Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caitlin A Grady, The George Washington University

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NSF Grantees Poster Session

Paper ID #46293BOARD # 281: NSF IUSE: Integrating Ethical-Epistemic Pedagogy to FosterMoral Agency in Undergraduate Engineering EducationDr. Caitlin A Grady, The George Washington University Caitlin A. Grady is an Associate Professor in the Department of Engineering Management and Systems Engineering at George Washington University. She earned her Ph.D. in Civil and Environmental Engineering and her M.S. in Agricultural and Biological Engineering from Purdue University. She earned her B.A. in Humanities, Science, and the Environment from Virginia Tech. Her research expertise lies in ethical-epistemic inquiry, coupled

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Glen Miller

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NSF Grantees Poster Session

Laboratory in St. Paul, Minnesota. He received his B.S. in mechanical engineering from Michigan State University. Dr. Johnson received his S.M. and Ph.D. from the Massachusetts Institute of Technology. Dr. Johnson’s research focuses on production economics, engineering education, and design tools. Dr. Johnson has over 100 peer reviewed publications and several patents. His research has been funded by the National Science Foundation, the Department of Energy, and industry.Glen Miller ©American Society for Engineering Education, 2025ER2: Preparing High School Teachers to Introduce Engineering Ethics Ideas Vandna Krishnan, Amarnath Banerjee, Bimal Nepal, Michael Johnson, and Glen Miller

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wei Zakharov, Purdue University at West Lafayette (COE); Senay Purzer, Purdue University at West Lafayette (PWL) (COE); Carla B. Zoltowski, Purdue University at West Lafayette (PWL) (COE); Joreen Arigye, Purdue University at West Lafayette (COE); Sarah Sewell, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

Paper ID #46851BOARD # 261: IUSE: Prioritizing Data Life Cycle Ethical Management Educationfor Engineering Undergraduate ResearchersDr. Wei Zakharov, Purdue University at West Lafayette (COE) Dr. Wei Zakharov is an Associate Professor and Engineering Information Specialist in Libraries and School of Information Studies and (by courtesy) the School of Engineering Education at Purdue University. She is the faculty liaison to four Schools Aeronautical and Astronautical Engineering, Electrical and Computer Engineering, Semiconductors, Engineering Education, and Aviation and Transportation Technology from Polytechnic Institute at

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kazumi Homma, The George Washington University; Ekundayo Shittu, The George Washington University; Ryan Watkins, The George Washington University; Payman Dehghanian, The George Washington University; Chung Hyuk Park, The George Washington University; Hiromi Sanders J.D., Ph.D., The George Washington University/University of Maryland, Baltimore

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NSF Grantees Poster Session

Paper ID #46552BOARD # 316: A Digital Nudge: Assessing the Impact of an ImmutableRecords Data Management Platform on Student Researcher Ethics (ER2: theEthical and Responsible Research Program)Dr. Kazumi Homma, The George Washington University Dr. Kazumi Homma is a Research Scientist at the School of Engineering and Applied Science, the George Washington University. In an NSF-funded project titled ”A Digital Nudge: Assessing the Impact of an Immutable Records Data Management Platform on Student Researcher Ethics”(ER2:the Ethical and Responsible Research Program), Dr. Homma has been leading a systematic literature review and an

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chika Winnifred Agha, Colorado State University; Rebecca A Atadero, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico

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Diversity, NSF Grantees Poster Session

Paper ID #46332BOARD # 368: ER2 & RFE: Experiences of Ethics and Equity in EngineeringPractice: A National Survey of Early-Career Engineers as they Transition tothe WorkforceChika Winnifred Agha, Colorado State University Chika Winnifred Agha is a Ph.D. candidate in the Civil and Environmental Engineering department at Colorado State University. She holds both a bachelor’s and a master’s degree in civil engineering. She employs both qualitative and quantitative research methods to examine how early-career engineers navigate ethics and equity as they transition into professional practice. Her research interests center

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University at West Lafayette (COE); Nicholas D. Fila, Iowa State University of Science and Technology; Andrew O. Brightman, urdue University – West Lafayette (College of Engineering); Alison J Kerr, Colorado School of Mines; Sowmya Panuganti, Purdue Engineering Education; Tyler A Ramsey, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

Paper ID #47423BOARD # 404: NSF ER2 Project: Exploring the Variation in Understandingand Experiences with Ethical Engineering Research among Faculty in BiomedicalEngineeringDr. Justin L Hess, Purdue University at West Lafayette (COE) Dr. Justin L Hess is an associate professor in the School of Engineering Education at Purdue University. Dr. Hess’s research involves exploring and promoting empathic and ethical formation in engineering education.Dr. Nicholas D. Fila, Iowa State University of Science and Technology Nicholas D. Fila is an assistant teaching professor in the Department of Electrical and Computer Engineering at

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University at West Lafayette (COE); Robert P. Loweth, The University of North Carolina at Charlotte; Udeme Idem, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

Paper ID #45603BOARD # 437: Research in the Formation of Engineers: Prompting SociallyEngaged Divergent Thinking in Engineering Design by Leveraging GenerativeAIDr. Justin L Hess, Purdue University at West Lafayette (COE) Dr. Justin L Hess is an associate professor in the School of Engineering Education at Purdue University. Dr. Hess received his PhD in engineering education and his BS/MS in Civil Engineering, all from Purdue University. Dr. Hess’s research interests include understanding how empathy manifests in engineering and engineering education; advancing the state of the art of engineering ethics education; and promoting

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trevion S Henderson, Tufts University; Collette Patricia Higgins, Tufts University

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Diversity, NSF Grantees Poster Session

conflate sociotechnical engineering education with ethics education.Others have challenged the nature of sociotechnical learning activities, such as service-learningand community-based design projects, for their tendency to fail to engage with the ways powerdynamics shape interactions between faculty, students, and community members [8-12]. Thesecritiques elevate the need for clarity around defining sociotechnical design education.Other criticisms have come from local, state, and national legislative actors who have advancedefforts to curtail or ban the teaching of the “divisive issues” in primary, secondary, andpostsecondary education [13-14]. However, the form and function of these legislative attacksdiffers across sociopolitical contexts in the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joseph Francis Mirabelli, University of Michigan; Jeanne Sanders, University of Michigan; Paul Jensen, University of Michigan; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

over adopting AI tool use in their curriculum. Per the framework,components contributing to a sense of agency include past experiences, expectations of thefuture, and present cultural, structural, and material conditions that can be opportunities, barriers,and resources [1].At the onset of the project, our team theorized several factors which might impact teacher’s AIuse based on Biesta et al.’s framework, including social supports or hindrances from otherteachers or administrators, school and community resources and access to use AI tools,perceptions of added value of AI tools on teaching outcomes, opinions and ethical concernsabout AI tools, and familiarity with AI tools from prior personal or professional use.Ecological Systems TheoryBiesta

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles

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NSF Grantees Poster Session

engineering suggest thatstudents should be cognizant of and prepared to act upon these issues concerningmacroethics—the social responsibility of the engineering profession [1]. For example, ABETStudent Outcome 2 notes that students must develop an understanding of engineering designincluding “consideration of public health, safety, and welfare, as well as global, cultural, social,environmental, and economic factors.” [2]. Additionally, the American Institute for Aeronauticsand Astronautics’ Code of Ethics says that engineers are expected to “hold paramount the safety,health, and welfare of the public in the performance of their duties” [3]. These statements leavegreat latitude to the curriculum and the instructor in interpreting who counts as the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeff Wolchok, University of Arkansas; Timothy J. Muldoon, University of Arkansas

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NSF Grantees Poster Session

ethical considerations, scientific writing andpresentation development, human subject and animal research ethics, and graduate and medical schoolcareer guidance. Additionally, students participated in campus-wide social events including tours of campusand Northwest Arkansas, a game night at Arvest Ballpark, “Dinner and Dialogue” seminars and other eventsdesigned to bolster students’ sense of belonging and camaraderie.Large majorities of the students (5-6 out of the 7) reported Large or Very Large gains in acquiring newlaboratory skills, preparing a scientific poster, and understanding what day-to-day research is like.Additionally, large majorities of >5 students reported they were somewhat or very likely to pursue anadvanced graduate degree

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allison Mackay, The Ohio State University; Jieun Hur P.E., The Ohio State University; Julie P Martin, University of Georgia; Jennifer Brown, Clemson University

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Diversity, NSF Grantees Poster Session

, including research ethics, replicates/reproducibility, control experiments,validaƟon, and lab safety.Weekly Professional Development: On Mondays, the REU parƟcipants parƟcipated in a JournalClub to develop their skills in reading scienƟfic literature using ‘Quality Talk’ as a structuredframework to promote criƟcal and reflecƟve thinking [6]. ParƟcipants also shared conceptsrelated to their individual projects in 20-minute presentaƟons at least twice during the program.ParƟcipants were introduced to advanced research and applicaƟons in the field of Smart CiƟesthrough the weekly Guest Lectures or Field Trips. These events provided students to networkingopportuniƟes with regional and academic and industry leaders. Field trips showcasedoperaƟonal

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Faulconer, Monash University; Robert Deters, Embry-Riddle Aeronautical University; Kelly A George, Embry-Riddle Aeronautical University - Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Darryl Jim Chamberlain Jr., Embry-Riddle Aeronautical University - Worldwide

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Diversity, NSF Grantees Poster Session

online students interested in undergraduate research opportunities?and 2) has student interest in undergraduate research changed since the onset of the COVID-19pandemic? The purpose of this study was to compare pre- and post- student perspectives ratherthan to directly inquire about perceptions of how the pandemic impacted fully online students toavoid acquiescence (response) and recall bias. This paper provides a summary of theresults.MethodsThis study was conducted at a medium-sized private university with two residential campuses andone distance campus. Online student participants were recruited from an upper-divisionundergraduate ethics course, that is required in nearly all online degree programs, ensuring abroad representation. The survey

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rodriguez, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University; Antarjot Kaur, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

between the communitycollege, university and industry partners, a non-profit organization, and social scientistsattempts to more fully understand how to implement, assess, and expand computing pathwaysfor a diverse group of students, especially in the CC context.One of the primary objectives for the project was to develop and implement an interdisciplinaryAI certificate, which was completed at the HSCC. As the program matured, two college creditcertificates were developed. The first certificate is the AI Awareness Certificate, where studentshad to take both the AI Thinking and AI Ethics course, and choose either an AI Business classor AI Robotics course. The Artificial Intelligence Practitioner certificate shares the AI thinkingand ethics courses

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Kristine Marie Peterson, Utah State University - Engineering Education; Le Tram Huong Dang, Utah State University - Engineering Education

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Diversity, NSF Grantees Poster Session

STEM and STEM Education.” [Online]. Available: https://www.nsf.gov/pubs/2023/nsf23593/nsf23593.htm[6] ASCE, “Code of Ethics,” Code of Ethics. Accessed: May 23, 2023. [Online]. Available: https://www.asce.org/career-growth/ethics/code-of-ethics[7] ASEE, “Persons with Disabilities Leadership Roundtable,” presented at the American Society for Engineering Education Annual Conference, Salt Lake City, UT, 2018.[8] E. A. Cech, “Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness,” J. Eng. Educ., vol. 112, no. 2, pp. 462–487, Apr. 2023, doi: 10.1002/jee.20522.[9] M. Svyantek, “Missing from the classroom: current

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shannon Roberts, University of Massachusetts Amherst; Betty Annan, University of Massachusetts Amherst

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NSF Grantees Poster Session

diversity andinclusion in an Engineering Department,” Journal of Professional Issues in EngineeringEducation and Practice, vol. 145, no. 2, pp. 1-12, April 2019.[5] M. N. Miriti. “Nature in the eye of the beholder: A case study for cultural humility as astrategy to broaden participation in STEM”, Education Sciences, vol. 9, no. 4, pp. 1-10, Dec.2019.[6] E. E. Anderson, S. Solomon, E. Heitman, J. M. DuBois, C. B. Fisher, R. G. Kost, M. E.Lawless, C. Ramsey, B. Jones, A. Ammerman, and L. F. Ross. “Research ethics education forcommunity-engaged research: A review and research agenda,” Research Ethics Education, vol.7, no. 2, pp. 3-19, March 8, 2012 [Online]. Available:https://journals.sagepub.com/doi/abs/10.1525/jer.2012.7.2.3. [Accessed Nov. 25, 2024

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Julie S Linsey, Georgia Institute of Technology; Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Eric Holloway, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

institutionsto ensure compliance with ethical practices. For our recruitment, we wanted to ensure that ourrespondents would have at least some experience with makerspaces, thus we recruited fromclasses that include a makerspace component. We recruited students in the Fall semester of 2024and are preparing for a second round of data collection in the Spring semester of 2025. Given thelength and complexity of our instrument, we are looking for at least 200 good-quality responsesfrom students in order to perform the EFA proposed for this phase.Conclusions We want to acknowledge the progress we made in the almost two years of the project aswe look into the future and anticipate the impacts of our research. First, we successfullydelineated and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech Department of Engineering Education

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Diversity, NSF Grantees Poster Session

. Johnson, C. Pee, and J. Hall, “Beyond Selecting a Methodology: Discussing Research Quality, Ethical, and Equity Considerations in Qualitative Engineering Education Research,” presented at the 2022 ASEE Annual Conference & Exposition, Aug. 2022. Accessed: May 10, 2023. [Online]. Available: https://peer.asee.org/beyond-selecting-a-methodology-discussing-research-quality-ethical-an d-equity-considerations-in-qualitative-engineering-education-research[11]​ M. Josiam, T. Johnson, M. Ausman, and W. C. Lee, “Work in Progress: Navigating Undergraduate Engineering as a Woman of Color,” in 2023 IEEE Frontiers in Education Conference (FIE), College Station, TX, USA: IEEE, Oct. 2023, pp. 1–4. doi: 10.1109

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler-Morton, Rowan University; Darby Rose Riley, Rowan University; Eduardo Rodriguez Mejia, Rowan University; Cheryl A Bodnar, The Ohio State University; Kaitlin Mallouk, Rowan University; Yusuf Mehta, Rowan University

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NSF Grantees Poster Session

been widely applied in higher education, and has shown success invarious contexts, such as application of ethical principles, improved problem-solving skills, andhigher participation rates and test scores [4-6]. Specifically within engineering education, CAcontinues to gain popularity due to its effectiveness in advancing students’ competencies andemphasis on contextual learning [7-8]. Engineering students involved in courses that used theCA framework have reported more positive attitudes toward the course, and a strong preferencefor CA due to its accommodation of diverse learning styles [9-10].The CA framework aims to teach novices the problem-solving techniques used by expertsthrough four dimensions: content, methods, sequencing, and

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

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Diversity, NSF Grantees Poster Session

challenges for helping engineering students become better writers andcommunicators.Working in partnership with the lead instructor of the existing undergraduate engineering writingand communication course (second author), we sought to provide guidance on the ethical andeffective use of generative AI for writing and increase students’ AI literacy. As part of thisproject, we are iteratively developing, implementing, and evaluating a pedagogically-informedAI writing tool, which provides students scaffolded access to generative AI and researchersaccess to the student–AI interaction data. In parallel, we are creating professional development tosupport instructors’ use of the curriculum, tool, and instructional resources for integrating AIwriting tools

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Walfre Franco

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Diversity, NSF Grantees Poster Session

perspectives on actions they would take when performing poorly on an exam. Survey itemsincluded items on whether they would perform actions such as evaluating the reasons why itoccurred and strategizing next steps. These items slightly increased after completing the program(pre-M = 3.80, pre-SE = .184; post-M = 3.98, post-SE = .191).Research Skills and Knowledge: Overall, students’ understanding of research skills andknowledge such as proposal writing, presenting scientific work, research ethics, projectmanagement, usage of citations, data analysis, and problem solving increased (pre-M = 2.68,post-SE = .206; post-M = 3.88, post-SE = .236).Leadership and Teamwork Skills: Both before and after the program, students agreed thatoverall, they had

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deborah Besser, University of St. Thomas; Katherine Acton, University of St. Thomas; Jennifer E. Holte, University of St. Thomas; Kundan Nepal, University of St. Thomas

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Diversity, NSF Grantees Poster Session

Virtual Annual Conference Content Access, Virtual On-line, 2020. [Online]. Available:10.18260/1-2—35561.[7] G. Townley, J. Katz, A. Wandersman, B. Skiles, M. J. Schillaci, B. E. Timmerman, and T. A.Mousseau, "Exploring the role of sense of community in the undergraduate transfer studentexperience," Journal of Community Psychology, vol. 41, pp. 277-290, 2013. [Online]. Available:https://doi.org/10.1002/jcop.21529.[8] B. Smith, Mentoring At-Risk Students through the Hidden Curriculum of Higher Education,Lanham, MD: Lexington Books, 2013.[9] M. Polmear, A. Bielefeldt, D. Knight, C. Swan, and N. Canney, "Hidden curriculumperspective on the importance of ethics and societal impacts in engineering education," ASEEVirtual Annual Conference Content

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christina Cercone, Manhattan College; Medya Fathi, Manhattan University; Matthew Volovski, Manhattan College; JUNESEOK LEE, Manhattan University; Peter K Sweeney, Manhattan College

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NSF Grantees Poster Session

showcasing a cohesive theme across traditionally disparate undergraduate courses. Also, our team have endeavored to highlight critical topics such as ethics, sustainability, and resilience, all of which should increase the attractiveness of a CE engineering education to a broader spectrum of high- school students.This project is in progress and partial results are presented in this work-in-progress paper. Theproject aimed to evaluate the effectiveness of an educational video on multi-objectiveoptimization. Junior civil engineering students (n=38 students) at the second semester levelparticipated in this study, which involved a control group (n=24) and an experimental group(n=14). Participants were surveyed twice over a three

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xumin Liu, Rochester Institute of Technology

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NSF Grantees Poster Session

conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] Austin Cory Bart, Dennis G. Kafura, Clifford A. Shaffer, and Eli Tilevich. Reconciling the promise and pragmatics of enhancing computing pedagogy with data science. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018, Baltimore, MD, USA, February 21-24, 2018, pages 1029–1034, 2018.[2] Jeffrey S. Saltz, Neil I. Dewar, and Robert Heckman. Key concepts for a data science ethics curriculum. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018, Baltimore, MD, USA, February 21-24, 2018, pages

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chelsea Joy Andrews, Tufts University; Kristen B Wendell, Tufts University; Greses Perez P.E., Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach; L. Clara Mabour, Tufts Center for Engineering Education and Outreach

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Diversity, NSF Grantees Poster Session

most technologies, are oftennot chosen and implemented with all community members in mind [7]. The communities thathave been historically marginalized in STEM are often the same communities disproportionatelyharmed by climate change. Without explicit attention to sociotechnical concerns, climate tech islikely to further amplify these injustices. A central goal in this project is to help youth develop aninformed, analytical, critical stance toward technology. To do this, we draw on emerging work oncritical sociotechnical literacy [1], which is related to other recent calls for attention to ethic ofcare [8], compassionate design [9], and macroethics and ideology [10]. Recognizing that theeffects of technology are typically unevenly felt, and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

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Diversity, NSF Grantees Poster Session

onstudents’ success. The ACCESS project incorporates several co-curricular professionaldevelopment and student engagement elements, including social events, seminars, mentoring,undergraduate research, and participation in cybersecurity-related student organizations.Participating in social and professional development events fosters social connections anddevelopment of life skills such as discipline, self-esteem, and ethical behavior [5]. Facultymentoring and professional development seminars encourage persistence in students’ academicpaths and prepare them for their future careers by providing career guidance, relevantinformation, and networking opportunities [6]. Participations in subject-based studentorganizations and competitions increase student

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University; Ivan T. Mosley Sr, Tennessee State University

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Diversity, NSF Grantees Poster Session

. Participants86 completed voluntary pre- and post-course surveys, which explored their motivations,87 prior experiences, perceived learning gains, and attitudes toward STEM. Institutional 2 88 review board approval ensured ethical compliance, and students retained the option to 89 withdraw at any time. By analyzing pre- and post-survey results, the study captured 90 shifts in engagement, confidence, and interest in STEM careers, providing insights 91 into the effectiveness of CURE within HBCUs. 92 Statistical analyses were performed using SPSS 27.0. Descriptive statistics 93 summarized key aspects such as students’ demographics, motivations for course 94 enrollment, perceived learning

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Karimi Kenari, University of North Carolina at Charlotte; yasaswi bhumireddy, University of North Carolina at Charlotte; Xiaoliang Yan, Georgia Institute of Technology; Mahmoud Dinar, University of North Carolina at Charlotte; Shreyes N Melkote, Georgia Institute of Technology

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NSF Grantees Poster Session

engineering students but did not surpass experienced professionals. Yanget al [4] identified the advantages of implementing AI chatbots in education as enhancing studentengagement through interactive simulations, reducing workload for administrative staff byautomating routine tasks, and personalizing education for diverse user needs.Despite AI-powered chatbots' potential, the development process remains challenging. The lackof accessible tools and streamlined frameworks has created a gap in the effective adoption of thistechnology [5]. Shahriar et al [6], explored the evolution, capabilities, and limitations ofChatGPT, the state-of-the-art AI chatbot by OpenAI. The authors call for enhanced modeltraining, ethical guidelines, and improved transparency

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Anthony Torres, Miami Dade College

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Diversity, NSF Grantees Poster Session

. Each track aligns with scholars’ career goals, emphasizing practical skills and industry certifications to improve employability [14].• Tech Up Space STEMinar Series hosts virtual and recorded lectures featuring industry leaders and workforce readiness experts. Topics include portfolio building, networking, technical interviews, graduate school preparation, AI ethics and responsibility, and leadership. The blended format of lectures and podcasts allows students to access the content at their convenience, integrating learning into their academic schedules [15, 16].Methodology & Key OutcomesTo assess REP’s impact, a comprehensive evaluation was conducted, including semester surveys,focus groups across the three EmTech

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

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NSF Grantees Poster Session

117 Figure 1 illustrates the persistence of students enrolled at the end of the semesters and courses listedin Table 1. The mean and median of the data are 4.6 and 4.8, respectively, which reflects the very positiveskew present in Figure 1.Figure 1: Overall persistence for the participants who completed the survey. The responses to the open-ended survey question regarding the students’ perceptions ofengineering practice were coded systematically to uncover common themes. Students perceive thefollowing ten themes as being part of engineering practice: 1) considers ethics, 2) considers safety, 3)considers efficiency, 4) considers complexity, 5) utilizes knowledge, 6) collaborates with others, 7)improve or make designs, 8) solves