Collection

2025 ASEE -GSW Annual Conference

Authors

Lynn L. Peterson, The University of Texas at Arlington; J. Carter Tiernan, The University of Texas at Arlington; Shanna E Banda, The University of Texas at Arlington; Karthikeyan Loganathan, The University of Texas at Arlington; Nila Veerabathina, The University of Texas at Arlington

processes and professionaldevelopment initiatives. Our own institution, UT Arlington, sent a team of faculty members to thisinstitute, and the 4-day workshop was a great success. A few of the action items discussed during theworkshop with a focus on APT faculty are, but not limited to: (1) educating APT faculty about alreadyavailable resources and creating new resources such as funding for professional organizations andparticipation in FDL (2) creating opportunities for professional development for APT faculty, and (3)developing a culture of celebration for APT faculty. As a result of the workshop, a year-long plan is Proceedings of the 2025 ASEE Gulf-Southwest Annual Conference The University of

Collection

2025 ASEE -GSW Annual Conference

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Colton Atkins, West Texas A&M University; Benton Allen, West Texas A&M University

, testing, and implementation ofdesigns. Through the ET-AG Program, WTAMU will create a pipeline of skilled graduates readyto lead in agriculture technology and contribute to a more resilient and sustainable agriculturalsector, both regionally and beyond.Developing a multidisciplinary program for undergraduates and graduates presents severalchallenges in terms of integrating concepts from multiple fields, creating relevantinterdisciplinary material, and meeting the needs of diverse learners. Institutions need to ensureprovision of reliable infrastructure in concerns to programs that have online, and blendedlearning communities embedded into their curriculum [1, 2]. Significant investment is alsoneeded to incorporate new tools, such as generative

Collection

2025 ASEE -GSW Annual Conference

Authors

Olukayode Emmanuel Apata, Texas A&M University; John O Ajamobe, Texas A&M University; Segun Timothy Ajose; Peter Oluwaseyi Oyewole, Kent State University, Kent; Grace Iyinoluwa Olaitan

that AI’s ability to tailor educationalcontent to individual learning styles can foster student engagement and improve academic outcomes(Huang et al., 2021). For instance, AI-powered assessment tools can provide real-time feedback and helpeducators focus on more important instructional tasks (Slimi, 2023).However, integrating AI into engineering education also brings ethical and practical challenges. Dataprivacy is a significant concern, as AI systems often require extensive data collection, raising risks aroundsensitive student information (Bennett & Abusalem, 2023). Academic integrity is another pressing issue,as AI tools capable of generating content may raise concerns about plagiarism and dishonesty inassessments (Okello, 2023

Collection

2025 ASEE -GSW Annual Conference

Authors

Mengqi Monica Zhan, University of Texas at Arlington; Grace Ellen Brannon, The University of Texas at Arlington; Liwei Zhang, The University of Texas at Arlington; Frank K. Lu, The University of Texas at Arlington

Tagged Topics

Diversity

of identity when designing supportsystems and interventions.As the aerospace industry grapples with diversity and inclusion issues, understanding the factors thatcontribute to URM students' success and retention in aerospace engineering programs is vital fordeveloping effective strategies to build a more diverse and inclusive workforce in the field. Byproviding structured research experiences that balance faculty guidance with student autonomy,undergraduate research experience programs can help URM students develop a stronger STEMidentity and increase their likelihood of persisting in aerospace engineering careers. This studyexamines how early-stage research experiences influence URM students’ self-efficacy and sense ofbelonging in aerospace

Collection

2025 ASEE -GSW Annual Conference

Authors

Surupa Shaw, Texas A&M University; Danaii Anitzel Elizondo, Texas A&M University

Paper ID #49495The Impact of Classroom Learning in Smaller Classroom SizesDr. Surupa Shaw, Texas A&M University Dr. Surupa Shaw has been associated with Texas A&M University since 2015, most recently as the Instructional Assistant Professor in the Department of Multidisciplinary Engineering at the Texas A&M University, Higher Education Center at McAllen, Texas. Prior to this, she was a faculty member at Ocean Engineering Department, TAMU. She also worked as a Postdoctoral Research Associate, with a joint appointment at Mechanical Engineering Department and Petroleum Engineering Department, TAMU. Dr. Shaw

Collection

2025 ASEE -GSW Annual Conference

Authors

Roy Uzoma Lan; Chinedu Okonkwo, The University of Texas at San Antonio; Ibukun Gabriel Awolusi, The University of Texas at San Antonio; Jiannan Cai

needs, particularly in a technical and professional disciplinesuch as construction. The development and application of sustainable construction materials offer aplethora of benefits in the modern construction industry. Several eco-friendly construction materials,such as earthen masonry, can provide tremendous benefits and inexpensive solutions to theincreasing cost of building and energy. This study examines the impact of the implementation ofsustainability content in a course on students’ perception of their knowledge, confidence, andrelevance to their careers. A new course module was developed to educate students about variousconcepts, including the constituents of earthen masonry, their properties, quality assurance, andtesting, as well as

Collection

2025 ASEE -GSW Annual Conference

Authors

Chinedu Okonkwo, The University of Texas at San Antonio; Roy Uzoma Lan; Ibukun Gabriel Awolusi, The University of Texas at San Antonio; Jiannan Cai

Tagged Topics

Diversity

of AI-based materials prediction has faced hurdles such as lack of standardizeddata formats, privacy concerns, and inadequate training on interpreting AI outputs amongconstruction personnel (Adewale et al., 2024). These challenges are interconnected with theeducational gap that leaves new graduates insufficiently prepared to leverage AI tools effectively ina professional context (Hashim et al., 2024). Proceedings of the 2025 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington, Arlington, TX Copyright © 2025, American Society for Engineering Education 4Integrating AI into Construction EducationGiven