Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

help students in developing skills and facilitate practice with ill-structured problem solving.Additionally, we believe the findings suggest that a consistent instructional reference based onEPT may provide a foundation for developing pedagogical tools to assist faculty in developingand facilitating ill-structured problem solving and overcoming curricular integration challenges.1.0 IntroductionThe origins of this research lie in engaging students in a co-curricular project program, engineeringintramurals, at an R1 institution. The program brings together engineering students, fromsophomore through senior year, often from multiple departments, to solve problems sourced fromindustry and community groups, open design communities, technical

Conference Session

IED Technical Session: Preparing for the Future Through Projects and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; Alejandro Salado, Virginia Tech; Chris Gewirtz, Virginia Tech

Tagged Divisions

Industrial Engineering

” [8]. The focus of this paper is Undergraduate Senior Design or Capstone projects (SDP). AnSDP is a culminating experience for undergraduate students, usually taking place during their lastyear of studies in the US education system. Their intent is to allow students to put into practice theengineering competences that they have acquired during their studies to solve a realistic problem.However, we contend that most programs center on establishing realism through the definition ofthe problem, and miss evaluating the realism exhibited by the solutions students develop. In order to study this gap further, this paper investigates whether the solutions that studentsdevelop as part of their SDP’s poses characteristics that are

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Griffin Pitts, University of Florida; Viktoria Medvedeva Marcus, University of Florida; Sanaz Motamedi, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

education, this study specifically focuses on un-derstanding students’ perspectives and experiences with these tools. For this purpose, a survey wasconducted at a large public university in the United States to understand students’ views on AIchatbots in educational settings. A total of 262 responses were collected from undergraduate stu-dents. Through thematic analysis, the students’ responses regarding their perceived benefits andrisks of AI chatbots in education were identified and categorized into themes.The results reveal several benefits identified by the students, with feedback and study support,instruction capabilities, and access to information being the most cited. The primary concerns in-cluded risks to academic integrity, accuracy of

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kyle Shanachilubwa, University of Georgia; Olivia I Bell, Harding University; Julianna R Beehn, Harding University; Chelsei Lasha Arnold, Harding University; James L. Huff, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

expectations and individual shame experiences,” Studies in Engineering Education, vol. 3, no. 1, pp. 1-27, Jan. 2022.[10] J. A. Smith and I. E. Nizza, Essentials of Interpretative Phenomenological Analysis. Washington, DC, USA: APA, 2022.[11] I. E. Nizza, J. Farr, and J. A. Smith, “Achieving excellence in interpretative phenomenological analysis (IPA): Four markers of high quality,” Qualitative Research in Psychology, vol.18, no. 3, pp. 369-386, Apr. 2021.[12] K. Charmaz, Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London, England: Sage, 2006.[13] J. Mills, A. Bonner, and K. Francis, “The development of constructivist grounded theory,” International J. of Qualitative Methods

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #8680Changes in Elementary Students’ Engineering Knowledge Over Two Yearsof Integrated Science Instruction (Research to Practice) Strand: Engineeringacross the K-12 curriculum: Integration with the Arts, Social Studies, Sci-ence, and the Common CoreMariana Tafur, Purdue University, West Lafayette Mariana Tafur is a Ph.D. candidate and a graduate assistant in the School of Engineering Education at Purdue University. She has a M.S., education, Los Andes University, Bogota, Colombia; and a B.S., electrical engineering, Los Andes University, Bogota, Colombia. She is a 2010 Fulbright Fellow. Her research interests include

Conference Session

History, Program Design, and even a Journal Club

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Wendy Crone, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Jeffrey Russell, University of Wisconsin, Madison; Paul Peercy, University of Wisconsin, Madison; Darryl G. Thelen, University of Wisconsin, Madison; Daniel Klingenberg, University of Wisconsin, Madison; Amy Wendt, University of Wisconsin, Madison

Tagged Divisions

Multidisciplinary Engineering

landscape that our graduates face strongly suggests a need to change the preparationour students receive.The University of Wisconsin-Madison has been facilitating change in the undergraduate programto promote a different kind of engineering education. To provide leadership and strategy forchange, the College of Engineering (CoE) formed the Engineering Beyond Boundaries EB2 TaskForce (TF) consisting of a core group of faculty.. Through a series of focus groups, facultymeetings and the formation of a larger working group, faculty and staff articulated and pursuedthe following goal:The College of Engineering will provide a contemporary engineering education that is strong inthe fundamentals of the discipline and also fosters an understanding of the

Conference Session

ELOS Technical Session 4: Empowering Student Learning Through Design, Integration, and Assessment

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johannes Kubasch, University of Wuppertal; Dominik May, University of Wuppertal; Doha Meslem, Bergische Universität Wuppertal

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

tailored to immerse students in international study contexts. This approach fosters intercultural collaboration, empowering students to cultivate essential competencies that transcend cultural boundaries. Beyond his academic role, Dr. May assumes the position of President at the ”International Association of Online Engineering (IAOE),” a nonprofit organization with a global mandate to advocate for the broader advancement, distribution, and practical application of Online Engineering (OE) technologies. His leadership underscores his commitment to leveraging technological innovation for societal progress. Furthermore, he serves as the Editor-in-Chief for the ”International Journal of Emerging Technologies in Learning

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christine Wusylko, University of Florida; Rachel Still, University of Florida; Pavlo Antonenko; Brian Abramowitz, University of Florida; Jeremy A. Magruder Waisome, University of Florida; Victor Perez; STEPHANIE KILLINGSWORTH, University of Florida

Tagged Divisions

Computers in Education Division (COED)

and preserviceteachers alike have had little training in this topic [7].To help teachers integrate AI into their curriculum, developers and educational researchers arecreating AI educational innovations for young people, many of which introduce AI using largelanguage models (LLMs) and chatbots (e.g. [8], [9]) in afterschool settings (e.g. [10], [11]).While these endeavors have been successfully implemented, there remains a gap for introducingAI technologies beyond LLMs and chatbots in the formal K-12 setting. Specifically, computervision is an underutilized and accessible way to introduce young people to CS and AI, and haspotential to be integrated into core middle school science standards.To address this gap, our interdisciplinary team of

Conference Session

Advancing Robotics Education: Frameworks, Platforms, and Teacher Preparation for K-12 Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Jill Kidd, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, University of North Dakota; Danielle Marie Rhemer, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Pilar Pazos, Old Dominion University; Stacie I Ringleb, Old Dominion University; Orlando M Ayala, Old Dominion University; Francisco Cima; Isaac Koduah Kumi, Old Dominion University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

students bolsteredhers. Kayla, in contrast, developed self-efficacy over time through a productive partnership witha supportive engineering student. These cases highlight the complex relationship between partnerdynamics, teaching roles, perceived success, and self-efficacy development. Implications forsupporting PSTs in engineering-integrated experiences are discussed. Introduction Nationwide engineering and coding standards in K-6 curriculum [1], [2] make instructionin these subjects essential for elementary teacher preparation. Along with content andpedagogical knowledge, preservice teachers (PSTs) need a belief in their ability to teach, alsoknown as teaching self-efficacy [3], [4]. Accordingly

Conference Session

International Division Technical Session 1: Looking at Study Abroad through an enhanced lens

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University

. pp. 208-233.[12]. M. Denton, M. Borrego and A. Boklage, "Community cultural wealth in science, technology, engineering, and mathematics education: A systematic review", Journal of Engineering Education, vol. 109, no. 3, pp. 556-580, 2020. Available: 10.1002/jee.20322.[13]. J. Dorsett, "Exploring International Student Adaptation Through a First-Year Experience Course,” Ph.D. dissertation, Iowa State University, Proquest.com, 2017.[14]. M. Fleming, "Instructional message design: Principles from the behavioral sciences", Amazon.com, 1978.[15]. S. Gardner, J. Jansujwicz, K. Hutchins, B. Cline and V. Levesque, "Socialization to interdisciplinarity: faculty and student perspectives", Higher Education, vol. 67, no. 3

Conference Session

Marketing Engineering as a Career Path to URMs

Collection

2009 Annual Conference & Exposition

Authors

David Delaine, Drexel University; Adam Fontecchio, Drexel University

Tagged Divisions

Minorities in Engineering

about these fields, lack ofconfidence in abilities, and the digital divide among others.1,2,3,4,5. Another area in whichminorities suffer within graduate school is with cultural capital and congruity. The literaturereports that an education system develops a culture similar to its society’s dominant culture. Inorder to successfully navigate the education system a level of familiarity with that culture isnecessary3. For minority students, especially Latinos, such unfamiliarity can cause many issues,create discomfort and discourage students from participation.These disparities in participation manifest themselves through all levels of education, startingwithin pre-collegiate institutions and transgressing through academia and industry. In K

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jinyi Jiang, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

., Moro, A., Bergram, K., Purohit, A., Gillet, D., & Holzer, A. (2020). Bringing Computational Thinking to non-STEM Undergraduates through an Integrated Notebook Application. https://ceur-ws.org/Vol-2676/paper2.pdfFunk, C. (2018, January 9). Women and Men in STEM Often at Odds Over Workplace Equity. Pew Research Center. https://www.pewresearch.org/social-trends/2018/01/09/women-and-men-in-stem-often-at -odds-over-workplace-equity/Jackson, C., Mohr-Schroeder, M. J., Bush, S. B., Maiorca, C., Roberts, T., Yost, C., & Fowler, A. (2021). Equity-Oriented Conceptual Framework for K-12 STEM literacy. International Journal of STEM

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sumaya Binte Zilani Choya, George Mason University; Mihai Boicu, George Mason University

Tagged Divisions

Computers in Education Division (COED)

of machine learning modelsto detect cheating through post-score analysis, addressing a gap in the existing research.By comparing the performance of algorithms such as Random Forest, Support Vector Machines(SVM), Logistic Regression, and Neural Networks, this research evaluates their effectiveness inidentifying suspicious behaviors in online exam data. The findings aim to benefit educators andadministrators by offering actionable insights to enhance the fairness and credibility of remoteassessments. This study emphasizes how technology can reinforce educational integrity andguarantee that online learning will remain a reliable and fair educational practice.Literature reviewPrevalence of academic dishonesty in online learning: Multiple studies

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Karl A Smith, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #13986How Fifth Grade Students Apply Data Analysis and Measurement in Engi-neering Design Challenges (Fundamental)Mr. Aran W Glancy, University of Minnesota, Twin Cities Aran W. Glancy is a Ph.D. candidate in STEM Education with a focus on mathematics education at the University of Minnesota. Aran is currently working on supporting elementary and middle school teachers in integrating science and mathematics through engineering design. Additionally, he is investigating modeling within K-12 mathematics classrooms, and is also interested in enhancing mathematics education through the integration of science, engineering

Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Friday Emmanuel James, Kansas State University; Joshua Levi Weese, Kansas State University; Nathan H Bean, Kansas State University; Russell Feldhausen, Kansas State University; Michelle Friend, University of Nebraska - Omaha; Robert Stewart, Kansas State University; Carrie Grace Aponte; David S. Allen, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

. Barnett, and P. Zhang, “A survey on computer science k-12 outreach: Teacher training programs,” in 2011 Frontiers in Education Conference (FIE). IEEE, 2011, pp. T4F–1. doi: 10.1109/FIE.2011.6143111 .[29] J. R. Warner, C. L. Fletcher, R. Torbey, and L. S. Garbrecht, “Increasing capacity for computer science education in rural areas through a large-scale collective impact model,” in Proceedings of the 50th ACM Technical Symposium on Computer Science Education, ser. SIGCSE ’19. New York, NY, USA: Association for Computing Machinery, 2019, p. 1157–1163. doi: 10.1145/3287324.3287418 .[30] K. P. Goodpaster, O. A. Adedokun, and G. C. Weaver, “Teachers’ perceptions of rural stem teaching: Implications for rural teacher

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katharine E. Miller, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University, West Lafayette; Danielle Corple, Purdue University; Megan Kenny Feister, California State University, Channel Islands

Tagged Divisions

Liberal Education/Engineering & Society

evidence of this through the student’sdiscussion of roles, skills, and overall team processes. Second, we examined the student’s viewor feeling of responsibility toward the team’s project partner. Relatedly, we examined thestudent’s feeling of responsibility to human-centered design—as emphasized by the EPICSProgram. We looked for evidence of this level of responsibility in the HCD-specific and contextof the program codes. Additionally, we considered moral intensity and social responsibility at thecoding level as a way in which students discuss the larger impact of their work to both theirproject partner and other stakeholders beyond the individual user. These considerations areexplicated in the presentation and discussion of our

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University; Paul A. Cobine, Auburn University; Allen L. Landers, Auburn University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Director of the AU Science in Motion program. Prior to her current position, she served as a Science in Motion physics specialist and an Instructor of general biology courses at Auburn University. For the past 15 years, Ms. Ewald has specialized in K-12 educational program development and implementation and currently oversees an outreach staff that deliv- ers over twenty STEM-based student programs annually, including BEST Robotics, Science Olympiad, Greater East Alabama Regional Science and Engineering Fair, Summer Science Institute, Auburn Math- ematical Puzzle Challenge, AU Explore, and Science Matters. In recent years, she has focused her K-12 efforts on working with STEM faculty to create teacher professional

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Ernzen, Arizona State University; Eugene Judson, Arizona State University; Ying-Chih Chen, Arizona State University; Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Kendra Rae Beeley

Tagged Divisions

K-12 & Pre-College Engineering

to design a piece of playground equipment with strong considerations of constraints;and one challenged students to use iterative processes to build and navigate a robot through amaze. The lesson ideas underscore three important conclusions. First, it is clear that as NGSS isrolled out into more schools, there is a tremendous need for the standards to be accompanied byprofessional development that allows middle school teachers to learn about specific lessons andunits of study that support engineering design. This implies going beyond just encouragingconceptual visions and promoting cognitive engagement, such as argumentation and analysis.Rather, this points to the need to demonstrate feasible classroom activities – something whichASEE K-12

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexis Papak, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

professor in physics at the University of Maryland in the Physics Education Research (PER) Group. Turpen’s work involves designing and researching contexts for learn- ing within higher education (for both students and faculty). Her research draws from perspectives in an- thropology, cultural psychology, and the learning sciences. Through in-situ studies of classroom practice and institutional practice, she focuses on the role of culture in science learning and educational change. She pursues projects that have high potential for leveraging equitable change in undergraduate STEM pro- grams and she makes these struggles for change a direct focus of her research efforts. She also serves on several national leadership bodies

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University, West Lafayette; Alan Cheville, Bucknell University; Jennifer Karlin, Minnesota State University, Mankato; Thomas A. De Pree, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineeringeducation compelled them to rely on quantitative standards for accreditation. Although ABET’sEngineering Criteria 2000 (EC 2000) reforms during the mid-1990s specifically worked to moveaccreditation beyond quantitative standards, namely the old “bean counting” approach, the actualimplementation of EC 2000’s “a-k” learning outcomes at some institutions still wind up in theend affirming Seron and Silbey’s findings: the new learning outcomes were often interpreted as alist of requirements to be met, rather than the starting point for a set of institutionally-specificcriteria that would require greater use of professional judgment on the part of both programevaluators and the faculty from programs undergoing evaluation (ABET 2016; also Pool 2016).This

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

possible, with their two-year programs.11. U.S. engineering schools must develop programs to encourage/reward domestic engineering students to aspire to the M.S. and/or Ph.D. degree.12. Engineering schools should lend their energies to a national effort to improve math, Page 12.903.4 science, and engineering education at the K-12 level. 13. The engineering education establishment should participate in a coordinated national effort to promote public understanding of engineering and technology literacy of the public. 14. NSF should collect and/or fund collection, perhaps through ASEE or the Engineering Workforce

Conference Session

Humanitarian and Sustainability in a Global Engineering Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Renetta G. Tull, University of Maryland, Baltimore County; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Rovani Sigamoney, UNESCO

Tagged Divisions

International

to FosterSocial Responsibility. SCI ENG ETHICS 12: 373. https://doi.org/10.1007/s11948-006-0036-5, 2006.[10] C. White, A. Talley, C. Crawford, and K. Wood. Interests and Influences in Humanitarian Engineering. ASEEAnnual Conference, 2010.[11] D. Hastings and C. White. Beyond the Engineer of 2020. World Engineering Education Forum, 2014.[12] Partnership for 21st Century Skills . Global challenges as inspiration: A classroom strategy to foster socialresponsibility. Science and Engineering Ethics 12(2), 373-380, 2002.[13] J. Dewey. Democracy and education: An introduction to the philosophy of education. New York: Macmillan1916/1944.[14] M. E. Madden, M. Baxter, H. Beauchamp, K. Bouchard, D. Habermas, M. Huff, B. Ladd, J. Pearon, and G.Plague

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alan Marchiori, Bucknell University

Tagged Divisions

Computers in Education Division (COED)

theoreticalconcepts explored throughout the course, such as: • The project provided a clearer picture of how a CPU works, solidifying theoretical concepts through practical implementation. • It was a valuable hands-on experience that deepened understanding beyond memorization. • The assignment improved debugging and problem-solving skills. • The project helped students understand the importance of control signals in CPU operation. • Students expressed appreciation for seeing how all the course material came together in one project.Althoguh student feedback consistently indicates a positive reception towards the project, severalchallenges were also identified: • Navigating the starter code: Students found the starting code

Conference Session

Computers in Education Division (COED) Track 6.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sujan Poudyal, Cleveland State University

Tagged Divisions

Computers in Education Division (COED)

trends," Nature Medicine, vol. 29, no. 3, pp. 283-298, 2023.[3] P. Kaur, C. Chauhan, and K. Singh, "Fraud detection in financial systems: Machine learning and beyond," IEEE Transactions on Systems, Man, and Cybernetics, vol. 53, no. 2, pp. 1-11, 2023.[4] K. Lee, H. Yang, and T. Liu, "Exploring bioinformatics datasets with deep learning: A comprehensive review," Bioinformatics Reviews, vol. 39, no. 5, article btaa931, 2023.[5] S. Poudyal, M. Nagahi, M. Nagahisarchoghaei, and G. Ghanbari, "Machine learning techniques for determining students' academic performance: A sustainable development case for engineering education," in Proc. 2020 Int. Conf. Decision Aid Sciences and Application (DASA), Sakheer, Bahrain

Conference Session

COED: Computing in K-12 / Early Childhood Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Safia A. Malallah, Kansas State University; Lior Shamir, Kansas State University; William Henry Hsu, Kansas State University; Joshua Levi Weese, Kansas State University; Salah Alfailakawi, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

, including children in early childhood education, must be consistentlyexposed to data science concepts to meet future industry requirements [1, 2]. Students wholearn data science at a young age are better equipped to implement the concepts at later stageswhere they will have more chances to practice and develop their skills [3]. However, currentdata science research for early childhood is very limited, and although previous data scienceframeworks for K–12 education have claimed that the content is suitable for kindergarteners,application has proven that, in reality, the content is more appropriate for students in grade 4and beyond [4]. Therefore, this paper proposes a data science framework suitable for the developmentalstages of young

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra J McCall, Utah State University; Daniel Kane, Utah State University; Wade H Goodridge, Utah State University; Linda Davis Ahlstrom, Utah State University; Oenardi Lawanto, Utah State University

Tagged Divisions

Computers in Education Division (COED)

education, gaps remain in our understanding of how motivational drivers, learningstrategies, and trustworthiness perceptions interact to shape students’ adoption or avoidance ofthese tools [17], [18], [19]. Unfortunately, limited research also exists beyond surface-levelpolicies and educator opinions regarding GAI [14], and its full impact on student learningremains largely unknown [17].Theoretical FrameworksGAI is a disruptive technology that has affected many aspects of education [8], [15], [20], [21]and requires sociocultural approaches that consider individual use within a broader socialecosystem [22]. In this case, university students’ perceptions were explored through constructssuch as Intrinsic Goal Orientation (IGO), Extrinsic Goal

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica M Harlan, University of South Alabama; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Mobile Area Education Foundation; Susan A. Pruet, STEMWorks, LLC

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

is gaining attention and respect nationally. Melissa Dean received her bachelors of science from Louisiana State University in Shreveport and is currently working toward her graduate degree in Instructional Design and Development at the University of South Alabama in Mobile.Dr. Susan A. Pruet, STEMWorks, LLC Dr. Susan Pruet has been actively involved in STEM education for over 30 years – as a teacher, teacher educator and director of reform initiatives. Since 1998 she has directed two STEM reform initiatives for the Mobile Area Education Foundation (MAEF): the Maysville/Mobile Mathematics Initiative and, most recently, Engaging Youth through Engineering (EYE), a K-12 workforce development and STEM initiative in

Conference Session

Circuits and Systems Education 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nesreen Alsbou, Ohio Northern University; Khalid S. Al-Olimat P.E., Ohio Northern University; Vladimir A Labay, Gonzaga University; Heath Joseph LeBlanc, Ohio Northern University

Tagged Divisions

Electrical and Computer

. Page 26.1028.16AcknowledgmentsThis work has been supported in part by the Kern Family Foundation through the KEEN (KernEntrepreneurial Engineering Network) institutional grant awarded to Ohio Northern University.References[1] Kriewall, T. J., Makemson, K., “Instilling the entrepreneurial mindset into engineering undergraduates,” The journal of engineering entrepreneurship, vol. 1, no 1, pp. 5-19, July 2010.[2] Evans, A., Davies, T., Wilks, S. “Is your laboratory a turn-off?”, International Journal of Electrical Engineering Education, Vol. 39 Issue 3, July 2002, pp. 284-291.[3] Firebaugh, S., Jenkins, B., Ciezki, J. “A Comprehensive Laboratory Design Project for Teaching Advanced Circuit Analysis”, Proceedings of the 2004 ASEE Annual

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

faculty members reflect on and adapt theirteaching practices within supportive communities. We also explore how personal,departmental, and institutional factors, if any, affect their participation and career paths. Thisleads us to examine the following research question: How do women engineering teachingfaculty experience and perceive their participation in communities of practice?MethodsThe Faculty Innovation Initiative (FII) is a program that supports innovation in undergraduateengineering education at a large research-intensive Midwestern U.S. university. For over adecade, it has been supported by the College of Engineering and encourages facultycollaboration through communities of practice. Faculty teams work together to design andimplement

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Allen Calhoun, University of Cincinnati; David Reeping, University of Cincinnati; Siqing Wei, University of Cincinnati; Aarohi Shah, University of Cincinnati

Tagged Divisions

Computers in Education Division (COED)

-bertoline/[2] S. Sorby, N. L. Fortenberry, and G. Bertoline, “Stuck in 1955, engineering education needs a revolution,” Issues Sci. Technol., 2021.[3] C. S. Lee, N. J. McNeill, E. P. Douglas, M. E. Koro‐Ljungberg, and D. J. Therriault, “Indispensable Resource? A Phenomenological Study of Textbook Use in Engineering Problem Solving,” J. Eng. Educ., vol. 102, no. 2, pp. 269–288, Apr. 2013, doi: 10.1002/jee.20011.[4] D. Harris, “Office Hours Are Not Obsolete: Fostering Learning Through One-on-One Student Meetings,” Duq Rev, vol. 57, p. 43, 2019.[5] J. Widmann, K. Shollenberger, and J. Kennedy, “Student use of author’s textbook solution manuals: Effect on student learning of mechanics fundamentals,” in 2007 Annual Conference &