We also plan to further study the differences between FGCS andnon-FGCS who have participated in the PLSG model now that it has been fully implemented inthe course. This will include, but not be limited to, statistical analysis of interaction levels. ACKNOWLEDGEMENTThis material is also based upon work supported by the National Science Foundation under GrantNo. 2205001. REFERENCES[1] S. Weisen, T. Do, M. C. Peczuh, A. S. Hufnagle, and G. Maruyama

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vicki V. May P.E., Dartmouth College; Petra Bonfert-Taylor, Dartmouth College

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Diversity

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Mathematics Division (MATH)

assignments.And attendance was high, with only a few students missing during each class period. In addition,all students successfully built a kalimba and an electronic piano.Students were surveyed prior to and after the mini-course to get feedback on their interests,background, and confidence. When asked to list the major(s) that they were considering, 44 ofthe 81 students (~54%) listed a STEM major, and 14 students listed engineering, specifically. Onboth the pre- and post-course surveys, students were asked to rank their confidence on differentactivities from breadboarding to succeeding in an engineering course using a scale from 1 (noconfidence) to 7 (full confidence). Pre/post responses for several of the questions asked are listedin Table 2. While

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Appelhans, Lafayette College; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

each category andexample(s) in the sections below. Table 1: Matrix of Origins, Identities and Trajectories. Origins Identities Trajectories Gender Identity Tinkerers & Builders Security & Social Mobility Race / Ethnic Identity Math-Science Mavens Enjoying Life Social Class Creative Engineers Good Job with General Area of Focus Citizenship Social Engineers Prestigious Job Connections to Engineers “Big Picture” Thinkers

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katharine Sarah Getz, Pennsylvania State University; Allison Godwin, Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Danielle V. Lewis, University at Buffalo; Linda DeAngelo, University of Pittsburgh

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Diversity

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Educational Research and Methods Division (ERM)

). LGBTQ Inequality in Engineering Education. Journal of Engineering Education, 107(4), 583–610. https://doi.org/10.1002/jee.20239[2] Hughes, B. E. (2018). Coming out in STEM: Factors affecting retention of sexual minority STEM students. Science Advances, 4(3), eaao6373. https://doi.org/10.1126/sciadv.aao6373[3] Hughes, B. E. (2017). “Managing by Not Managing”: How Gay Engineering Students Manage Sexual Orientation Identity. Journal of College Student Development, 58(3), 385– 401. https://doi.org/10.1353/csd.2017.0029[4] Haverkamp, A., Butler, A., Pelzl, N. S., Bothwell, M. K., Montfort, D., & Driskill, Q. (2019). Exploring Transgender and Gender Nonconforming Engineering Undergraduate Experiences through

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

Melissa Lepe, University of California, Irvine; Spencer Currie, University of California, Irvine; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine

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Minorities in Engineering Division(MIND)

“hypercompetitiveness” of engineering is a barrier for the development of Latiné students’ sense​of belonging in their engineering major at a HSI [18]. This is compounded by systemiceducational inequities faced by the Latiné population as they progress through their K-12education [4]. Furthermore, students in Esquinca et al.’s study felt as though negativepedagogical practices (e.g., instructors making courses extremely difficult to weed out students[22]) also inhibit students’ sense of belonging [18]. Our analysis demonstrates that the corollaryto this statement appears valid as well: more inclusive and accessible teaching practices helpstudents’ sense of belonging grow. Finally, Latinas and non-binary Latiné students experiencethe “double bind” of not only

Conference Session

Building Engineering Identity and Practice in Rural and Pre-College Contexts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hengtao Tang, University of South Carolina; Yingxiao Qian, University of South Carolina

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Diversity

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Pre-College Engineering Education Division (PCEE)

ability to succeed inengineering tasks, is a crucial predictor of whether students remain engaged in engineeringeducation or pursue engineering as a college major. This is especially critical in rural settings,where access to engineering education or career development opportunities may be limited. Toaddress this, the mixed methods study implemented a 3D printing experience centered on engagingstudents in hands-on making and tinkering activities. The quantitative component employed adesign one-group pre- and post-test design using a modified version of Mamaril et al.’s (2016)engineering self-efficacy survey to assess students’ self-efficacy levels before and after theirparticipation in the 3D printing activities. The qualitative inquiry focused

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Diana Voss, Stony Brook University; Urszula Zalewski, Stony Brook University

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Diversity, NSF Grantees Poster Session

employers are looking for on graduates’ resumes," NationalAssociation of Colleges and Employers (NACE), Jan. 16, 2024. [Online].[3] J. L. Graves Jr., M. Kearney, G. Barabino, and S. Malcom, "Inequality in science and the casefor a new agenda," Proceedings of the National Academy of Sciences, vol. 119, no. 10, articlee2117831119, 2022.[4] V. Tiberius, "In defense of reflection," Philosophical Issues, vol. 23, pp. 223-243, 2013.[5] B. Jacoby, Service-Learning Essentials: Questions, Answers, and Lessons Learned. SanFrancisco, CA: John Wiley & Sons, 2015.[6] B. Brown, Dare to Lead: Brave Work, Tough Conversations, Whole Hearts. New York:Random House, 2018.[7] R. Jarvis, K. Dempsey, G. Gutierrez, D. Lewis, K. Rouleau, and B. J. Stone, Peer

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elliot Benjamin Roe, Georgia Institute of Technology; Duncan Johnson, Tufts Center for Engineering Education and Outreach; Ethan E Danahy, Tufts University

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Pre-College Engineering Education Division (PCEE)

educationinitiatives target increasingly younger audiences, facilitating an early and smooth transition fromblocks to text becomes particularly important.While Scratch excels at nurturing computational thinking and creative skills, it was not designedto facilitate the transition to text-based programming. The relationship between block-based andtext-based environments remains an active area of research [9], [10], [11], [12], [13], with K¨ollinget al. identifying specific barriers in transitioning between the two [14].Key Transition ChallengesBuilding on K¨olling et al.’s framework for analyzing block-to-text transitions, we examine severalkey challenges specifically in the context of moving from Scratch to text-based programming.First, while Scratch provides

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Arthur Brobst, Old Dominion University; Jill Davishahl, Western Washington University; Elizabeth Litzler, University of Washington; Andrew G Klein, Western Washington University; Sura Alqudah, Western Washington University

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Diversity

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First-Year Programs Division (FYP)

) offers three undergraduate-only engineeringprograms: Electrical and Computer Engineering (EECE), Manufacturing Engineering (MFGE),and Polymer Materials Engineering (PME). The Becoming Engaged Engineering Scholars(BEES) S-STEM scholarship program, funded by the National Science Foundation, providesacademic and financial support to 4 cohorts of low-income undergraduate students interested inmajoring in engineering. The BEES program supports scholars for the first two years of theirstudy at WWU.In addition to two years of financial support, the scholarship program that provides the focalpoint of this study offers curricular and co-curricular supports for pre-major engineering studentsduring their first and second years of undergraduate study. These

Conference Session

Software Engineering Division (SWED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lynn Roy Thackeray, Utah Valley University ; Susan L. Thackeray, Utah Valley University

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Diversity

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Software Engineering Division (SWED)

continue to use this module in their instruction, and to expand their effortto include formalize research using this cross-functional collaboration with the discipline specificversion to gather more data on the student engagement responses. Software Engineering Division (SWED)fReferences[1] Lohr, S., & Markoff, J. (2006). Windows is so slow, but why. Te New York Times,Mar..(Referenced on page.).[2] Rogers, Y. (1992, December). Ghosts in the network: distributed troubleshooting in a sharedworking environment. In Proceedings of the 1992 ACM conference on Computer-supportedcooperative work (pp. 346-355).[3] Cao, L., Mohan, K., Xu, P., & Ramesh, B. (2009). A framework for adapting agiledevelopment methodologies. European Journal of Information

Conference Session

Self-Advocacy, Sense of Belonging, Measuring Authentic Diversity, Equity, and Inclusion, and Construction Management Education Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Simonne Renee Whitmore, Southern University and A&M College; Opeyemi Peter Ojajuni

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Diversity

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Minorities in Engineering Division(MIND)

AccreditationCommission (ETAC) criteria and construction engineering programs at 27 institutions using itsEngineering Accreditation Commission (EAC) criteria [3].Clearly, construction management remains intertwined with engineering. This connection cannotbe ignored or discounted when studying the “supply” of construction managers. The Bureau ofLabor and Statistics (BLS) defines a construction manager as someone who “plan[s],coordinate[s], budget[s], and supervise[s] construction projects from start to finish” in theOccupational Outlook Handbook (OOH) [1]. The work of construction management (planning,coordinating, budgeting, and supervising) involves solving problems whether those problems arebefore the start of construction (planning and budgeting), during

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maham A Godil, Purdue University West Lafayette; Jennifer Deboer, Purdue University at West Lafayette (COE); Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (COE)

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Diversity

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Educational Research and Methods Division (ERM)

between attitude andperformance outcomes.References[1] Z. Ismail, “Benefits of STEM Education,” p. 14.[2] Y. Xu and C. Maitland, “Mobilizing Assets: Data-Driven Community Development with Refugees,” in Proceedings of the Ninth International Conference on Information and Communication Technologies and Development, Lahore Pakistan: ACM, Nov. 2017, pp. 1– 12. doi: 10.1145/3136560.3136579.[3] S. I. van Aalderen-Smeets, J. H. Walma van der Molen, and I. Xenidou-Dervou, “Implicit STEM ability beliefs predict secondary school students’ STEM self-efficacy beliefs and their intention to opt for a STEM field career,” J. Res. Sci. Teach., vol. 56, no. 4, pp. 465– 485, 2019, doi: 10.1002/tea.21506.[4] Y. Liu, S. Lou, and R. Shih

Conference Session

Experimentation and Laboratory-Oriented Studies Division (ELOS) Technical Session 3: Best of ELOS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel C. Childers, The Ohio State University; Sunny Kwok, The Ohio State University

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Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

escape room game,” CHI PLAY 2017 Ext. Abstr. - Ext. Abstr. Publ. Annu. Symp. Comput.-Hum. Interact. Play, pp. 111–123, Oct. 2017, doi: 10.1145/3130859.3131436.[3] S. Nicholson, “Peeking Behind the Locked Door: A Survey of Escape Room Facilities”.[4] R. Pan, H. Lo, and C. Neustaedter, “Collaboration, awareness, and communication in real-life escape rooms,” 2017 - Proc. 2017 ACM Conf. Des. Interact. Syst., no. August, pp. 1353–1364, 2017, doi: 10.1145/3064663.3064767.[5] C. Giang et al., “Exploring Escape Games as a Teaching Tool in Educational Robotics,” Adv. Intell. Syst. Comput., vol. 946 AISC, pp. 95–106, Oct. 2018, doi: 10.1007/978-3-030-18141-3_8.[6] A. Veldkamp, L. van de Grint, M. C. P. J. Knippels, and W. R. van Joolingen

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

John H. Callewaert, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

21st Century,” J. Exp. Educ., vol. 22, no. 2, pp. 91–98, 1999.[2] J. Cantor, “Experiential Learning in Higher Education: Linking Classroom and Community,” 1995.[3] R. Graham, “The Global State of the Art in Engineering Education,” Massachusetts Institute of Technology, Cambridge, MA, 2018. Accessed: Oct. 04, 2018. [Online]. Available: file://engin-storage.m.storage.umich.edu/engin- storage/jcallew/windat.v2/Documents/Conferences/ASEE/2019/MIT_NEET_GlobalStateE ngineeringEducation2018.pdf[4] L. Harrisberger, “Experiential Learning in Engineering Education,” ERIC Clearinghouse, 1976.[5] D. R. Fisher, A. Bag, and S. Sarma, “Developing Professional Skills in Undergraduate Engineering Students Through Cocurricular