Displaying results 1 - 30 of 367 in total
- Conference Session
- PCEE Instructional Showcases
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Molly H Goldstein, University of Illinois Urbana-Champaign; Rick Hill, University of Detroit Mercy; Imani Adams, Purdue University – West Lafayette (College of Engineering); Vanessa Blas, University of Illinois at Urbana - Champaign; Victoria Constantine, Purdue University at West Lafayette (COE); Emily M. Haluschak, Purdue University at West Lafayette (COE); Rachel E. Higbee, Purdue University – West Lafayette (College of Engineering); Joshua E. Katz, University of Illinois at Urbana - Champaign; Maxwell Lee Beach, University of Illinois Urbana-Champaign; Deana Lucas, Purdue University at West Lafayette (COE); Christine H. McDonnell, Purdue University at West Lafayette (PWL) (COE); Azizi Penn, Purdue Engineering Education; Brian Povilus, University of Illinois at Urbana - Champaign; Bruce Wellman, Purdue University at West Lafayette (COE); Tugba Abanoz, Visiting Scholar to Purdue University at West Lafayette (COE), Ankara University Faculty of Educational Sciences; JaKobi Burton, Purdue University – West Lafayette (College of Engineering); Anne DeLion, Purdue Engineering Education; Jennifer Heap, Purdue Engineering Education; Rena Ann Sterrett, Purdue Engineering Education
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
Paper ID #46992Pre-College Microelectronics Curriculum Units Developed Using an IntegratedMicroelectronics Framework (Resource Exchange)Prof. Tamara J Moore, Purdue University at West Lafayette (PWL) (COE) Tamara J. Moore, Ph.D., is a Professor of Engineering Education and University Faculty Scholar at Purdue University, as well as the Executive Co-Director of the INSPIRE Research Institute for Precollege Engineering. Dr. Moore’s research is focused on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding
- Conference Session
- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Clausell Mathis II, Michigan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
-centered pedagogies, where students are more active inthe learning process [6.7]. These methods have shown more promising student engagement and learningoutcomes [8].Despite these advances in pedagogical approaches, challenges remain in effectively reaching and engagingmore diverse student populations. A critical aspect often overlooked in these efforts is the integration ofstudents' cultural resources in their classroom teaching. The influence of culture on an individual’sengagement with new ideas is substantial, as it shapes both their exposure to and preparation for newinformation [9]. Additionally, culture is pivotal in determining the relatability of information presented tostudents [10,11]. For instance, a student’s willingness to engage or
- Conference Session
- Hands-On Learning and Clinical Immersion in BME
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Benjamin Hawkins, California Polytechnic State University, San Luis Obispo; Christopher Heylman, California Polytechnic State University, San Luis Obispo; Michael D Whitt, California Polytechnic State University, San Luis Obispo
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering Division (BED)
instructing in the Biomedical Engineering Department at California State Polytechnic University at San Luis Obispo. His academic and industrial experiences include academic positions with the Mendoza College of Business a ©American Society for Engineering Education, 2025 Building and Integrating an Undergraduate Clinical Immersion Experience to Expand Impact1 AbstractExposure to the clinical environment – where the eventual results of student’s engineering effortsare utilized – is a powerful educational experience. It provides real-world context for learningefforts and a hands-on opportunity for developing students to learn how to communicateeffectively with their key
- 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
Paper ID #47080BOARD # 381: Integrating Culturally Responsive Teaching (CRT) competenciesand approaches across a Teacher Preparation Program through a NSF NoyceprogramDr. Katherine C. Chen, Worcester Polytechnic Institute Dr. Katherine C. Chen is the Executive Director of the STEM Education Center at Worcester Polytechnic Institute (WPI). Her degrees in Materials Science and Engineering are from Michigan State University and MIT. Her research interests include pre-college education, culturally responsive pedagogy, and equity.Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc. Theresa Bruckerhoff is the Principal
- Conference Session
- DSAI Technical Session 3: Integrating Data Science in Curriculum Design
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Karl D. Schubert FIET, University of Arkansas; Carol S Gattis, University of Arkansas; Stephen R. Addison, University of Central Arkansas; Tara Jo Dryer, University of Arkansas; Adam Musto, Arkansas Department of Education
- Tagged Topics
- Diversity
- Tagged Divisions
- Data Science and Artificial Intelligence (DSAI) Constituent Committee
across institutions.As an example, the 8-semester degree plan below illustrates a specific articulation agreementbetween North Arkansas College (NorthArk), a 2-year institution, and the UA, a 4-year institution.Students complete their first four semesters at NorthArk, fulfilling foundational data science,mathematics, programming, and general education requirements, before transferring to UA for thefinal four semesters to complete advanced coursework and capstone experiences.To support seamless integration, instructors at participating 2-year colleges can utilize existing UAteaching materials, ensuring consistency in course delivery. Additionally, faculty trainingworkshops are conducted to close knowledge gaps among instructors at 2-year colleges
- Conference Session
- Curriculum Development and Pedagogical Innovations
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kate Mercer, University of Waterloo; Jennifer Howcroft, University of Waterloo; Sean Rose, University of Waterloo
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering Division (BED)
students to learn howto engage with stakeholders can be challenging with only a few case studies published in thisarea. In Fall 2023, a novel student-stakeholder interaction model was implemented as theBiomedical Stakeholder Café, with a successful second iteration in Fall 2024. The paper presents(1) an overview of key improvements to the stakeholder café interaction model and (2) ananalysis of student and stakeholder perspectives of the café experience in Fall 2024 compared toFall 2023.Key improvements implemented in Fall 2024 include changes to timing and number ofconversations, increased communication of expectations to stakeholders, and integrating a noveladaptation to the Relevance, Authority, Date, Appearance, and Reason (RADAR) framework
- Conference Session
- WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Katherine C. Chen, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
of the lived experiences of students and their families in urban settings, and 4) ability to implement culturally responsive teaching strategies.Open-ended prompts follow each survey statement to explain their response. This same surveywas designed to be administered at other points in time along the TPP curriculum (e.g., start ofTPP, before and after student teaching practicum). Our Noyce program evaluator collected thesurvey data and held a focus group with the students at the end of the pilot course.Upon enrollment in the pilot foundational course, TPP students shared that they werecomfortable with teaching in an urban environment that includes a wide range of diversity,verifying that they have had previous experience working with
- Conference Session
- Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Nidaa Makki, The University of Akron; Katrina B Halasa Halasa; Donald P. Visco Jr., The University of Akron; Edward A. Evans, The University of Akron; Kristin L. K. Koskey, Binghamton University State University of New York
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
Paper ID #49033Developing and Evaluating a High School Summer Research Program in anUrban District Through a University-School Partnership (Evaluation)Nidaa Makki, The University of Akron Dr. Nidaa Makki is a Professor in the LeBron James Family Foundation School of Education at The University of Akron. Her work focuses on STEM curriculum integration and teacher professional development.Dr. Katrina B Halasa Halasa Science and Health Learning Specialist k-12 since July 2006 for Akron Public Schools. She is in charge of professional development, curriculum and assessment development. She taught biology, chemistry, human anatomy
- Conference Session
- Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lelli Van Den Einde, University of California, San Diego; Karen Flammer, University of California, San Diego; Cindy Mui Perez, University of California, San Diego; Mimi Phùng, University of California, San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
offer opportunities for local high schoolstudents, particularly underrepresented and first-generation students, to take college-equivalentcourses that are otherwise not available to them. The study will focus on five main themes thatwere integral to the course design: strategies used to create a cohesive and engaging learningcommunity, methods employed to help students manage their learning in an online environment,building students' self-efficacy in their engineering abilities, approaches used to maintain studentengagement, learning and motivation in a virtual setting, and the implementation of onlinehands-on laboratory sessions that students completed at home. By examining these themes, thepaper aims to provide insights into the effectiveness
- Conference Session
- NSF Grantees Poster Session II
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Victor Hugo Minces*, University of California, San Diego; Linlin Li, WestEd; Susan Yonezawa, University of California, San Diego; Eunice Chow; Alec Barron, University of California, San Diego
- Tagged Topics
- Diversity, NSF Grantees Poster Session
Paper ID #46129BOARD # 379: IMPROVING TEACHERS’ ATTITUDES TOWARD PHYSICSBY INTEGRATING MUSIC IN ONLINE AND IN-PERSON PROFESSIONALDEVELOPMENT. AN ITEST STUDY.Dr. Victor Hugo Minces*, University of California, San Diego Corresponding Author. Dr. Minces studied physics at the Universidad de Buenos Aires and obtained his Ph.D. in Computational Neurobiology at the University of California, San Diego. His interests are very diverse, including sensory and neural processing in animals and humans. He is the creator of Listening to Waves, a program creating online tools and curriculum for children to learn about science and computing
- Conference Session
- Broadening Participation in Civil Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Megan L. Matthews, University of Illinois Urbana - Champaign; Sotiria Koloutsou-Vakakis, University of Illinois Urbana-Champaign; Ashlynn S. Stillwell, University of Illinois Urbana-Champaign
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- Diversity
- Tagged Divisions
- Civil Engineering Division (CIVIL)
Paper ID #47462CASE STUDY: Project-based integration of societal context with engineeringcommunication and computational thinking in an upper-level civil and environmentalengineering courseDr. Megan L. Matthews, University of Illinois Urbana - Champaign Dr. Megan L. Matthews is an Assistant Professor in the Department of Civil and Environmental Engineering at the University of Illinois Urbana-Champaign. Her work involves developing multiscale computational models to explore plant engineering strategies for sustainably improving the security and equity of global food, water, and environmental systems. Megan earned her
- Conference Session
- NSF Grantees Poster Session II
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kristin A Searle, Utah State University; Bolaji Ruth Bamidele, Utah State University; Michaela Harper, Utah State University
- Tagged Topics
- Diversity, NSF Grantees Poster Session
curricular units and then examine their strengths andchallenges from the perspectives of middle school teachers, based on their classroomimplementation experiences. This work contributes to our knowledge of K-8 computerscience integration, particularly teacher perspectives on K-8 computer scienceintegration.Food Sovereignty Curriculum We designed an integrated social studies unit and a computer science unit aroundthe topic of food sovereignty for Indigenous peoples. Food sovereignty is the right ofindividuals and communities to access nourishing and culturally specific foods that areproduced sustainably. Food sovereignty also includes the right of peoples to define theirown systems of food production [3]. For Indigenous communities in the
- Conference Session
- NSF Grantees Poster Session I
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Tamara Powell Tate, University of California, Irvine; Beth Harnick-Shapiro, University of California, Irvine; Mark Warschauer, University of California, Irvine; Waverly Tseng, University of California, Irvine
- Tagged Topics
- Diversity, NSF Grantees Poster Session
Paper ID #45695BOARD # 250: Integrating Generative AI into an Upper Division STEMWriting and Communications Course (IUSE)Dr. Tamara Powell Tate, University of California, Irvine Tamara Tate is Associate Director of the Digital Learning Lab. She leads the Lab’s work on generative AI and writing. As the PI of a NSF-funded grant, she is studying the use of generative AI in undergraduate writing courses. She also studies secondary student writing as a member of the IES-funded national WRITE Center. She received her B.A. in English and her Ph.D. in Education at U.C. Irvine and her J.D. at U.C. Berkeley.Beth Harnick-Shapiro
- Conference Session
- NSF Grantees Poster Session II
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Zifeng Liu, University of Florida; Shan Zhang, University of Florida; Wanli Xing, University of Florida; Victor Minces*, University of California, San Diego; Maya Israel, University of Florida; Alec Barron, University of California, San Diego
- Tagged Topics
- Diversity, NSF Grantees Poster Session
Paper ID #46584BOARD # 382: Integrating Music and Flow-Based Programming Builds Teachers’Confidence in Computer Science. An ITEST program.Zifeng Liu, University of Florida As a second-year Ph.D. student at University of Florida, Zifeng Liu’s research interests span multiple fields, including the application of artificial intelligence in education, data mining, and computer science education. Zifeng Liu is dedicated to exploring how to integrate the latest technologies and methods from these areas to enhance the educational process and learning outcomes.Ms. Shan Zhang, University of Florida Shan Zhang is a Ph.D. student
- Conference Session
- NSF Grantees Poster Session II
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Trevion S Henderson, Tufts University; Collette Patricia Higgins, Tufts University
- Tagged Topics
- Diversity, NSF Grantees Poster Session
Paper ID #48779BOARD # 334: CAREER: An Integrated Framework for Examining ContextualInfluences on Faculty Pedagogical Decision Making and Student Learning inDesign EducationDr. Trevion S Henderson, Tufts University Trevion Henderson is Assistant Professor of Mechanical Engineering and STEM Education at Tufts University, where he also serves on the Steering Committee for the Institution for Research on Learning and Instruction (IRLI). Dr. Henderson is also a Faculty Fellow in the Center for Engineering Education and Outreach. He earned his Ph.D. in Higher Education at the University of Michigan.Collette Patricia Higgins
- Conference Session
- Mentorship in Engineering Leadership Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Annalisa Perez, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.; Sarah Huizar, University of Texas at El Paso; Christopher Isaac Camacho, University of Texas at El Paso
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- Diversity
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
senior mentors, whoengage in traditional and reverse mentoring with near peers. Near-peer mentors were upper-levelstudents who had demonstrated success in lower-division coursework. The students acting as near-peer mentors also exhibited and voiced a desire to obtain an opportunity for professionaldevelopment and leadership skills within the E-lead department and CREaTE program. Theprofessors assigned to the introductory engineering course actively supported the recruitment ofnear-peer mentors.Integrated Mentoring ProgramFigure 2 illustrates the design of the integrated mentoring program. The integrated mentoringprogram was first implemented during the Fall 2022 in the curriculum design of an introductoryengineering course. The mentoring program
- Conference Session
- Design in Engineering Education Division (DEED) - Best in DEED
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Heather Michelle Phillips, University of Pittsburgh; Nicholas Anthony Nobile, University of Pittsburgh; Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Lee Allen Dosse, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul
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- Diversity
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- Design in Engineering Education Division (DEED)
Paper ID #46708Design Curriculum in Introductory Circuits Laboratory Assignments and theInfluence on Innovation Self-EfficacyMs. Heather Michelle Phillips, University of Pittsburgh Heather Phillips is a BPhil graduate in Engineering Physics from the University of Pittsburgh and an incoming Electrical Engineering PhD student at Stanford University.Mr. Nicholas Anthony Nobile, University of Pittsburgh Nicholas A. Nobile is a Ph.D. candidate at the University of Pittsburgh who studies Integrated Photonic Computing with a focus in Memory Control and Optimization. He has presented at multiple conferences including CLEO and
- Conference Session
- Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
thetraining and support necessary to effectively implement these practices in their classrooms. Ourstudy addresses this gap through a pioneering year-long inclusive excellence facultydevelopment program designed to enhance engineering faculty members' understanding andapplication of inclusive and equitable pedagogical approaches.The year-long program consists of two phases. In the first phase, the faculty participate in asynchronous, weekly training during the spring term. The training curriculum integrates acomprehensive array of topics presented by experts. Curriculum topics include critical pedagogy,structural racism in engineering, inclusive teaching practices, and strategies for advocating fordiversity, equity, and inclusion within the current
Bridging the Gap: Integrating Vertically Integrated Projects (VIP) Courses into University Curricula
- Conference Session
- Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Pierre Rahme, Lebanese American University; George E Nasr, Lebanese American University; Abbas A. Tarhini, Lebanese American University; Michel Elkhoury, Lebanese American University; Evan Fakhoury, Lebanese American University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
Paper ID #46282Bridging the Gap: Integrating Vertically Integrated Projects (VIP) Coursesinto University CurriculaDr. Pierre Rahme, Lebanese American UniversityDr. George E Nasr, Lebanese American University Dr. George E. Nasr has been Provost at the Lebanese American University (LAU) since 2018, following his tenure as Dean of the LAU School of Engineering. He holds a Ph.D. in Electrical Engineering from the University of Kentucky and has published extensively on energy modeling and engineering education. He is an active member of IEEE and ASEE and serves on various international educational committees.Dr. Abbas A. Tarhini
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jacob Pleasants, University of Oklahoma; Moses Olayemi, The University of Oklahoma; Brandon Scot Abbott, University of Oklahoma; Jacqueline M. Vadjunec PhD, University of Oklahoma
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #46695Engineering Just Futures: Preparing Undergraduate Engineers to IntegrateTechnical, Sociocultural, and Environmental Perspectives [Work-in-Progress]Dr. Jacob Pleasants, University of Oklahoma Jacob Pleasants is an Assistant Professor of Science Education at the University of Oklahoma, where he studies the intersection of science, technology, society, and the environment within the context of STEM education.Dr. Moses Olayemi, The University of Oklahoma Moses Olayemi is an Assistant Professor of Engineering Pathways at the University of Oklahoma. He is the Founding President of the African Engineering Education
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
-word challenges with equity and justice. In recent years, there has been considerableimprovement in providing students in higher education with professional skills needed to beemployable and successful in their respective profession. Such skills include communication,ethics, collaboration, leadership, and global awareness (including the social and environmentalimpacts of engineering). Yet, much of the engineering education employed in the K-12 settingfocuses on the technical outcomes and skills. This study explores the use of an environmentaljustice-focused curriculum, namely StoryMaps that facilitate a deeper exploration of the complexinterconnections of air quality, transportation, and engineering, as a part of a larger CreativeEngineering
- Conference Session
- Professional Papers
- Collection
- 2025 ASEE Southeast Conference
- Authors
- Erin Bosarge, University of South Alabama
- Tagged Topics
- Diversity, Professional Papers
critical thinking abilities they needto responsibly navigate and contribute to an AI-driven world.1. IntroductionArtificial Intelligence (AI) has become a transformative force across industries, redefining theworkforce and global problem-solving approaches, from healthcare innovations to environmentalsustainability efforts [1], [2]. Just like integrating computer science understanding and skills intothe curriculum has gained momentum in recent years, so is true for AI. Students need to betterunderstand how the technology works and how to use it properly. Despite the need for studentsto understand how AI works, disparities in Kindergarten through 12th grade (K-12) AI educationpersist. This leaves many students unprepared to navigate an AI
- Conference Session
- Liberal Education/Engineering & Society Division (LEES) Technical Session 5: Decoloniality and Indigenous Knowledges
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Brainerd Prince, Plaksha University; Mhonbeni E Humtsoe; Satya Swaroop Nune, Plaksha University; Ananya Singla; Tanu Adhikari; Nandini Goyal; Yuven Blowria, Plaksha University; Pehar Jhamb, Plaksha University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society Division (LEES)
integrated curriculum. The National Mission for Manuscripts (NAMAMI), setup in 2003, has listed 3.5 million manuscripts out of the estimated 40 million in India. Two-thirds of these are in Sanskrit and 95% are yet to be translated [10]. As a result, India is still atthe tip of its ancient knowledge iceberg as a large part of its ancient literature is in Sanskrit[9]. According to Kaul and Bharadwaj, ‘India needs a strategic plan with focusedinterventions to establish science and technology as a continuation of the legacy of the past,instead of an import from the West’, and they acknowledge that ‘the establishment of theIndian Traditional Knowledge Systems Division in the Ministry of Education at All IndiaCouncil for Technical Education in October
- Conference Session
- Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Medha Dalal, Arizona State University; Cathy P. Lachapelle, STEM Education Insights; Kenneth Reid, University of Indianapolis; Vedika Vinayak; Katie McKeown, Engineering for US All (e4usa™)
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
Paper ID #45689The Role of Teacher Feedback in Shaping the Curriculum of a Pre-CollegeEngineering Program (Evaluation)Dr. Medha Dalal, Arizona State University Medha Dalal, Ph.D., is an Associate Director of Scholarly Initiatives and Assistant Research Professor of Engineering Education Systems & Design within the Ira A. Fulton Schools of Engineering at Arizona State University. Her career as an engineering educator and researcher focuses on addressing complex engineering education challenges by building capacity for stakeholders at the grassroots, while also informing policy. Specifically, her research seeks to
- Conference Session
- Integrating Environmental Justice and Sustainability in K-12 Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jennifer L. Taylor, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Jennifer Ramos-Chavez, University of Texas at El Paso
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
education, Jennifer taught middle school science for 15 years and earned a BS in Biological Sciences and an MS in Environmental Sciences. She led the Creative Engineering Design project to advance the NSF-funded ASPIRE Engineering Research Center’s roadway electrification efforts in the pre-college engineering space.Dr. Nick A. Stites, University of Colorado Boulder Nick Stites is the Director of the Integrated Teaching and Learning Program at CU Boulder and an instructor with the Integrated Design Engineering program. Dr. Stites is the principal investigator (PI) of the Denver-Metro Engineering Consortium, which is a partnership between local community colleges and universities to support engineering pathways for
- Conference Session
- Integrating Environmental Justice and Sustainability in K-12 Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Kyle Spence, University of North Carolina at Charlotte; Behnam Shadravan, Florida A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
sustainability, risk analysis, cost estimation, and concrete performance. He also has significant expertise in STEM education and research, particularly in innovative teaching methodologies and curriculum development aimed at enhancing student engagement in STEM fields. Dr. Khalafalla has authored numerous peer-reviewed journal articles, conference proceedings, and technical reports. He earned his Ph.D. in Civil Engineering from Auburn University, an M.S. in Civil Engineering from the University of Tennessee at Chattanooga, an MBA from the University of Khartoum, and a Master of Science in Law (MSL) from Northwestern University.Dr. Tejal Mulay, Florida A&M University - Florida State University Dr. Tejal Mulay is a
An examination of the gender gap among Middle Eastern students in Engineering: A systematized review
- Conference Session
- Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
Paper ID #45161An examination of the gender gap among Middle Eastern students in Engineering:A systematized reviewMrs. Narjes Khorsandi Koujel, Rowan University Narjes is a Ph.D. student in Engineering Education at Rowan University. She earned a bachelor’s degree in industrial engineering in Iran and subsequently worked as an industrial engineer in the food industry for over 10 years. Narjes’ research and activism focuses on women in the Middle East. Particularly, she is focused on how resources, culture, and gendered norms impact their engineering identity development.Dr. Justin Charles Major, Rowan University Dr. Justin C
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Electrical and Computer Engineering Division (ECE)
workforce. The infusion of AI into engineering education addresses the growingneed for engineers proficient in emerging technologies. A report [2] highlights that AI istransforming higher education, particularly in STEM fields, by offering opportunities to enhancelearning outcomes and better prepare students for AI-driven industries. This transformationnecessitates a curriculum that not only imparts AI knowledge but also integrates it across variousengineering disciplines, promoting an interdisciplinary approach to problem analysis and design.However, challenges persist in the seamless integration of AI into existing programs. A study [3]exploring the impact of AI tools on engineering education reveals that while students recognizethe benefits of
- Conference Session
- NSF Grantees Poster Session I
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Susan M Lord, University of San Diego; Cynthia J. Finelli, University of Michigan
- Tagged Topics
- Diversity, NSF Grantees Poster Session
student outcomes [1], as do licensing agencies such as the National Society ofProfessional Engineers (NSPE) [2] and professional societies such as IEEE [3].However, many engineering instructors have been educated with a deep technical focus, andthough many see the value of addressing sociotechnical issues, they have little experienceoutside of engineering and feel ill-equipped to integrate these topics in the curriculum. In thisproject, we aim to make it easier for engineering instructors to include sociotechnical issues intheir Introduction to Circuits courses by developing modules with detailed teaching guides andinstructional resources each emphasizing a different sociotechnical issue and leveragingfundamental circuits topics.MethodologyOur
- Conference Session
- Faculty Development Works in Progress Session 2
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Peter Rumsey, Stanford Building Decarbonization Learning Accelerator
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
sustainability, risk analysis, cost estimation, and concrete performance. He also has significant expertise in STEM education and research, particularly in innovative teaching methodologies and curriculum development aimed at enhancing student engagement in STEM fields. Dr. Khalafalla has authored numerous peer-reviewed journal articles, conference proceedings, and technical reports. He earned his Ph.D. in Civil Engineering from Auburn University, an M.S. in Civil Engineering from the University of Tennessee at Chattanooga, an MBA from the University of Khartoum, and a Master of Science in Law (MSL) from Northwestern University.Dr. Tejal Mulay, Florida A&M University - Florida State University Dr. Tejal Mulay is a