Collection

2025 ASEE PSW Conference

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Reuben A Saldivar, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Matthew D Jabson, California State Polytechnic University, Pomona; Abhishek Brijraj Vishwakarma, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

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

Collection

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

participants in a cross-sectional study in design-based engineering courses.Specifically, we share here our developed interview protocol for data collection using the critical incidentmethods and artifact elicitation. We share preliminary findings from a pilot interview conducted with asenior engineering student in an early phase of their capstone design project. 1. IntroductionCan the movement of novice designers in a design space offer a profound learning opportunity in design?Exploring this question is vital to improving the design learning experiences to both students and designeducators. In literature, the affordances of a physical space for learning, and as a pedagogical method, isoften referred to as active learning spaces (ALS) [1]. In a

Collection

2025 ASEE PSW Conference

Authors

Elizabeth Osborn, California State Polytechnic University, Pomona; Jeyoung Woo P.E., California State Polytechnic University, Pomona

universities. TSAP provides a structured 60-credit framework with guaranteed juniorstatus upon completion (Indiana Transfer Single Articulation Pathways, 2015). The programemphasizes competency-based learning outcomes while maintaining consistent course contentand learning objectives across institutions.Table 1: Indiana Transfer Single Articulation Pathway (TSAP) Framework Core Components Category Details Mathematics Sequence Calculus I-III (MATH 211, 212, 261), Differential Equations (MATH 264), Linear Algebra (MATH 265) Science

Collection

2025 ASEE PSW Conference

Authors

Kavish Shah, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

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

Tagged Topics

Diversity

mentor and the students. The qualitative analysis was performed inNVIVO 15. Our project has been exempted by our IRB office (IRB 2267358-1).Our review of the interviews, surveys, and attendance records indicated the implementation of apeer mentor had positive impacts for the learning outcomes of our clinical immersion program.From the summaries of the midterm evaluation, the students widely regarded the speakerresources as valuable and appreciated the peer mentor’s presence in clinical immersion sessions,but many did not attend the workshops due to scheduling conflicts, which averaged about twostudents per workshop. The interviews highlighted the profound respect and appreciation thestudents had for the peer mentor. Students regarded the peer

Collection

2025 ASEE PSW Conference

Authors

Shannen Allado; Lily G. Gossage

Collection

2025 ASEE PSW Conference

Authors

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

introduction to the discipline. The courseintroduces students to considerations needed for designing components and structures commonlyfound in industrial applications. The implementation of a problem-based learning model wasintroduced to 90 students who enrolled in the Strength of Materials (ME 2191) course in the Fall2024 semester (Cohort 1). The cohort consisted of two sections of 45 students that by credit-hours, ranged from sophomore to seniors. For several students this was their second or third timetaking the class. The goal for the problem-based learning was to foster in students, a deeperunderstanding and application of the principles in Mechanics of Materials based on testing dataand survey data. The key objectives of the study and how they

Collection

2025 ASEE PSW Conference

Authors

Roxana Javid, University of Southern California

Collection

2025 ASEE PSW Conference

Authors

Harly Ramsey, University of Southern California

Collection

2025 ASEE PSW Conference

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Rubaiya Murshed, Embry-Riddle Aeronautical University - Prescott

Collection

2025 ASEE PSW Conference

Authors

Juliana Lynn Fuqua, Cal Poly Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Yitong Zhao, California State Polytechnic University, Pomona; Reuben A Saldivar, California State Polytechnic University, Pomona

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

Tagged Topics

Diversity

studentperformance, foster a feeling of identity and belonging within engineering, and supportpersistence in STEM fields. For historically marginalized and underrepresented groups, thesedifficulties are especially significant, highlighting the need for more equitable and inclusiveteaching strategies.Underrepresented minorities and first-generation students often face a GPA gap of nearly 0.5 inPhysics, Statics, and Dynamics courses [1]. According to the Cal Poly- San Luis Obispo Collegeof Engineering's Diversity, Equity & Inclusion page, 82.3% of underrepresented minority (URM)students graduated within six years in 2021, compared to 87.7% of non-URM students—a 5.4percentage point difference. While this represents a significant improvement from a

Collection

2025 ASEE PSW Conference

Authors

Juliana Lynn Fuqua, Cal Poly Pomona; Reuben A Saldivar, California State Polytechnic University, Pomona; Jessica Ohanian Perez, California State Polytechnic University, Pomona; Yitong Zhao, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Sophie Emma Herant, University of Southern California; Alexander William Clark Kuncz, University of Southern California

, includingconsequences like hemorrhage or reoperation.1 Since bone cortices have an approximatethickness between 0.5 to 2.25mm, the margin for error is small.2 Accurate drilling is necessary,and is characterized by minimizing the breakthrough distance (Figure 1B). Orthopedic surgeons rely on “feel” to know when to stop drilling, rather than aquantitative marker. Plunging is common among resident orthopedic surgeons, as proper drillingtechnique is difficult to train. Studies have also shown that the incidence of plunging happens atall levels of training, but decreases with increased levels of experience, and it has been suggestedthat simulation skills could lead to better surgical outcomes.1,5,6 Increased practice could be keyin developing the “feel” of

Collection

2025 ASEE PSW Conference

Authors

Nahun Alejandro Garcia Banegas, Cal Poly Pomona

Collection

2025 ASEE PSW Conference

Authors

Jessica Gonzalez, California State University, Long Beach

Collection

2025 ASEE PSW Conference

Authors

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

entrepreneurial mindset with design-based learning approachesaligns with national initiatives emphasizing innovation and interdisciplinary skill-building inSTEM education. This project addresses gaps in existing educational methods by combiningtechnical design, entrepreneurship, and artificial intelligence (AI) integration to produce scalableand impactful learning tools. It contributes to ongoing efforts to prepare students for real-worldproblem-solving while enhancing their technical and entrepreneurial competencies. Theeffectiveness of the project was evaluated through various components: 1) Oral Presentations:students present their designs to faculty, emphasizing innovation, feasibility, and educationalimpact; 2) Final Written Technical Report: teams

Collection

2025 ASEE PSW Conference

Authors

Pitiporn Asvapathanagul, California State University, Long Beach

Collection

2025 ASEE PSW Conference

Authors

Darien M. Aranda, University of San Diego; Carlos Breach, University of San Diego; Jacob Fernandez, University of San Diego

Collection

2025 ASEE PSW Conference

Authors

Johann Fernandez, California State Polytechnic University, Pomona; Abhishek Brijraj Vishwakarma, California State Polytechnic University, Pomona ; Shreyas Chaudhary, California State Polytechnic University, Pomona; Yichi Cheng, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Anne Flesher, Truckee Meadows Community College; Indira Chatterjee, University of Nevada, Reno; Daniel Loranz, Truckee Meadows Community College; Milinda Wasala; Ann-Marie Vollstedt, University of Nevada, Reno

Collection

2025 ASEE PSW Conference

Authors

Ever Mauricio Diaz-Ramos, Harvey Mudd College; Drew Price, Harvey Mudd College; Leah Mendelson, Harvey Mudd College

Collection

2025 ASEE PSW Conference

Authors

Phuong Pham, California State Polytechnic University, Pomona ; Lily G. Gossage, California State Polytechnic University, Pomona; Brianna M. Argueta, California State Polytechnic University, Pomona; Marlennne Salcido, California State Polytechnic University, Pomona; Corey Lavoie, California State Polytechnic University, Pomona; Margaret Gietzen, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Maria Nino, California State Polytechnic University, Pomona; Lily G. Gossage, California State Polytechnic University, Pomona

Collection

2025 ASEE PSW Conference

Authors

Rebeka Sultana, California State University, Long Beach

Collection

2025 ASEE PSW Conference

Authors

Shadnaz Asgari, California State University, Long Beach; Ga Young Suh, California State University, Long Beach; Perla Ayala, California State University Long Beach

Tagged Topics

Diversity

industry needs. By sharing practical insights and best practices, thispaper aims to support educators and administrators in developing rigorous, industry-relevant, andinclusive programs that achieve ABET accreditation. 1. IntroductionBiomedical Engineering (BME) applies engineering and scientific principles to developinnovative healthcare solutions. It bridges technology and medicine to enhance patient outcomes,diagnostics, and treatments [1]. Its multidisciplinary nature enables it to tackle emerginghealthcare challenges and leverage technological advancements [2]. Innovations in artificialintelligence (AI), machine learning, and robotics have further expanded BME’s impact,revolutionizing medical imaging, personalized medicine, and wearable

Conference Session

Broadening Perspectives in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; Kenneth Stafford Sands II, Auburn University; David R. Gutierrez, University of Virginia; Deyrel Diaz, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

technologies. The primary focus of this intervention is to nurturethe digital skills necessary for utilizing and managing these technologies in future professionalroles. The project's first stage contextualizes the educational experiences of future constructionjobs, given the need for this industry to attract talent and continue its modernization to supporteconomic development in our society. A pre and post-evaluation was given to measure theeffectiveness of these interventions based on achieving three key objectives: (1) Increasingawareness of digital skills, (2) Enhancing understanding of anticipated job transformations fueledby technology in the future, and (3) Stimulating interest in potential careers within theconstruction industry. The research