Conference Session

Scaling Impactful Pre-College STEM + C Programs: Lessons from Transportation, Technology, and Engineering Camps

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leah Bug, North Carolina State University at Raleigh; Amy Isvik, North Carolina State University at Raleigh; Susan Beth D'amico, NC State University College of Engineering - The Engineering Place

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

engineering outreach programs. See Appendix B. We have already used it atseveral Partner Engineering Camps across North Carolina, during our on-site programs where webring students to experience engineering at our campus, and at our Engineering on the Roadprograms, where we go to schools and provide engineering education activities. Unfortunately,the student evaluation data is no longer available.Suggestions for Differentiating Engineering ChallengesThe previous examples provide detailed examples of two engineering challenges differentiatedfor different grade levels, including a teacher professional learning session. While this paperfocuses on informal educators, formal teachers could consider the strategies posed in this paperwhen differentiating

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

Tagged Topics

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

Sedig Salem Agili, Pennsylvania State University, Harrisburg, The Capital College; Aldo Morales, Pennsylvania State University, Harrisburg, The Capital College

Tagged Topics

NSF Grantees Poster Session

. IntroductionBased on the theoretical Prenzel’s Persistence of Interest model1-3, in 2022 faculty at PSCCreceived an NSF DUE grant with the following objectives: (a) Increase the number of diverse1 The authors thank the National Science Foundation DUE Division Award #2130381 for their support.low-income, academically talented students who enroll in and graduate from PSCC STEMundergraduate programs, contributing to the workforce in the STEM frontier areas; (b)Implement curricular and supportive activities that promote scholars’ persistence in STEMprograms; (c) Identify factors that, from those curricular and supportive activities, contribute toscholars’ persistence to remain in STEM undergraduate programs and successfully graduate; and(d) Disseminate

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Rajan Batta, University at Buffalo, The State University of New York

Tagged Topics

Diversity, NSF Grantees Poster Session

. Crisp, “Mentoring students: Conceptualizing and validating the multi- dimensions of a support system,” J. Coll. Student Retent. Res. Theory Pract., vol. 9, no. 3, pp. 337–356, 2007, doi: 10.2190/CS.9.3.e.[2] S. Mckay, S. Webb, C. Lopez, L. K. Beckett, F. Lu, and S. Sabati, “Beyond Inclusion: Cultivating a Critical Sense of Belonging through Community-Engaged Research,” Soc. Sci. 2022, Vol. 11, Page 132, vol. 11, no. 3, p. 132, Mar. 2022, doi: 10.3390/SOCSCI11030132.[3] B. Reynante, “Learning to design for social justice in community-engaged engineering,” J. Eng. Educ., vol. 111, no. 2, pp. 338–356, 2022, doi: 10.1002/jee.20444.[4] B. M. K. Hagerty, J. Lynch-Sauer, K. L. Patusky, M. Bouwsema, and P. Collier, “Sense

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Naqash Gerard, University of Florida; Idalis Villanueva Alarcón, University of Florida; Isabella Victoria, University of Florida; Minji Yun, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

, thoughthe findings and conclusions expressed herein represent the authors' views and not necessarilythose of the NSF. A special thanks to Dr. Buffy Smith, Dr. Laura Gelles, and Dr. Marialuisa DiStefano. We extend our thanks to the graduate students who participated in this study: NikolaosPippas, Mary Nwuana and two anonymous contributors. Special appreciation goes to theauthors themselves for engaging in critical self-reflection to identify their strengths, recognizetheir value, and build trust in the mentoring relationship.References[1] I. Villanueva Alarcón, V. Sellers, R. Paul, and B. Smith, “Transforming engineeringeducation through social capital in response to hidden curriculum,” in Routledge eBooks, 2023,pp. 380–401. doi: 10.4324

Conference Session

ME Division 5: Advancing Robotic and Mechanisms Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert Montgomery III, Kennesaw State University; Madeline G Bishop, Kennesaw State University; Sydney Jones, Kennesaw State University; Vanessa S Young, Kennesaw State University; Sagar Patel, Kennesaw State University; Erin Keeney, Kennesaw State University; Coskun Tekes; Tris Utschig, Kennesaw State University; Ayse Tekes, Kennesaw State University

Tagged Divisions

Mechanical Engineering Division (MECH)

) present the back view with a DC motor on the right and an encoder on the left; (7) highlights the electronics alongside springs of varying stiffness; (8,9) examine the rod's components; and (10) depicts the setup's attachment to the table.work on the equipment during the lab, or as homework assignments, or group projects intraditionally taught face-to-face courses. While mechanical engineering students excel in designand problem-solving, they often have limited exposure to programming. Therefore, this type ofhands-on equipment is crucial and provides them with essential wiring and programmingexperience. (a) (b) (c) Figure 5. Implementation of our 3D-printed pendulum setup for (a

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sita Vaibhavi Gunturi, Pennsylvania State University, Harrisburg, The Capital College; Jeremy Joseph Blum, Pennsylvania State University, Harrisburg, The Capital College; Tyler S. Love, University of Maryland Eastern Shore

Tagged Divisions

Computers in Education Division (COED)

and Data Sciences at Penn State University through the Inter-Institutional Partnerships for Diversifying Research (IPDR) Program.ReferencesBrown, T.B., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., Neelakantan, A.,Shyam, P., Sastry, G., Askell, A., Agarwal, S., Herbert-Voss, A., Krueger, G., Henighan, T.,Child, R., Ramesh, A., Ziegler, D.M., Wu, J., Winter, C., Hesse, C., Chen, M., Sigler, E.,Litwin, M., Gray, S., Chess, B., Clark, J., Berner, C., McCandlish, S., Radford, A., Sutskever,I., & Amodei, D. (2020). Language Models are Few-Shot Learners. In Proceedings of the34th International Conference on Neural Information Processing Systems (NIPS '20). CurranAssociates Inc., Red Hook, NY, USA, Article 159, 1877–1901.Chang, Y

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Victoria Rose Garza, The University of Texas at San Antonio; Joel Alejandro Mejia, University of Cincinnati; Teja Guda, The University of Texas at San Antonio

Tagged Divisions

Biomedical Engineering Division (BED)

assignments you wish to complete). Can you explain how you monitor? Evaluating Do you ever pause to check if you understand what you are doing? What questions do you ask yourself if you take pauses?References:[1] U.S. Department of Labor. (2023). Bioengineers and Biomedical Engineers. [Online]Available: https://www.bls.gov/ooh/architecture-and-engineering/biomedical-engineers.htm[2] R. M. Felder, "Engineering education: A tale of two paradigms," 2012.[3] B. Lutz and M. C. Paretti, "Exploring the Social and Cultural Dimensions of Learning forRecent Engineering Graduates during the School-to-Work Transition," Engineering Studies

Conference Session

Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Marc Weissburg

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

asengineers.Purpose and Research QuestionThis research examines the effects of a BID-focused engineering curriculum on students'determination to persist in the field of engineering and how it influences their engineering self-efficacy, including an exploration of any differences between genders. The study seeks to answertwo primary research questions: 1) To what extent does the BID curriculum affect students' a)intent to persist in engineering and b) engineering self-efficacy, and 2) In what ways do theseeffects vary by gender?MethodsResearch DesignThis study employed a quantitative pre-post design, specifically utilizing descriptive statistics(e.g., frequencies and percentages) to assess alterations in students’ intentions to persist inengineering and their

Conference Session

ENT-7: Approaches to Fostering Self-Efficacy and Data-Driven Decision Making

Collection

2025 ASEE Annual Conference & Exposition

Authors

L. Eric James, Minnesota State University, Mankato; Jennifer Karlin, Minnesota State University, Mankato; Zachary Reed Johnson

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

] Hylton, J. B., & France, T. (2016, July). A Transition in Progress: Building the Foundation for KEEN Outcomes in First-Year Engineering. In 8th Annual First Year Engineering Experience Conference.[9] Singh, S. S., Lynch, A. C., & Abdulaziz, A. (2024, September). Case Studies in Systems Engineering: Cultivate Curiosity and Competence. In 2024 ASEE Midwest Section Conference.[10] Estell, J. K. (2020, June). “EMbedding” the KEEN Framework: An Assessment Plan for Measuring ABET Student Outcomes and Entrepreneurial Mindset. In 2020 ASEE Virtual Annual Conference Content Access.[11] Hylton, J. B., & Hays, B. A. (2019, June). Modifying the value rubrics to assess the entrepreneurial mind-set. In 2019

Conference Session

Mechanics Division (MECHS) Technical Session 1B

Collection

2025 ASEE Annual Conference & Exposition

Authors

P.L.STEPHAN Thamban, THE UNIVERSITY OF TEXAS AT DALLAS; Dani Fadda, The University of Texas at Dallas; Oziel Rios, University of Texas at Dallas

Tagged Divisions

Mechanics Division (MECHS)

). Fig. 1, Project Workshop (a) Sheet metal tools (b) Soft metals mill (c) Drill (d) Injection molder (e) CNC router (housing by the students) (f) Chop saw (g) Hand tools (h) 3D printers (i) Scroll saw Fig. 2, Some Equipment in the Project WorkshopProject workshop and makerspace (subtle but important differences)In our introductory section we mentioned that our project workshop differs from a makerspace.Makerspaces are invaluable facilities that serve to stoke creativity in future engineers [6] but afacility like our project workshop primarily serves to educate students on the methodical(disciplined) fabrication aspect

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johan Tabora, Northwestern University; David P O'Neill, Northwestern University

Tagged Divisions

Educational Research and Methods Division (ERM)

when you were preparing for quals, can you tell me a bit about your experiences leading up to, and taking the QE? a. Tell me about your academics; were you taking classes, what was the workload etc.? b. Tell me about your research activities at that time. Was it a busy time? What kind of activities were you doing? (lab work, pilot experiments, collecting data, coding etc.?) c. Tell me about your relationships during that time (personal, academic, etc.) i. Were they stable, volatile? Rapid or gradual? d. Tell me about your feelings and physical health during that time. i. Any changes here over time? 4. Can you tell me

Conference Session

ME Division 7: Making it Matter: Projects and Communication

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amanda Sterling, Auburn University

Tagged Divisions

Mechanical Engineering Division (MECH)

but not all-encompassing. For completedocumentation of the project rules, requirements, and grading rubric, see Appendix A.3.2 Advice for implementationTo ensure successful implementation of the Marble Machine project and to maximize theeducational bene ts for students, the following recommendations are provided based on priorexperiences and observations.3.2.1 Measuring the system’s cycle rateAllow students to select their preferred method for measuring the system’s operational rate. Twocommon examples of measurement methods are (a) the N=N method (where the rate isdetermined by timing how long it takes for 10 balls to pass by a checkpoint) and (b) the N-1method (where the rate is determined by timing how long it takes 10 ball to pass a

Conference Session

Aerospace Division (AERO) Technical Session 2 - Student Papers 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lani McGuire, The Ohio State University; Benjamin Ahn, The Ohio State University

Tagged Divisions

Aerospace Division (AERO)

, “Pedagogies of Engagement: Classroom-Based Practices,” J. Eng. Educ., vol. 94, no. 1, pp. 87–101, Jan. 2005, doi: 10.1002/j.2168-9830.2005.tb00831.x.[5] W. C. Newstetter and M. D. Svinicki, “Learning Theories for Engineering Education Practice,” in Cambridge Handbook of Engineering Education Research, 1st ed., A. Johri and B. M. Olds, Eds., Cambridge University Press, 2014, pp. 29–46. doi: 10.1017/CBO9781139013451.005.[6] A. Johri, B. M. Olds, and K. O’Connor, “Situative Frameworks for Engineering Learning Research,” in Cambridge Handbook of Engineering Education Research, 1st ed., A. Johri and B. M. Olds, Eds., Cambridge University Press, 2014, pp. 47–66. doi: 10.1017/CBO9781139013451.006.[7] J. A. Henderson et al., “Circle

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, The University of Arizona; Gimantha N Perera, The University of Arizona; Ann Shivers-McNair, University of Arizona; Francesca Lopez; Hannah Budinoff, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

fall short of making meaningful connections torelevant evidence and equipping faculty with the necessary tools and frameworks to implementasset-based practices effectively. To address these shortcomings, the overall project involves (a)organizing faculty professional development retreats aimed at promoting critical awareness ofthe evidence and potential of asset-based practices, (b) co-designing and implementing asset-based pedagogical innovations in courses with an emphasis on engineering design, and (c)engaging both student and faculty participants from those courses in appreciative interviews toassess the alignment between educational innovations and student experiences. In this paper, wepresent an inventory of strategies derived from our

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert Hayes, Tufts Center for Engineering Education and Outreach; Jennifer Cross, Tufts Center for Engineering Education and Outreach; Elissa Milto, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

," Communications of the ACM, vol. 36, no.6, pp. 24–28, Jun. 1993.[16] E. B. N. Sanders and P. J. Stappers, "Co-creation and the new landscapes of design," Co-design, vol. 4, no. 1, pp. 5–18, 2008.[17] S. Bødker, C. Dindler, O. S. Iversen, and R. C. Smith, Participatory Design. SpringerNature, 2022.[18] S. Thomaz, A. Aglaé, C. Fernandes, R. Pitta, S. Azevedo, A. Burlamaqui, A. Silva, & L.M.Gonçalves, RoboEduc: a pedagogical tool to support educational robotics. In 2009 39th IEEEFrontiers in Education Conference, San Antonio, TX, USA, pp. 1-6, 2009. DOI:10.1109/FIE.2009.5350439.[19] M. Resnick, J. Maloney, A. Monroy-Hernández, N. Rusk, E. Eastmond, K. Brennan, and Y.Kafai, "Scratch: programming for all," Communications of the ACM, vol. 52, no. 11, pp

Conference Session

ECCNE Technical Session 2 - Alternative Energy Sources

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reg Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Ulan Dakeev, Sam Houston State University

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

operation of the wind turbines. When activated, it enables the turbines to spin, replicating the motion of actual turbines. The second switch regulates the digital ammeter, providing readouts of voltage and current after the car inverter. Lastly, the third switch not only governs the digital voltmeter display, revealing the voltage of the battery connected to the solar panels and car inverter but also activates the LED lights in both the house and barn. Figures 7 a a n d 7 b provide visual representations of different sections on the table and functional integration of components to craft a realistic and captivating demonstration setup. Figure 7a Tabletop microgrid system with farmhouse and overhead power lines 7b. Completed desktop

Conference Session

ECE-Grading Approaches and Assessment Practices

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ilya Mikhelson, Northwestern University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

(as opposed totraditional exams), a discussion must be had with regard to its efficacy and fairness as anassessment tool. Furthermore, it is prudent to discuss how such an assessment method can scaleto larger classes.3.1 Student ChoicesThis form of assessment has been offered over the last five terms, with the latter three offering allof the options presented in this paper. The number of students who have opted for each one ispresented in Table 1, and a summary is shown in Fig. 1(a). In order to remove the bias of largerenrollments, the same information is presented as percentages in Table 2, and a summary isshown in Fig. 1(b). As can be seen, no choice was strongly preferred over another, with a slightpreference for the children’s book

Conference Session

WiP: Gen AI, Mixed Reality, and Simulations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jonathan Verrett, University of British Columbia, Vancouver

Tagged Divisions

Chemical Engineering Division (ChED)

andfurther elucidate how students are using the tools using qualitative methods such as interviews toprovide a richer data set.AcknowledgmentThe survey in this work was adapted from a previous work developed by the author and anumber of colleagues, including Sharareh Bayat, Jenna Usprech, Robyn Newell and AlonEisenstein. Thanks go to them for that initial survey and study development. Thanks go out to thestudents participating in the survey. There was no grant funding tied to this work.References[1] J. A. Bowen and C. E. Watson, Teaching with AI: A Practical Guide to a New Era of Human Learning. Baltimore: Johns Hopkins University Press, 2024. [Online]. Available: https://muse.jhu.edu/pub/1/monograph/book/123216[2] J. L. Weber, B. M. Neda, K

Conference Session

Engineering Libraries Division (ELD) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Woods, University of Sheffield

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

35 to 400, with four outliers having more than 1,000participants. The most common qualitative methods used were semi-structured interviews,reflections, literature reviews, and focus groups. The most common quantitative methodswere questionnaire surveys, self-assessment surveys, and assessment measures such as testsor grade comparisons before and after an IL intervention. See Appendix B for a table listingthe methods used in the reviewed papers.Information literacy interventions and measurementAs “information experience” is a relatively new approach, many of the papers in this reviewfocus on information literacy. There is a paucity of literature focused on the informationliteracy of female engineering students specifically, therefore the

Conference Session

Engineering Technology Division (ETD) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Divisions

Engineering Technology Division (ETD)

sizes [39]. The KMO measureof sampling adequacy for student practice items was 0.75, noting that this data is adequate forfactor analysis. The KMO score for student perception items was 0.93, noting that the data isexcellent for factor analysis. Bartlett’s Test of Sphericity for student practices (𝜒 ! =734.88, 𝑑𝑓 = 15, 𝑝 < 0.001) and perceptions(𝜒 ! = 5542.62, 𝑑𝑓 = 136, 𝑝 < 0.001) wasstatistically significant, noting that the items are sufficiently correlated for factor analysis. Allsurvey items are included in Appendix A. The number of factors was determined using a Screeplot with parallel analysis, shown in Appendix B. We are interested in conceptualizing latentfactors, so common factor analysis and an oblique rotation method

Conference Session

ABET, PE, and CEBOK

Collection

2025 ASEE Annual Conference & Exposition

Authors

James H. Hanson, Rose-Hulman Institute of Technology; Kevin G. Sutterer, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology; Kevin R. Collins, Rose-Hulman Institute of Technology; Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Jennifer Mueller PE, ENV SP, Rose-Hulman Institute of Technology; Namita Shrestha, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

academicexperience, we also updated the Primary Traits of several criteria to ensure that thesource activity was explicit. Appendix B contains the details of which OutcomeCriteria were used to demonstrate each ABET Student Outcome.WorkloadWe willingly and intentionally chose to have 22 program student outcomes and 45student outcome criteria so that we could have granularity in our assessment datato inform curriculum change decisions. As an example, that granularity was helpfulas we decided curriculum changes to improve performance in our Program StudentOutcome 6. Experimental Methods and Data Analysis. Each quarter we met as adepartment for a half day to review the status of artifact gathering, assessment ofthe artifacts, and any proposed changes based on

Conference Session

Mechanics Division (MECHS) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Thomas Golecki, University of Illinois at Urbana - Champaign; Mikayla R Hoyle, University of Illinois at Urbana - Champaign; Melany Denise Opolz, University of Illinois at Urbana - Champaign; Jean-Christophe Raymond-Bertrand, University of Illinois at Urbana - Champaign; Nikhil Chandra Admal, University of Illinois Urbana-Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Kellie M Halloran, University of Illinois Urbana-Champaign; Callan Luetkemeyer, University of Illinois at Urbana - Champaign; Brian Mercer, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Kersh, University of Illinois at Urbana-Champaign

Tagged Divisions

Mechanics Division (MECHS)

lecture section (the “control” section) did not includethis change. To understand the impact of this change, students were surveyed to assess theirimpressions of the course at the beginning and end of the semester. Table 1: Demographics of Introductory Dynamics course. Section Number of Percentage Lecture Instructor Final Exam Final Exam Students Female Time Average Stdev. Control 206 23% 3 P.M. A 68.6 17.0 Test 254 21% 2 P.M. B 70.5 17.4Real World ExamplesThe following sections present a subset of real-world scenarios where the concepts

Conference Session

Civil Engineering & Leadership Division Joint Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)

Attitudes. The Department ofCivil and Environmental Engineering at Rose-Hulman Institute of Technology adopted aProfessional Attitudes student outcome in its program. The program is assessing affectivelearning in a number of outcomes. The depth and breadth of knowledge for civil engineers isbeyond the limits of a baccalaureate degree, so development of positive affective learning canfacilitate stronger long-term learning.The program examined twenty-four professional attitudes identified by ASCE. The twenty-fourattitudes were sorted into six groups and then prioritized by the program. The top four prioritygroups were subsequently identified for adoption in the program.Affective learning about professional attitudes is already an important part of

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

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

for engineering students [22], [23].Student use of university-wide learning support systems in engineering, such as library servicesand tutoring, also contribute to student retention and success [24]. Access to academic supportresources provided by the university is especially necessary for retention of underrepresentedstudent populations [15].B. Instructor TransparencyTransparent teaching methods prioritize clear communication with students about the structure ofa course and the reasoning behind that structure. Personalizing and clearly outlining coursepolicies and expectations of students within a syllabus allows an instructor to engage intransparent teaching methods from the outset of a course. Existing studies indicate thatincreasing

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlos R Morales, Purdue University at West Lafayette

Tagged Divisions

Computers in Education Division (COED)

teamsbased on their familiarity with the other students in the team and also did not seem to result instudent explicitly selecting teams to align with their career goals.The class required students to submit a “Team Formation” document, in which the studentsarticulated how they: (a) formed their team, (b) identified the roles and skills required in theirteam, (c) a rationale for how they selected their teammates, and (c) how they envisioned theirrole within the team would contribute to their individual career goals.Pre-intervension resultsAn analysis of the Team Formation documents submitted by the student revealed:1. The students did not critically select projects to meet their career goals. In almost no instance did a student explicitly state

Conference Session

DSAI Technical Session 10: Research Infrastructure and Institutional Insights

Collection

2025 ASEE Annual Conference & Exposition

Authors

Iqbal Hossain, The University of Arizona; Thomas Harman, University of Arizona; Wesley Nguyen, University of Arizona; Ravneet Chadha, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

extensive dataset of 190,000 publications, 6,000 researchers, 24,000 internal collaborations, 50 funding agencies, 40,000 funded projects, and 23,000 development research proposals, we reveal valuable insights into the institution’s research strengths and emerging trends. The methodology involves systematically collecting, processing, and analyzing diverse research metadata from multiple sources. We address the challenges of managing large-scale, unstructured data to provide a comprehensive view of the university’s research activities. Key findings include: (a) the role and diversity of researchers, (b) interconnections between departments and colleges in collaborative research, (c) the university’s research strengths

Conference Session

Assessments, Feedback, & Grading

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Jenkins, Cleveland State University

Tagged Divisions

Civil Engineering Division (CIVIL)

false statement andassigned to different versions of a test. For instance, the true variant “A simple horizontal curve is acircular arc with a consistent radius.” was assigned to versions A and D of the Design I test and thecorresponding false variant “A simple horizontal curve is an elliptical arc with a consistent radius.” wasassigned to versions B and C.Table 1. Number of True and False Questions Version Operations Design I Design II Planning True False True False True False True False A 3 (1) 4 (2) 3 (2) 3 (2) 4 (1) 4 (1) 6 (1) 7 (2) B 4 (1) 3 (2) 3 (2) 3 (2) 4 (1) 4 (1) 6 (1) 7 (2

Conference Session

ME Division 8: Measuring What Matters: Concept Inventories, FE Exam, and Learning Skills

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anahita Ayasoufi, Auburn University; Amanda Sterling, Auburn University; Jeffrey C. Suhling, Auburn University; Daniel Kevin Harris; Kyle D Schulze, Auburn University; Ashu Sharma, Auburn University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

facet that benefits from strong independent learning skills. All these reasons make SO7 a key ingredient for the effectiveness of the future engineers. For a detailed prior work review on available methods of measuring SO7 [3-6], including pros and cons of each, please see the authors’ previous paper [2].B. LASSI and its importance LASSI is a standard inventory from Educational Psychology. It assesses student learning preparedness across ten scales and three components of Skill (Information Processing, Selecting Main Ideas, and Test Strategies), Will (Anxiety, Attitude, and Motivation), and Self-regulation (Concentration, Self Testing, Time Management and Using Academic Resources) [7]. For more details on the definition of

Conference Session

Two-Year College Division (TYCD) Technical Session 3: Identity and Achievement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Ana Mazilu, College of Lake County

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

Foundation under GrantNo.1929983. Any opinions, findings and recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References1. National Science Foundation, “NSF Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM),” NSF 25-514, USA [Online]. Available: https://new.nsf.gov/funding/opportunities/s-stem-nsf-scholarships-science-technology- engineering-mathematics2. A. M. Ogilvie and D. B. Knight, “Post-transfer transition experiences for engineering transfer students,” Journal of College Student Retention: Research, Theory & Practice, vol. 23, no. 2, pp. 292-321, 2021.3. P.T. Terenzini