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2025 ASEE PSW Conference

Authors

Sunai Kim, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Jeyoung Woo, California State Polytechnic University, Pomona

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Hanyang University, ERICA. He is a Member of the American Society of Civil Engineers (ASCE) and a member of the Project Management Institute (PMI). ©American Society for Engineering Education, 2025 Preparations in Writing an Engineering Education Grant Kim, S.; Perez, F.; Lomiento, G.; Salem, Y.; Woo, J.AbstractAt California State Polytechnic University, Pomona (Cal Poly Pomona, CPP), two gatekeepercourses for the undergraduate students in the Civil Engineering program have been identified asStatics and Mechanics of Materials. Our university’s Civil Engineering Department is the largestundergraduate CE Department in the nation with approximately 1,600 students, graduating

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2025 ASEE PSW Conference

Authors

Christine E King, University of California, Irvine; kadin diec, University of California, Irvine; Dalton Salvo, University of California, Irvine

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research will track how unmet needs evolve into capstoneprojects, intellectual property, and startups or non-profits, demonstrating the platform’s long-term impact on healthcare innovation and engineering education.References:[1] A. Singh and D. Ferry, "Identifying Unmet Needs in Biomedical Engineering ThroughBridging the Gap Between Classroom and Clinic," in 2015 Spring ASEE Middle Atlantic SectionConference, 2015.[2] J. S. Stephens, S. I. Rooney, E. S. Arch, and J. Higginson, "Bridging courses: unmet clinicalneeds to capstone design (work in progress)," in 2016 ASEE Annual Conference & ExpositionProceedings, New Orleans, LA, USA, June 26, 2016. Available: ASEE PEER https:// doi. org/10. 18260/p. 26393.[3] J. Kadlowec, T. Merrill, S. Sood, J

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2025 ASEE PSW Conference

Authors

Richard Eugene Vallejo Jr, University of California, San Diego; Huihui Qi, University of California, San Diego; Owen Terry Crocker, University of California, San Diego

faculty, administrators, andcoordinators of peer mentoring programs to re-examine the support structures for their mentorsand seek action to further improve these experiences.References[1] J. H. Lim, P. T. Tkacik, S. Dika, B. P. Macleod, “Peer mentoring in engineering: (un)sharedexperience of undergraduate peer mentors and mentees”, Mentoring and Tutoring: Partnershipin Learning, vol. 25, no. 4, pp. 395-416, Nov. 2017, doi: 10.1080/13611267.2017.1403628[2] L. Mohandas, N. Mentzer, A. Jaiswal, S. Farrington, “Effectiveness of UndergraduateTeaching Assistants in a First-Year Design Course”, Presented at the 2020 ASEE Virtual AnnualConference Content Access, [Online], June 2020, doi: 10.18260/1-2--34503[3] Q. Tahmina, “Assessing the Impact of Peer

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2025 ASEE PSW Conference

Authors

Hadi Ali, Embry-Riddle Aeronautical University - Prescott; Trey Thomas Talko, Embry-Riddle Aeronautical University - Prescott; Eli Martin, Embry-Riddle Aeronautical University - Prescott; Angeline Liew Masongsong, Embry-Riddle Aeronautical University - Prescott; Katherine Wood, Embry-Riddle Aeronautical University - Prescott

design, can greatly improve the design process in each stage and lead tounique results of higher quality. This study aims to identify the relationship between specific spaceenablers (and barriers) to reveal elements of a design that should be present (or absent) at varying stages.A challenge in designing this study is the tacit aspect of the space that may not necessarily be obvious toparticipants, which in itself could be a unique finding. Our goal is to collect more data during the span ofa year-long capstone courses in different engineering disciplines.References[1] Talbert, R., & Mor-Avi, A. (2019). A space for learning: An analysis of research on active learningspaces. Heliyon, 5(12).[2] Freeman, S., Eddy, S. L., McDonough, M., Smith, M

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2025 ASEE PSW Conference

Authors

Xianglong Wang, University of California, Davis; Vincent Tran, University of California, Davis; Gabriela Lee, University of California, Davis; Sadie Jean Davis, Mariko Chang Consulting, Inc. and Sadie J Davis Consulting LLC; Mary Spooner; Mariko Chang; Andrew X Stewart, NextSense EEG; Christopher John Nitta, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Angelika Aldea Tamura, University of California, Davis; Xin Liu, University of California, Davis; Gene Gurkoff, University of California, Davis; Wilsaan M Joiner, University of California, Davis; Erkin Seker, University of California, Davis; Karen A Moxon, University of California Davis

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departments of Neurobiology, Physiology and Behavior; and Neurology at UC Davis, Dr. Joiner was an associate professor in the Bioengineering Department at George Mason University. At George Mason Dr. Joiner was the recipient of a Mentoring Excellence Award and the Emerging Researcher/Scholar/Creator Award. At UC Davis he is a CAMPOS Scholar and was recently selected as a Chancellor’s Fellow. His current research is funded by several grants from NASA, the Alzheimer’s Association, the National Science Foundation and the National Institutes of Health.Prof. Erkin Seker, University of California, Davis Erkin S¸eker is a Professor of Electrical and Computer Engineering, Co-Director for the Center for Neuroengineering and

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2025 ASEE PSW Conference

Authors

Tiffany Marie Chan, University of California, Davis; Saahil Sachdeva, University of California, Davis; Xianglong Wang, University of California, Davis

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more engineering ormore medical.AcknowledgmentThis work was supported by the College of Engineering Next Level Research Startup Awardsand the Office of Undergraduate Education (Quarter at Aggie Square program) at UC Davis. Theauthors would like to thank Dr. Brianne Holden, Dr. Aijun Wang, Dr. Jinhwan Kim, and all theclinical staff for their help and insight in making this clinical immersion experience a reality. Theauthors would also like to thank the four students who completed an interview with us.References[1] A. Singh, D. Ferry, and S. Mills, "Improving biomedical engineering education through continuity in adaptive, experiential, and interdisciplinary learning environments," Journal of biomechanical engineering, vol. 140

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2025 ASEE PSW Conference

Authors

Sabrina Elise Contreras, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine

/science.aba6990 https://www.science.org/doi/10.1126/science.aba6990Revankar, V. S. (2022). Women in Intellectual Property Addressing the Gender Gap. International Journal of Law Management & Humanities, 5, 342-354.Schuster, W. M., Marcowitz-Bitton, M., & Gerhardt, D. R. (2022). The gender gap in academic patenting. UC Davis Law Review, 56(2), 759-815.Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581–593. https://doi.org/10.1177/0956797617741719Subramani, G., & Saksena, M. (2024). Untapped potential: Investigating gender disparities in patent citations. USPTO Economic Working Paper No. 2024-3

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2025 ASEE PSW Conference

Authors

Mehran Andalibi, Embry Riddle Aeronautical University; Jonathan M Adams, United States Military Academy

refinements with the hopes that more manipulatives be created for use in calculuscourses as well as upper-division courses (e.g., differential equations, linear algebra, complexanalysis) at ERAU Prescott.References[1] S. Sorby and D. Smith, “2020 Survey for Skills Gaps in Recent Engineering Graduates,” in ASEE Corporate Member Council, Virtual due to Covid: ASEE, Jun. 2020, p. 21.[2] A. McKenna, G. Lichtenstein, P. Weilerstein, and Monroe-White, “The Entrepreneurial Mindset: Using the Questions of What, Why, and How as an Organizing Framework,” in Advanced in Engineering Education, Salt Lake City Utah: ASEE, Fall 2018, p. 8.[3] N. Duval-Couetil, T. Reed-Rhoads, and S. Haghighi, “Engineering Students and Entrepreneurship Education

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2025 ASEE PSW Conference

Authors

Siyuan Meng, University of Southern California

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Luj´an-Mora. Towards an accessible mobile serious game for electronic engineering students with hearing impairments. In 2018 IEEE world engineering education conference (EDUNINE), pages 1–5. IEEE, 2018. [8] Rashid R Fayzullin, Ilya M Lerner, Natan M Solodukho, Svetlana S Dymkova, and VI Il’in. Formation of a competency model in teaching students of technical universities with hearing impairment, which implements a conveyor-based approach to learning. In 2021 Systems of Signal Synchronization, Generating and Processing in Telecommunications (SYNCHROINFO, pages 1–4. IEEE, 2021. [9] Olena Morozenko and Natalia Gribanova. Innovative approaches and information technologies to improve the quality of teaching graphic

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2025 ASEE PSW Conference

Authors

Siyuan Meng, University of Southern California

. Adapting cad education for visual inclusivity. 2024.[2] Ugochi Nnenna Ndoh and Mary Ashelo Umbugadu. Multimedia instructional materials in teaching basic science concepts for students with hearing impairment. Journal of Social, Humanity, and Education, 4(3):181–192, 2024.[3] Frank Caccamise, Bonnie Meath-Lang, and Donald D Johnson. Assessment and use of vision: Critical needs of hearing-impaired students. American Annals of the Deaf, 156(3):361–369, 1981.[4] Elif Akay. The use of audio-visual materials in the education of students with hearing loss. International Education Studies, 14(7), 2021.[5] Karen S Kalivoda, Jeanne L Higbee, and Debra C Brenner. Teaching students with hearing impairments. Journal of Developmental Education, 20(3

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2025 ASEE PSW Conference

Authors

Iyabo Lawal, California State Polytechnic University, Pomona; Canek Moises Luna Phillips, Rice University; Yong Gan

concentration factor or another analysis element. In the fourthsubmittal, a stress analysis of a component in their system/structure as well as principal and shearstress analysis are required. The final submittal includes a conclusion section where studentsdiscuss their analysis and how it relates to their initial research question(s). The 4th submittalcombines their entire analysis into a document that can serve as a portfolio of their engineeringknowledge. Examples of student project titles in Fall 2024: “Cracking Under Pressure: Analysis of a Nutcracker Mechanism” “Mechanical analysis in cable trays” “Material performance review: scrap tire rubber pads vs. elastomeric bearing base

Collection

2025 ASEE PSW Conference

Authors

Bailey Anne Wall, California Polytechnic State University, San Luis Obispo; Benjamin J. Hoefer, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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evaluate their understanding of the topic. The CMR questionsconsist of two parts. Students first answer the question and then select from a list of reasoningstatements that most closely align with their thought process [3]. These reasoning statementsinclude correct answers and common misconceptions, created based on student answers fromprevious Dynamics exams. This two-step style of questioning requires students to answer thequestion and identify their reasoning, which allows specific gaps in students’ understanding to beidentified [4].Adaptive Logic and Supplemental InstructionBased on the identified gaps, students are directed to the appropriate Supplemental Instruction(SI) video(s) tailored to their misconceptions. Depending on their previous