Displaying all 17 results
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- New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development
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- 2025 ASEE Annual Conference & Exposition
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- Steven B. Warth, Austin Peay State University; Bobette Bouton; Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University
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Paper ID #46119Where Empathy is Needed in Engineering FormationSteven B. Warth, Austin Peay State University An undergraduate researcher, working towards building a more empathetic and sustainable engineering society. Currently pursuing a bachelors degree in engineering physics.Bobette Bouton Dr. Bobette Bouton is an associate professor at Austin Peay State University. Her current area of research is socio-emotional development in the domain of empathy. She is a Deweyan Pragmatist who focuses on student-centered teaching and reflection. She also is working toward making higher education a more socially just and safe
- Conference Session
- New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development
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- 2025 ASEE Annual Conference & Exposition
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- Jiawei Gong, Pennsylvania State University, Behrend College; Debalina Maitra, Kennesaw State University
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indicated the impactand number of the citation. Also, the map indicates the relevance of all the research articles.Also, it provides students insights into which paper students should read next in order to explorethe concept of PSC. This can be replicated with any journal paper/conference paper acrossdisciplines for an efficient literature review. 9Figure 4. (a) Broad citation network showing connections among key studies on perovskite solarcells in space applications. (b) Focused view highlighting Kanaya (2019) as a central referenceinfluencing subsequent research.The citation map in Figure 4(a) illustrates the interconnections among key research
- Conference Session
- New Engineering Educators (NEE) Technical Session 2 - Technology Tools
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- 2025 ASEE Annual Conference & Exposition
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- Ke Tang, University of Illinois Urbana-Champaign; Thomas Golecki, University of Illinois at Urbana - Champaign; Jennifer R Amos, University of Illinois Urbana-Champaign; Jacob Henschen, University of Illinois Urbana-Champaign; Abdussalam Alawini, University of Illinois at Urbana - Champaign; Matthew D Goodman, University of Illinois Urbana-Champaign; Halim Beere, University of Illinois Urbana-Champaign
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Instructional Innovations Program (SIIP) for the funding for thisproject.References[1] P. Bambrick-Santoyo, Driven by data 2.0: A practical guide to improve instruction, 2nd ed. Jossey-Bass, 2019.[2] O. Viberg, M. Hatakka, O. B¨alter, and A. Mavroudi, “The current landscape of learning analytics in higher education,” Computers in human behavior, vol. 89, pp. 98–110, 2018.[3] V. Park and A. Datnow, “Ability grouping and differentiated instruction in an era of data-driven decision making,” American Journal of Education, vol. 123, no. 2, pp. 281–306, 2017.[4] L. Sanchez, J. Penarreta, and X. Soria Poma, “Learning management systems for higher education: a brief comparison,” Discover Education, vol. 3, p. 58, 2024.[5] K. Ahmad, W. Iqbal, A. El
- Conference Session
- New Engineering Educators (NEE) Technical Session 2 - Technology Tools
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- 2025 ASEE Annual Conference & Exposition
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- Martin Karl Fislake, University of Koblenz
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(MoMoTech). Heidelberg: Springer.[15] van Tuijl, C., & van der Molen, J. H. W. (2016), Study choice and career development inSTEM fields: An overview and integration of the research. International Journal of Technologyand Design Education, 26(2), 159–183. https://doi.org/10.1007/s10798-015-9308-1[16] Krüger, H. (1992), Vorberufliche Sozialisation. German Journal of Research in HumanResource Management, 318-341.[17] Ivemark, B., & Ambrose, A. (2021), Habitus Adaptation and First-Generation UniversityStudents’ Adjustment to Higher Education: A Life Course Perspective. Sociology of Education.https://doi.org/10.1177/00380407211017060[18] Papadakis, S., Vaiopoulou, J., Sifaki, E., Kalogiannakis, M., & Stamovlasis, D. (2021).Attitudes towards
- Conference Session
- New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development
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- 2025 ASEE Annual Conference & Exposition
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- Allie DeLeo-Allen, DKB Solutions, LLC; Alicia Boudreaux Kiremire MS, PE, PMP, FlowStream Management LLC; Katie Evans, Houston Christian University; Anne Case Hanks, University of Louisiana Monroe; Krystal Corbett Cruse, Louisiana Tech University
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, no. 2, pp. 191-215, Mar. 1977. doi: 10.1037/0033-295X.84.2.191.[14] J. B. Rotter, Social Learning and Clinical Psychology. Englewood Cliffs, NJ, USA: Prentice-Hall, Inc., 1954. doi: 10.1037/10788-000.[15] A. Kiremire, B. Williamson, E. Wilson, and C. Dean, “(Re) shaping STEM evaluation through organizational capacity development,” presented at Amer. Eval. Assoc. Annual Conf. (Evaluation 2022), New Orleans, LA, USA, Nov. 10, 2022.[16] Pact, “Pact’s approach to capacity development,” Washington, DC, USA, n.d.[17] “Evaluating capacity development,” Better Evaluation, https://www.betterevaluation.org/en/themes/capacitydevelopment (accessed Jan. 5, 2025).[18] S. Otoo, N. Agapitova, and J. Behrens, “The Capacity
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- New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning
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- 2025 ASEE Annual Conference & Exposition
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- H. Schwab, The Ohio State University; Heidi A. Diefes-Dux, University of Nebraska - Lincoln; Anu Singh, The Ohio State University; Euclides Maluf, University of Nebraska - Lincoln
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OR OR OR Justifies 2 SD 3V Nothing written in this regard OR OR NA OR Application SD V (Cohort 1 only) a SD = Sufficiently Detailed, b V = VagueOther than the rubric, instructors provided additional resources to familiarize students withmetacognition and the reflection assignment expectations (Table 4). For Cohort 1 Course 1,resources were limited and relied predominantly on written feedback from the research team.However, after the Cohort 1 Course 1 first reflection it
- Conference Session
- New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning
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- 2025 ASEE Annual Conference & Exposition
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- C. Richard Compeau Jr, Texas State University; Kimberly Grau Talley P.E., Texas State University; Austin Talley, Texas State University
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Paper ID #46586Speak Loudly and Carry a Small Stick: Applying Classicle Sticks Across theEngineering CurriculumDr. C. Richard Compeau Jr, Texas State University C. Richard Compeau Jr. is a Professor of Practice in the Ingram School of Engineering, and the Electrical Engineering Program Coordinator. He is interested in teaching and curriculum development. His work is typically project-specific for the EE CapstonDr. Kimberly Grau Talley P.E., Texas State University Dr. Kimberly G. Talley, P.E. is an associate professor in the Department of Engineering Technology, PERSIST (Promoting the Engagement and Retention of Students In
- Conference Session
- New Engineering Educators (NEE) Technical Session 2 - Technology Tools
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- 2025 ASEE Annual Conference & Exposition
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- Evan Fakhoury, Lebanese American University; Michel Elkhoury, Lebanese American University; Pierre Rahme, Lebanese American University; Abbas A. Tarhini, Lebanese American University; George E Nasr, Lebanese American University
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Paper ID #45858Integrating Immersive Virtual Reality for Enhanced Learning in Engineering:A Case Study in Higher Education in LebanonDr. Evan Fakhoury, Lebanese American University Evan Fakhoury, PhD, is an Assistant Professor of Mechanical Engineering at the Lebanese American University and the Assistant Director of the LAU Industrial Hub. With a deep passion for innovation and entrepreneurship, Dr. Fakhoury has founded a VR/AR digital consulting agency, leveraging cutting-edge technologies to improve human-computer interaction. At the Lebanese American University, his research focuses on virtual reality, immersive learning
- Conference Session
- New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Katherine Ansell, University of Illinois at Urbana - Champaign; Jessica R TerBush, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Elaine C. Schulte, University of Illinois at Urbana - Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Rebecca Marie Reck, University of Illinois at Urbana - Champaign
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did not meet their [the TA’s]self-determined length.In this example the dissent came in both the form of legitimate dissent [33] (the quiz was overlycomplicated—it covered too much disparate material) and personal attacks (the coordinatorneeded instruction from the TA about how to be an instructor) [30]. To help resolve the dissent,the two-step strategy was deployed as follows: 1. Provide an avenue for dissent to occur and be addressed. a. Distribute the quiz in advance of the meeting for the TAs to review and provide comments. b. Encourage comments/criticism on the materials at the weekly meeting. 2. Establishing leadership boundaries between that emphasize both authority and respect. a. Do not
- Conference Session
- New Engineering Educators (NEE) Technical Session 2 - Technology Tools
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- 2025 ASEE Annual Conference & Exposition
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- Casey J Rodgers, University of Illinois at Urbana - Champaign; Afeefa Rahman, University of Illinois Urbana-Champaign; Ann C Sychterz Ph.D., P.Eng, University of Illinois at Urbana - Champaign; Jacob Henschen, University of Illinois at Urbana - Champaign
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thisarticle has been critically reviewed and further refined by the authors, ensuring that the contentaligns with the authors' intended scope and scholarly rigor.References[1] A. Hamad, B. Jia, “How Virtual Reality Technology Has Changed Our Lives: An Overview of the Current and Potential Applications and Limitations,” Int. J. Environ. Res. Public Health, 19, 11278, 2022. https://doi.org/10.3390/ijerph191811278[2] B. Birckhead, C. Khalil, X. Liu, S. Conovitz, A. Rizzo, I. Danovitch, K. Bullock, B. Spiegel, “Recommendations for Methodology of Virtual Reality Clinical Trials in Health Care by an International Working Group: Iterative Study,” JMIR Ment Health, 6(1):e11973, Jan. 31, 2019. doi: 10.2196/11973. PMID
- Conference Session
- New Engineering Educators (NEE) Technical Session 3 - Professional and Faculty Development
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- 2025 ASEE Annual Conference & Exposition
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- Gracie Kerr, University of Nebraska - Lincoln; Hayden J Wulf, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln
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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
- New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement
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- 2025 ASEE Annual Conference & Exposition
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- Garrett Weidig, Michigan State University; Geoffrey Recktenwald, Michigan State University
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- New Engineering Educators Division (NEE)
,” 2006.[8] C. Groce, T. Willis, B. S. Sonner, and W. L. James, “Mandatory Class Attendance Policies: Examining the Student Perspective,” 2012.[9] A. Lofgren, “College Students and Class Attendance: How Poverty and Illbeing Affect Student Success through Punitive Attendance Policies,” College Teaching, 2023, doi: 10.1080/87567555.2023.2255714.[10] K. Kasman and Z. Hamdani, “THE EFFECT OF ZOOM APP TOWARDS STUDENTS’ INTEREST IN LEARNING ON ONLINE LEARNING,” vol. 2, no. 3, 2020, doi: 10.31933/dijemss.v2i3.[11] H. ’Raaen, K. ’Gonzalez, R. ’Sørum, “Can Zoom replace the classroom? Perceptions on digital learning in higher education within it,” 20th European Conference on e-Learning, 2021.Appendix A
- Conference Session
- New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning
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- 2025 ASEE Annual Conference & Exposition
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- Ines Basalo, University of Miami; Renee Evans, University of Miami
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- New Engineering Educators Division (NEE)
. Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--309213. Klingbeil, N. W., & Bourne, A. (2013, June), A National Model for Engineering Mathematics Education: Longitudinal Impact at Wright State University Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--190904. Vanderbilt University Center for Teaching, "Understanding by Design." Accessed: May 1, 2025. [Online]. Available: https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Understanding-by-Design.docx5. Dabney, B. W., & Eid, F. (2024). Beyond Bloom's: Fink's taxonomy as a catalyst for meaningful learning in nursing education. Teaching and Learning in Nursing, 19(1
- Conference Session
- New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning
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- 2025 ASEE Annual Conference & Exposition
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- Rubaiya Murshed, Embry-Riddle Aeronautical University - Prescott
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- New Engineering Educators Division (NEE)
than simply selecting a random answer option.Activity Feature 1 (Figure 1) → Poll: It is a comparative analysis feature. It provides theperformance statistics of students for each question included in the activity session. This activityfeature employs multiple-choice questions. The example in Figure 1 shows that 33.3% of studentsselected option A, 33.3% chose option B, and 33.3% chose option C. Since all students answeredthe question, option D received 0%. I included options A to C, while option D was automaticallygenerated. Nearpod has an option to include an image in any question. I included the T-ν diagramto this question. Statistics of Class Performance
- Conference Session
- New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Ghazal Barari, Embry-Riddle Aeronautical University; Brian Sanders, Embry-Riddle Aeronautical University - Worldwide
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- New Engineering Educators Division (NEE)
real-worldprojects. By bridging theoretical concepts with practical applications, VEs enhance learning,improve skill development, and offer an engaging educational experience [11, 12].Integrated feedback mechanisms within VEs allow students to refine their strategies iteratively,creating a continuous improvement loop. Similar to varied treatments in medical SA, differentVE approaches can be studied to determine their impact on student engagement andachievement. 1.2. Research ObjectivesThe primary objectives of this study are to: a. Design and development of virtual environments for engineering core course as “treatment” to enhance engagement b. Apply FLASH to forecast student success based on engagement data in VEs within
- Conference Session
- New Engineering Educators (NEE) Technical Session 4 - Undergraduate Student Learning
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Eric J Steward, University of South Alabama; Sean Walker, University of South Alabama; Rachel Chai, University of South Alabama; Zachary Miller, University of South Alabama; Bryant Baldwin, University of South Alabama
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- New Engineering Educators Division (NEE)
: Shaping Future Engineers,” in 2024 ASEE Annual Conference & Exposition, 2024.[10] M. Williams and C. George, “Using and doing science: gender, self-efficacy, and science identity of undergraduate students in STEM,” J Women Minor Sci Eng, vol. 20, pp. 99– 126, Jan. 2014, doi: 10.1615/JWomenMinorScienEng.2014004477.[11] M. Melissa, R. A. B, G. John, P. N. C, R. M. M, and L. Alexis, “Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students,” Journal of Microbiology & Biology Education, vol. 23, no. 1, pp. e00346-21, Mar. 2022, doi: 10.1128/jmbe.00346-21.[12] N. M. Lockie and R. J. Van Lanen, “Impact of the Supplemental Instruction Experience
- Conference Session
- New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Pablo Robles-Granda, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Celina Anwar, University of Illinois at Urbana - Champaign; Shivi Narang, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign
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determine (1) whether studentengagement with UDL tools is self-informative and (2) to assess whether these interactions can beused to detect engagement changes. Two key UDL components are studied: (a) digital forms,which facilitate non-graded participation and formative feedback, and (b) multimedia tools thatprovide accessible, self-paced learning opportunities. Student interactions are analyzed usingauto-regressive models, including ARIMA, SARIMA, and advanced machine learning methodslike GRU and CatBoost. The study also employs Pruned Exact Linear Time (PELT) to detectsignificant engagement shifts. Findings suggest that student interaction data predicts futureengagement, with GRU performing best in minimizing absolute errors and ARIMA excelling