Conference Session

Track 3: Technical Session 3: A Strategic Program Overhaul: Increasing the Success of Women in Engineering Technology

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Leah Mackin, Rochester Institute of Technology (CET)

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

students in CET - Invested in SWAG items (Total ~ $1000) Actions Taken 1. Targeting First-Year Students a. Recognizing the comments about the Accepted Student Overnight as a welcoming tradition, we wanted to ensure that we were making connection with incoming class of students to our College b. Creating a CampusGroups page - the online portal for Student Activities and Student Organization/Club management c. Participated in the New Student Orientation Move-in Days Resource Fair for new students and families 2. Sending emails to all women students in our College to join the new WIT CampusGroups page a. Previously a newsletter was

Conference Session

Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

this inquiry could be expanded beyond STEM fields, capturing Latine students and otherracially minoritized student populations from different fields to enhance the literature. AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant Nos.1820536, 1820538, and 1820582. Any opinions, findings, conclusions, or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] A. Bandura, “Social cognitive theory in cultural context,” Applied Psychology, 51(2), 269-290, 2002.[2] B. M. Morgan and L. F. Alcocer, “Descriptive

Conference Session

Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45172The role of undergraduate engineering students’ different support networksin promoting emotional well-being: A narrative studySowmya Panuganti, Purdue Engineering Education Sowmya Panuganti is a graduate student at Purdue University in the Engineering Education department. She is passionate about understanding engineering culture and the effects it has on engineers’ mental health and well-being.Narjes Khorsandi Koujel, Rowan University Narjes is a Ph.D. student in Engineering Education at Rowan University. She earned a bachelor’s degree in industrial engineering in Iran and subsequently worked as an industrial

Conference Session

Track 5: Technical Session 3: Enhancing Diversity and Inclusion for First-Generation Students: A First Year Seminar Course Approach

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

. 2. Engle, J., & Tinto, V. (2008). Moving Beyond Access: College Success for Low-Income, First-Generation Students. Pell Institute for the Study of Opportunity in Higher Education. 3. Felder, R. M., Brent, R., & Prince, M. J. (2014). Engineering education: Designing for student success. Journal of Engineering Education, 103(1), 1-15. 4. Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2005). What matters to student success: A review of the literature. National Postsecondary Education Cooperative. 5. Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First- generation college students: Additional evidence on college experiences and outcomes

Conference Session

Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

. McDaniel, “Gender Inequalities in Education,” Annu. Rev. Sociol., vol. 34, no. 1, pp. 319–337, Aug. 2008, doi: 10.1146/annurev.soc.34.040507.134719.[7] D. N. Beede, T. A. Julian, D. Langdon, G. McKittrick, B. Khan, and M. E. Doms, “Women in STEM: A Gender Gap to Innovation,” SSRN Journal, 2011, doi: 10.2139/ssrn.1964782.[8] UNESCO, Cracking the code girls’ and women’s education in science, technology, engineering and mathematics (STEM). UNESCO, 2017. doi: 10.54675/QYHK2407.[9] L. Patterson, D. S. Varadarajan, and B. Saji Salim, “Women in STEM/SET: gender gap research review of the United Arab Emirates (UAE) – a meta-analysis,” GM, vol. 36, no. 8, pp. 881–911, Oct. 2021, doi: 10.1108/GM-11-2019-0201.[10] M. J. Davidson and R

Conference Session

Track 6: Technical Session 5: Development of a measure of intersectional socioeconomic inequality that extends beyond income

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University; Allison Godwin, Cornell University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

uses are not in linewith our original intentions. Use of the model in this way is both unfair and inequitable.Exploratory Factor AnalysisThe initial EFA (Appendix B), confirmed the potential for three latent factors, Parent Involvement,Home Resources, and School Hindrances, which explained 54.8% of the total variance. Threefactors remained explaining 68.7% of the variance amongst the final model (Appendix C).Structural Equation ModelingOf the initial n=125 variables pursued, a total of n=24 remained in the final socioeconomic modelshown (Figure 2; Appendix D). The three latent variables; School Hindrances, HouseholdEducational Resources, and Parent Educational Involvement, were made up of n=15 of thesevariables The remaining nine variables

Conference Session

Track 4: Technical Session 3: A narrative study of food insecure students in engineering and computing

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

://primo.rowan.edu/permalink/01ROWU_INST/ttegd8/cdi_proquest_journals_2227783183Hope Center for College, Community, and Justice at Temple University, "2020 #realcollege Survey School Report" (2021). ASUM RenterCenter Publications. 6. https://scholarworks.umt.edu/renter_center_pubs/6McKibben, B., Wu, J., & Abelson, S. (2023). New Federal Data Confirm that College Students Face Significant - and Unacceptable - BasicNeeds Insecurity. https://hope.temple.edu/npsas.Sackey, J. D., Pike, K., Rothpletz-Puglia, P., Brody, R., & Touger-Decker, R. (2021). Food Insecurity Among Health Sciences GraduateStudents at a Large Northeastern University. Journal of nutrition education and behavior, 53(5), 428–433.https://doi.org/10.1016/j.jneb.2020.11.003Ibarra, Melanie

Conference Session

Track 4: Technical Session 5: Impact of Generative AI Technologies on Blind and Visually Impaired Students: A Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lance Leon Allen White, Texas A&M University; Sara Amani, Texas A&M University; Trini Sofia Balart, Texas A&M University; Amanda Kate Lacy; Gene Sung-Ho Kim, Stanford University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

impaired students," ACM Inroads, vol. 10, no. 2, pp. 50-57, 2019.[11] J. P. Bigham, M. B. Aller, J. T. Brudvik, J. O. Leung, L. A. Yazzolino, and R. E. Ladner, "Inspiring blind high school students to pursue computer science with instant messaging chatbots," in Proceedings of the 39th SIGCSE technical symposium on Computer science education, 2008, pp. 449-453.[12] S. M. Kelly, "Access technology for blind and low vision accessibility," ed: SAGE Publications Sage CA: Los Angeles, CA, 2020.[13] "DRAFTSMAN Tactile Drawing Board." APH. https://www.aph.org/product/draftsman-tactile-drawing-board/ (accessed.[14] M. Paris. "Introducing: Be

Conference Session

Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Speed, Texas State University; Don Pair, University of Dayton

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

," International Journal of STEM Education vol. 10, no. 1, pp. 1-11, 2023.[5] M. Babeş-Vroman, T. N. Nguyen, and T.D. Nguyen, "Gender Diversity in Computer Scienceat a Large Public R1 Research University: Reporting on a Self-study," ACM Transactions onComputing Education (TOCE) 22, no. 2, pp. 1-31, 2021.[6] E.M. Bensimon, "The misbegotten URM as a data point," Los Angeles, CA: Center for UrbanEducation, Rossier School of Education, University of Southern California, 2016.[7] H.A. Bhatti, "Toward “inclusifying” the underrepresented minority in STEM educationresearch," Journal of Microbiology & Biology Education, vol. 22, no. 3, e00202-21, 2021.[8] D.J. Asai, "Race matters," Cell, vol. 181, no. 4, pp. 754-757, 2020.[9] A.G. Enriquez, C.B. Lipe, and B

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Mark A. Palmer

Tagged Topics

Diversity

feedback can only occur if weare working with the same definition.The following survey question is an example of one where the response provides concretestudent feedback. How did the demonstration help you understand the subject matter? a) Havinga chance to examine the demonstration clarified some things that I would probably not haveunderstood from the lecture alone. b) Having a chance to examine the demonstration showed methat I correctly understood the material about electric motors taught in class but didn’t help melearn anything new. c) The demo might be cool looking, but it didn’t help me understandanything about electric motors d) I honestly didn’t bother to look at it much.92. The Ascending SurveyI was first exposed to what I call an

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Priscilla J Hill, Mississippi State University; Bill B Elmore, Mississippi State University

Tagged Topics

Diversity, Professional Papers

Paper ID #45688Implementation of MyOpenMath in Chemical Engineering InstructionDr. Priscilla J Hill, Mississippi State University Priscilla Hill is currently a Professor in the Dave C. Swalm School of Chemical Engineering at Mississippi State University. She has research interests in crystallization, particle technology, population balance modeling, process synthesis and engineering education.Dr. Bill B Elmore, Mississippi State University Bill B. Elmore, Ph.D., P.E., is an Associate Professor and Director of the Swalm School of Chemical Engineering, holding the Deavenport Chair in Chemical Engineering. Research

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana; Shelly B. Blunt, University of Southern Indiana; William Elliott, University of Southern Indiana

Tagged Topics

NSF Grantees Poster Session

Paper ID #49429BOARD # 229: Capacity-Building for Change in an IUSE ICT Project: InstitutionalizingMini-ActivitiesDr. Amy B Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D. is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests include faculty and organizational development to support both faculty and student success, learning analytics, teaching innovations, and systems thinking and storytelling for institutional change.Shelly B. Blunt, University of Southern IndianaWilliam Elliott, University of

Conference Session

CANCELLED: Track 3: Technical Session 2: Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Sandra Loree Dika, University of North Carolina at Charlotte

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

students expressed thatindicate their development of understanding JEDI principles: (a) Diversity and Inclusion: Integration of DiversePerspectives; (b) Equity, Justice, and Accessibility; and (c) Community-Centric Approach, although the evidencealso suggests that not all students fluently apply these ideas in a problem-solving context. Overall, the resultssuggest that the 1-credit seminar is effective to build essential literacy of JEDI, which will be instrumental in futurework in sustainability engineering and design.1. IntroductionJustice, Equity, Diversity, and Inclusion (JEDI) are recognized as core components of educationin sustainability. JEDI are essential principles of the UN Sustainable Development Goals(SDG’s) (United Nations 2015) and

Conference Session

Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Avis Carrero, Tufts University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

asked to participate inthree components: a) an Electronic Survey, (b) an Interview (up to 75 minutes), and (c) anOptional member-checking interview (i.e., upcoming following the data analysis phase).Recruitment activities were dynamic and responsive as the study progressed and included (a)leveraging personal and professional networks, (b) obtaining faculty participant referrals, (c)electronic advertising in various venues (i.e., ASEE division listservs, faculty developmentconsulting groups), and (d) direct outreach to individual departments and faculty members.These activities resulted in a final sample of 36 faculty representing a range of contextual factors,including coming from 15 states, representing 18 institutions, various institutional

Conference Session

Track 4: Technical Session 1: Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lisa Y Flores, University of Missouri - Columbia; Rachel L Navarro, University of North Dakota; Jinkoo Lee, University of Missouri - Columbia; Bo Hyun Lee, The Ohio State University; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri - Columbia; Pat Garriott

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

. 6 Method search Participants Year 1 (2022) Year 2 (2023) Year 3 (2024) N = 518 N = 253 N = 214 A B C Ø College of Engineering Alumni Offices sent emails to engineering graduates from their institution in 2014 or later Ø Snowball sampling Ø

Conference Session

CANCELLED: Track 5: Technical Session 5: Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Divisions (CED, WIED, DEED, MIND, ERM, LEES, etc.), Society of WomenEngineers (SWE), National Society for Black Engineers (NSBE), National Society forProfessional Engineers (NSPE), Professional Engineers societies, etc.Figure 2 shows an actual Wake Forest Engineering faculty ad from fall 2018. The content ofthis faculty ad shows vision, values, and inclusion. The ad has some elements that one would nottypically see in a faculty ad, including (a) departmental values upfront and visibly clear, (b) asection describing our uniqueness and a vision of the kind of engineering program we arelaunching, (c) a section describing a vision of who we want. The ask for the candidates alsodemonstrate inclusion and an invitation to align with the vision and values

Conference Session

Military and Veterans Division (MVD) 1 - Access and Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Pederson, Air Force Institute of Technology; Mark Reith, Air Force Institute of Technology; David Long, Air Force Institute of Technology; Ralucca A. Gera, Naval Postgraduate School; Edward D White, Air Force Institute of Technology; Jonathan Zemmer, Air Force Institute of Technology

Tagged Divisions

Military and Veterans Division (MVD)

following criteria: a) The subject population includes military members, government civilians, and contractors. b) The researchers make a special effort to recruit subjects within or related to the cyber career field. c) The researchers may recruit people with cyber experience from non-DoD organizations based on availability. The recruitment locations are military organizations. The participants are recruited throughemail and in-person contact. Participants agree to be part of the experiment, and a meeting isarranged. The experiment occurs over Microsoft Teams, using Teams’ recording transcriptfeature for the interview. After the experiment begins, the protocol in Figure 2 is followed:Figure 2. Experiment protocol, showing the

Conference Session

Track 5: Technical Session 1: Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lorena Benavides-Riano, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

expectations about career paths and future roles in engineering aftercollege graduation.Purpose of the Study Given the necessity to have effective intervention programs such as Summer Bridge thatpromote URM participation in the STEM field, the study addresses the following researchquestion: 1) Does participation in the summer bridge program significantly increase a) self-efficacy, b) math outcome expectations, c) goal orientation, d) feeling of inclusion, e) knowledge of MSU and the engineering industry, and f) career success expectations among students? The current study hypothesized that participation in the SBP will positively influencestudents' self-efficacy levels, math outcome expectations, goal orientation, feeling of

Conference Session

Track 3: Technical Session 1: Bridging Educational Equity Gaps: A Systematic Review of AI-Driven Tools for Students Living with Disabilities in Engineering and STEM Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kevin Zhongyang Shao, University of Washington; Denise Wilson, University of Washington; Eric Kyeong-Min Cho, University of Washington; Sophia Tang, University of Washington; Hanlin Ma, University of Washington; Sep Makhsous, University of Washington

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45288Bridging Educational Equity Gaps: A Systematic Review of AI-Driven andNew Technologies for Students Living with Disabilities in STEM EducationKevin Zhongyang Shao, University of Washington Zhongyang (Kevin) Shao is currently a first-year Ph.D. student in Electrical and Computer Engineering (ECE) at the University of Washington, Seattle (UW). His research focuses on human-computer interaction and STEM education, particularly in developing user-centered, inclusive, and responsible AI technologies to enhance the accessibility and personalize learning for post-secondary STEM students. His current work

Conference Session

Tech Session 3: Emerging Trends in Engineering Education: AI, Clean Energy, and Curriculum Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dayna Mandalyn Cline, United States Military Academy; David Zgonc, United States Military Academy at West Point; William B Vass, United States Military Academy; Michael A. Butkus P.E., United States Military Academy; Matthew Baideme, United States Military Academy; Brett Ryan Krueger, United States Military Academy

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

. 2024, doi: 10.3390/architecture4040046.[26] H. Zhang and R. Zhang, “Generative artificial intelligence (AI) in built environment design and planning – A state-of-the-art review,” Progress in Engineering Science, vol. 2, no. 1, p. 100040, Mar. 2025, doi: 10.1016/j.pes.2024.100040.[27] L. Sela, R. B. Sowby, E. Salomons, and M. Housh, “Making waves: The potential of generative AI in water utility operations.,” Water Res., vol. 272, p. 122935, Dec. 2024, doi: 10.1016/j.watres.2024.122935.[28] Y. Wu, M. Xu, and S. Liu, “Generative artificial intelligence: A new engine for advancing environmental science and engineering.,” Environ. Sci. Technol., vol. 58, no. 40, pp. 17524–17528, Oct. 2024, doi: 10.1021

Conference Session

First-Year Programs Division (FPD) Technical Session 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Flanagan, Clemson University; Grace F Crocker, Clemson University; Michael Joseph Kiernan, Clemson University; Joseph Overlin Chapa, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Divisions

First-Year Programs Division (FPD)

what they discovered about the course content and course structureby creating their systems picture.For each section in the paper, students are generally penalized for missing required discussionitems, lacking depth in required discussions (minor penalty), or discussions that do notadequately address the project requirements (major penalty). For assessment purposes, theCategory and Influence sections are tied to course sub-outcome C02.a: Identify strategies usedby successful students through generating a “toolkit” of skills to enhance learning. The FutureWork section is tied to course sub-outcome C01.b: Explain reasoning behind interest inengineering as a major and develop long-terms goals as an engineering professional. TheSummary section is

Conference Session

Engineering Technology Division (ETD) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania; Tamara Schwartz, York College of Pennsylvania; Dean Zeller, York College of Pennsylvania

Tagged Divisions

Engineering Technology Division (ETD)

adopted technology, where all faculty responders do use the technology as well asthe majority of students. (a) Faculty and panelists usage of AI 28.57% 42.86% 28.57% Daily Weekly Monthly Rarely Never (b) Students usage of AI 2.78% 5.56% 13.89% 27.78% 50.00% Daily Weekly Monthly Rarely NeverFigure 1. Survey response on AI usage by (a) faculty and panelists (b) students.The wide adoption of AI, however, comes without being paired with proper training on how touse AI responsibly. Figure 2 depicts the percentage of the surveyed student

Collection

2025 ASEE -GSW Annual Conference

Authors

Todd W Polk, University of Texas at Dallas; Robert Hart P.E., University of Texas at Dallas

deadline.Closing the Peer Evaluation LoopAfter each peer evaluation, the instructors analyze the ratings to assign individual grades. The ratingscale for all six questions is 1-5, with 5 corresponding to the top option (i.e., best performance). Foreach student, we average the ratings of their teammates for the six categories which gives us an overallpeer evaluation rating. Note that a student’s self-ratings are excluded. The result is an overall ratingof 1-5, with a rating of 3 being average. A rating of 3 equates to 85 points or a B on our scale.In addition, the instructors read all the comments to ensure they are professional and appropriate.Comments are edited as necessary. Once this step is complete, the evaluations are released back tothe students

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

& B. McMullin(eds.) Emerging issues in the practice of University Learning and Teaching, Dublin, All Ireland Society for Higher Education (AISHE).Escandell, S., & Chu, T. L. (2023). Implementing relatedness-supportive teaching strategies to promote learning in the college classroom. Teaching of Psychology, 50(4), 441-447.Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16, 235-266.Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.Lattuca, L. R., Knight, D., & Bergom, I. (2013). Developing a measure of interdisciplinary competence. International journal of engineering education

Conference Session

Two-Year College Division (TYCD) Technical Session 2: Student Success and Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr, Hope College; David R Brown; Amy B Chan Hilton, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

Paper ID #49164Approaches for Efficiently Identifying and Characterizing Student Need Assessmentsin Two-Year CollegesDr. John Krupczak Jr, Hope College Professor of Engineering, Hope College, Holland, Michigan. Program Officer, NSF (2013-2016). Past Chair of the ASEE Technological Literacy Division; Past Chair of the ASEE Liberal Education Division; Senior Fellow CASEE, National Academy of Engineering (2008-2010).David R BrownDr. Amy B Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D. is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

Tagged Topics

NSF Grantees Poster Session

Paper ID #46968BOARD # 405: NSF HBCU-UP: STEM Academy for Research and Entrepreneurshipat the University of Arkansas at Pine BluffDr. Walter C. Lee, Virginia Polytechnic Institute and State University Dr. Walter Lee is an associate professor in the Department of Engineering Education and the director for research at the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech.Dr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Chief of Strategy in the College of Engineering

Conference Session

Track 5: Technical Session 2: Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Zeynep Ambarkutuk, Virginia Polytechnic Institute and State University; Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

changes in their short-term and long-term goals. The schedule ofsurveys for UPSILON specifically is included in Appendix B at the end of this work in progresspaper.Considerations Throughout the Evaluation ProcessThe considerations represented in this work in progress were the first time in multiple years thatthe scale, types, and coordination of assessment has been revisited in a more intentional way –especially post-shutdowns of 2020-2022. In revisiting the evaluation of the summer campsseveral key considerations were central to ensuring the effectiveness and accuracy of theassessments. We present the below categories that were essential in exploring: What changes andconsiderations are needed for documentation, data, and collection to capture

Conference Session

CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, goals, and student needs. Some ofthe advising models documented in the literature include the following: (a) learning-centeredadvising approach (focused on connecting purpose of education with curriculum and degree),(b) engagement approach (focused on relationship building between student and advisor), (c)developmental advising approach (focused on student development and growth), (d)prescriptive academic advising approach (focused on checklists towards degree completion), (e)proactive advising approach (focused on students initiating advising meetings and advisorstacking those identified as at academic risk), (f) appreciative advising approach (focused oncreating positive interactions to support growth and academic planning), (g) flipped

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)

Paper ID #47380BOARD # 75: One Teacher’s Experience Adapting an Innovative, FlexibleComputer Vision Curriculum in a Middle School Science ClassroomDr. Christine Wusylko, University of Florida Christine a postdoctoral fellow at the University of Florida. She draws on over 10 years of experience teaching science and technology across grade levels K-16, to produce useful and usable knowledge, which is both driven by problems of practice and is theoretically grounded. Her research and development program is centered on helping young people develop AI and STEM literacy in authentic learning environments.Rachel Still, University

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Steve Warren Ph.D., Kansas State University; Charles Carlson, Kansas State University

Tagged Divisions

Biomedical Engineering Division (BED)

number, modelnumber, manufacture date, etc. Refer to Appendices A.1 and A.2 for representative images.Device Accuracy Assessment. Each student performs a CMS50NA accuracy assessment, usinga Masimo MightySat® fingerclip pulse oximeter as a reference. They acquire at least 25 time-aligned measurement pairs (e.g., index and middle fingers) using the two devices. The studentcaptures images of (a) the devices while worn, with active displays, and (b) a wider view of thetesting area. Using Microsoft Excel, the student determines absolute and relative pulse rates andSpO2 errors for all the data pairs. They then calculate various statistical parameters, including anRMS value for absolute error for the overall data set, consistent with the ISO