Collection

2025 Northeast Section Conference

Authors

David Lee; Mashtura Rahman; Shivansh Sharma; Michael Ventourat; Julianne Torreno; Nealesh Guha; Tak Choi David Cheung; Guozheng An; Sunil Dehipawala; Lexi Robinson; Harsh Rajapakse

-edgefeatures can be isolated. background By doing so, thisbackground edge was subtracted from the original pre-edge,leaving only the isolated pre-edge. Then intensity of pre-edge Fig 3: Pre-edge background removal. A- Original data, B- Fitted function to main absorption edge. Fig 1: Typical X ray absorption spectrum of iron containingsample. Fig.4: Background subtracted and normalized pre-edge features of iron oxide, soil, spinach and parsley. Fig. 2: X-ray absorption near edge

Conference Session

Faculty Development: Broad Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kimberly Stillmaker P.E., California State University, Fresno; Arezoo Sadrinezhad, California State University, Fresno; Feruza Amirkulova, San Jose State University; Sue Rosser, San Francisco State University; Lalita G Oka, California State University, Fresno; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Younghee Park; Maryam Nazari, California State University, Los Angeles; Jessica C Bennett, Association of Public and Land-grant Universities

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

and campuses, and evenwithin many individual campuses, that made carrying out some of the major goals of the grantsuch as development of a system-wide faculty dashboard and administration of the grant itselfquite challenging.Additional important factors that contributed to the challenges are: a) considering the CSUsystem is predominantly a teaching institution, faculty Co-PIs tend to have much higher teachingloads. The grant budget underestimated the time required by the faculty. b) The powerdifferential between the faculty Co-PIs and administrators could hinder the progress. This is especially true when there are several tenure-track or tenured faculty without any administrative experience serving as Co-PIs. The faculty can certainly

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - GenAI in ethics education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tianjiao Zhao, East Carolina University; Angela Whitehurst, East Carolina University; George C. Wang P.E., East Carolina University; Xi Lin, East Carolina University; Xi Wang, Drexel University; Ron Chance, East Carolina University; Chelsea Rebecca Buckhalter, East Carolina University; shahrooz Ghorbani, East Carolina University

Tagged Divisions

Engineering Ethics Division (ETHICS)

scientific manuscript writing?,” JPMI, Mar. 2023, doi: 10.54079/jpmi.37.1.3219.[9] J. H. Choi, K. E. Hickman, A. B. Monahan, and D. Schwarcz, “ChatGPT Goes to Law School.” Mar. 10, 2023. [Online]. Available: https://ssrn.com/abstract=4335905[10] D. Baidoo-Anu and L. Owusu Ansah, “Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning,” SSRN Journal, 2023, doi: 10.2139/ssrn.4337484.[11] T. N. Fitria, “Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay,” ELTF, vol. 12, no. 1, pp. 44–58, Mar. 2023, doi: 10.15294/elt.v12i1.64069.[12] M. Sallam, “The Utility of ChatGPT as an

Conference Session

ENT-8: Mentorship, Creativity, and Ethics in Academic Entrepreneurship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Voichita Maria Dadarlat; Yi Wang, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

., Meuris, S., Sibilla, J., & Olsen, K. M. (2019). Academic conflict of interest. Intensive care medicine, 45, 13-20.Audretsch, D. B. (2014). From the entrepreneurial university to the university for the entrepreneurial society. The Journal of Technology Transfer, 39, 313-321.Axler, R. E., Miller, F. A., Lehoux, P., & Lemmens, T. (2018). The institutional workers of biomedical science: Legitimizing academic entrepreneurship and obscuring conflicts of interest. Science and Public Policy, 45(3), 404-415.Azoulay, P., Ding, W., & Stuart, T. (2007). The determinants of faculty patenting behavior: Demographics or opportunities? Journal of economic behavior & organization, 63(4), 599-623.Baldini, N

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Chaohui Ren, Auburn University; Cheryl Seals, Auburn University; Karen Nix, Auburn University

Tagged Topics

Professional Papers

assessments.Future work will focus on expanding the scope of this approach to include multiple institutionsand diverse student populations. Longitudinal studies will be conducted to assess the long-termimpact of the methodology on programming proficiency. Additionally, integrating peer mentoringprograms and leveraging technology to provide asynchronous access to lab content will furtherenhance the scalability and effectiveness of the approach. These efforts aim to establish a robust,student-centered model for teaching advanced programming languages.References[1] E. Lahtinen, K. Ala-Mutka, and H.-M. J¨arvinen, “A study of the difficulties of novice pro- grammers,” ACM SIGCSE Bulletin, vol. 37, no. 3, pp. 14–18, 2005.[2] C. Watson and F. W. B. Li, “Failure

Collection

2025 ASEE -GSW Annual Conference

Authors

Randall D. Manteufel, The University of Texas at San Antonio

Texas at Arlington, Arlington, TX Copyright  2025, American Society for Engineering Education 7 [7] Huang, B., & Lu, C. (2024, June), Evaluating ChatGPT’s Engineering-Reasoning Capabilities and Constraints Through Examples from Mechanical-Engineering Education Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2—47342 [8] Manteufel, R. D., & Karimi, A. (2024, June), Student Use of ChatGPT to Write an Engineering Report Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2—48021 [9] Supan, K. (2024, June), Using Artificial Intelligence Case

Conference Session

Construction Engineering Division (CONST) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Farzam S. Maleki P.E., Wentworth Institute of Technology ; Hariharan Naganathan, Wentworth Institute of Technology

Tagged Divisions

Construction Engineering Division (CONST)

GraduateConstruction Engineering and Management Education," pp. 2176–2183. DOI:10.1061/9780784413616.270.[10] Z. Gao (Jerry) and R. Walters, "Strategy To Incorporate GIS and GPS Applications IntoConstruction Education," pp. 11.1151.1-11.1151.8. DOI: 10.18260/1-2--1243.[11] A. S. Hamzah, B. Nathan, and I. R., "Laser scanning technology and BIM in constructionmanagement education," *Journal of Information Technology in Construction*, 2016.[12] S. Kurzinski, S. Mirzabeigi, M. Razkenari, and P. Crovella, "Construction ManagementEducation with Reality Capture: Enabling Communication and Teamwork in a Learner-centeredApproach." Available: https://doi.org/10.18260/1-2--40619.[13] G. Maldonado, S. Navaee, and M. Maghiar, "Design of a Novel Undergraduate

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; David R. Gutierrez, University of Virginia; Anh D. Chau, Florida Gulf Coast University; Marina Figueiredo Muller, Florida Gulf Coast University; Felipe Ossio, Pontificia Universidad Catolica de Chile

Tagged Divisions

Architectural Engineering Division (ARCHE)

Paper ID #46988Comparing Project-Based Learning (PBL) Approaches in BIM Education:Student-Identified vs. Industry-Provided ProjectsDr. Daniel Linares, Florida Gulf Coast University Daniel Linares is Assistant Professor at the Stock Development Department of Construction Management at Florida Gulf Coast University. He holds a Ph.D. in Environmental Design and Planning with an emphasis in Smart Construction and the Smart Built Environment, an M.Eng. in Computer Science with an emphasis in HCI, and an M.S. in Civil Engineering with an emphasis in Construction Engineering and Management, from Virginia Tech. His research

Collection

2025 Northeast Section Conference

Authors

Jun Zhang; Peter Cavanaugh; Dan Tenney

, and include protocols for evaluatingsystems is accompanied by a spectrum of risks. The paper the effectiveness of these approaches.highlights several areas of concern, including the potential foralgorithmic bias, the misuse of AI for generating misleading orplagiarized content, and vulnerabilities related to data privacy B. Open Educational Practices (OEP)and cybersecurity. These issues are particularly relevant in Open Educational Resources (OER) are defined aseducational environments where the misuse of AI-generated learning, teaching, and research materials that are free tocontent can compromise academic integrity, and where access, reuse

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Karinna M Vernaza, Gannon University; Lin Zhao, Gannon University

Tagged Topics

NSF Grantees Poster Session

provide guidance to other S-STEM administrators who may be interested inincorporation of a community project-based component into their own S-STEM activities.Acknowledgment This material is based upon work supported by the National Science Foundation under GrantNos. 2221052, 1643869, 1153250 and 0806735. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.References[1] K. M. Vernaza, T. M. Vitolo, B. J. Brinkman, and S. Steinbrink, “Seeking Relevancy,Building Excellence: Service-learning in the SEECS Program,” presented at the 2012 ASEEAnnual Conference & Exposition, Jun. 2012, p. 25.1147.1-25.1147.23

Collection

2025 Northeast Section Conference

Authors

PS. Dhanasekaran

privacyconcerns. As AI increasingly enhances students' learning, time feedback, and intelligent administrative support.these innovations may overshadow critical ethical issues. AI-supported classrooms have been found to improveTeachers play a crucial role in ensuring that AI is used engagement and student achievement compared toethically in education, and their training needs to be traditional methods. Computer-based education is set tocomprehensive in addressing these concerns. AI transforms become an integral part of the 21st century, with AIeducation by focusing on students' needs and aiding playing a crucial role in this transformation. It is essentialeducators in developing personalized

Collection

2025 Northeast Section Conference

Authors

Gowtham Raj Vuppari; Navarun Gupta; Ahmed El-Sayed; Xingguo Xiong

UAV and satellite-based surveillance can also learning approach integrating Vision Transformers and RNNshelp to follow wildfires in real-time, therefore enhancing the for wildfire spread prediction," Applied Intelligence, vol. 54,effectiveness of emergency response. no. 7, pp. 1291-1305, 2021.Including multi-spectral, infrared, and night-time images in the [7] Roy, B., Singh, K., and Gupta, A., "A real-time wildfireWildfire Dataset will improve the model's capacity to identify detection system using Transformer-based deep learningfires under diverse circumstances. Synthetic data augmentation models," Sensors and Actuators A: Physical, vol. 314, p.methods are also capable of resolving class

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ann W. Clifton, Louisiana Tech University; Mary Fendley, Louisiana Tech University; Blake Farman, Louisiana Tech University; Joshua Coriell, Louisiana Tech University

Tagged Divisions

Mathematics Division (MATH)

. In A. Guerra, J. Chen, R. Lavi, L. B. Bertel, and E. Lindsay, editors, Transforming Engineering Education, pages 303–308. Aalborg Universitetsforlag, International Research Symposium on PBL, 2023.[2] Julie E. Sharp, Barbara M. Olds, Ronald L. Miller, and Marilyn A. Dyrud. Four Effective Writing Strategies for Engineering Classes. Journal of Engineering Education, 88(1):53–57, January 1999. ISSN 1069-4730, 2168-9830. doi: 10.1002/j.2168-9830.1999.tb00411.x. URL https://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.1999.tb00411.x.[3] Denny Davis, Michael Trevisan, Paul Leiffer, Jay McCormack, Steven Beyerlein, M Javed Khan, and Patricia Brackin. Reflection and metacognition in engineering practice. In Matthew Kaplan, Naomi

Conference Session

Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, STEM Education Insights; Medha Dalal, Arizona State University; Katie McKeown, Engineering for US All (e4usa™); Jialing Wu, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

student and STEM education experiences. She currently works in these areas as co-founder/board member of Duke First, founder/director of Packs of Hope, 501(c)(3), and a mentor in different education spaces. Dr. McKeown graduated with a Ph.D. and Masters in Mathematics from the University of Alabama and her A.B. in Mathematics from Duke University.Jialing Wu, The Ohio State University Jialing Wu is a first-year PhD student in Engineering Education at the Ohio State University. She earned her M.Ed. in International Education Policy and Management at Vanderbilt University, Peabody College, and also holds a bachelor’s degree in Mechanical Engineering from China. Her research interests encompass computational social

Conference Session

Inclusive and Interdisciplinary Approaches in Labs and Research

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer L. Cole, Northwestern University; Chris Barr, University of Michigan; Jamie Clark, University of Washington; Alexis N Prybutok, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

and primarily undergraduate institutions (PUIs). Overall, with only43 responses and uneven distributions of responses within each category, we analyzed the datain aggregate. Due to the anonymous nature of the survey and lack of identifiable data collected,it is possible that one institution is represented multiple times within the survey data. However,we believe this is unlikely as the survey was sent out broadly and with instructions for labinstructors to fill it out on behalf of their institution, including collaborative efforts amongstmultiple instructors if desired.Figure 1. Responder and institution demographics. A) Survey responder positions withrelevance to their unit operations labs within their departments/institutions. B

Conference Session

Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, Minorities, and Persons with Disabilities in Science and Engineering: 2023," NSF 23-315.[2] J. D. Adams, P. Gupta, and A. Cotumaccio, "Long-term participants: A museum program enhances girls' STEM interest, motivation, and persistence," Afterschool Matters, vol. 18, pp. 6-13, 2013.[3] J. H. Falk and L. D. Dierking, "The 95 percent solution: School is not where most Americans learn most of their science," American Scientist, vol. 98, no. 6, pp. 486-493, 2010.[4] B. Bevan and V. Michalchik, "Informal science learning," in Cambridge Handbook of the Learning Sciences, R. K. Sawyer, Ed., Cambridge University Press, 2014, pp. 349-362.[5] A. J. Rodriguez, "The potential of generative justice for

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45225Motivations for Engineering Faculty Engagement in an Inclusive PedagogyProgramDr. Renee M. Desing, University of Washington Dr. Renee Desing is an Assistant Teaching Professor in the Department of Mechanical Engineering at the University of Washington. Her research interests include diversity, equity, and inclusion in the engineering classrooms and workplaces. Dr. Desing graduated from Ohio State with her Ph.D. in Engineering Education, and also holds a B.S. in Industrial Engineering from the Georgia Institute of Technology and a M.S. in Industrial Engineering and Operations Research from the Pennsylvania

Conference Session

Multidisciplinary Engineering Division (MULTI) Best Papers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gayle E. Ermer, Calvin University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Paper ID #45970Balancing Breadth and Depth: An Analysis of General Engineering ProgramsDr. Gayle E. Ermer, Calvin University Dr. Gayle Ermer is a professor of engineering and department chair at Calvin University in Grand Rapids, MI, which offers a Bachelor of Science in Engineering program. She teaches in the mechanical engineering concentration in the areas of machine dynamics and manufacturing processes. She serves as a Program Evaluator for ABET-accredited general engineering programs. ©American Society for Engineering Education, 2025 Balancing Breadth and Depth: An Analysis of

Conference Session

Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

disabled students, both those with andwithout formal accommodations, want from their schools and instructors to better accesstheir education. This work describes a range of barriers to equitable access to education, asexperienced by undergraduates in their engineering classes. Additionally, it formalizesdisabled engineering students’ recommendations for university systems and instructors toease the burden the students face.I. INTRODUCTION The population of college students with disabilities is rising each year [1], yet, disabledvoices are largely absent from the literature, so it is important to understand disabled students'experiences in engineering [2]. STEM disciplines in particular are less accessible due to normsand curriculum

Conference Session

Biological and Agricultural Engineering Division (BAE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pavel Navitski, Oral Roberts University; Rachel L Budavich, Oral Roberts University; Moriah Love Metellus, Oral Roberts University; David Lopez, Oral Roberts University; Jonathan V Ophus, Oral Roberts University

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

, Ukraine, 2018. – pp. 118-121[2] Klehm, W. D., Navitski, P., & Swan, J. M. (2023). Board 182: Using of Esque Box for STEM Education of Pre-college Students (Work in Progress). Paper presented at the 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland. URL: https://sftp.asee.org/42557[3] Клочков, А. В., Новицкий, П. М., Ковалев, В. Г., & Гусаров, В. В. Электронные системы и устройства сельскохозяйственных машин. Учебное пособие для студентов учреждений высшего образования по специальности "Техническое обеспечение процессов сельскохозяйственного производства" / Минск, 2019.[4] Navitski, P.M., Klachkov A. B. Sensors condition of plants for precision farming. International scientific and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Eva Schiorring, STEMEVAL; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Vincent Mark Briones Crisostomo, Moorpark College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

Tagged Topics

Diversity, NSF Grantees Poster Session

-baccalaureate studies ([3]–[6]).This work-in-progress paper/poster reports on C6’s 2024 Fall Research Symposium, whichsupports the project’s commitment to hold Fall Research Symposia to celebrate CC studentresearch experiences, with a specific objective that sixteen students will presentresearch/internships/independent studies projects each year. A discussion of the Fall 2022 and2023 symposia may be found in our previous paper [7]. In the present work, we describe thesymposium in more detail, as well as focus on two questions asked of students in the post-symposium survey. These questions are: a. What was the best thing that happened today (open ended) b. What are your feelings about and exposure to research (multiple choice)2. Fall

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

projects Figure 1: Demographic distribution of incorporate professional development such as project team leaders workshops, panels, seminars, and other skill- development activities. Similarly, undergraduateand graduate students often facilitate activities for the outreach/access projects and mentor pre-college students about engineering, which can increase interest in engineering and motivatestudents to pursue engineering in the future.Figure 2: Distribution of (a) focus areas and (b) target populations served by fundedprojects.Each of the outreach- and access-focused projects target pre-college students. Approximatelyhalf of these projects partner with a local

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Gustavo J. Molina, Georgia Southern University

Tagged Topics

Diversity, Professional Papers

Paper ID #45480On teaching technical writing in an introduction to engineering design classDr. Gustavo J. Molina, Georgia Southern University Dr. Gustavo J. Molina graduated with a BS in Mechanical and Electrical Engineering from National University of Cordoba, Argentina, a Master’s degree in Mechanical Engineering from the University of Ottawa, Canada, and a PhD in Mechanical Engineering degree from Virginia Tech, USA, for his work on triboemission of particles. Since 2000 he has been in the Dept. of Mechanical Eng. of Georgia Southern University, where he is a Professor. Dr. Molina’s present research interests are on the

Conference Session

New Engineering Educators (NEE) Technical Session 1 - Maximizing Student Interaction and Engagement

Collection

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

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

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

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Musabbiha Zaheer; Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

/10.1177/1087054709340650.[5] E. K. Lefler, G. M. Sacchetti, and D. I. Del Carlo, “ADHD in College: A Qualitative Analysis,”ADHD Attention Deficit and Hyperactivity Disorders, vol. 8, no. 2, pp. 79–93, Jan. 2016, doi:https://doi.org/10.1007/s12402-016-0190-9.[6] A. P. Fleming and R. J. McMahon, “Developmental Context and Treatment Principles for ADHDAmong College Students,” Clinical Child and Family Psychology Review, vol. 15, no. 4, pp. 303–329,Sep. 2012, doi: https://doi.org/10.1007/s10567-012-0121-z.[7] G. J. DuPaul, T. D. Pinho, B. L. Pollack, M. J. Gormley, and S. D. Laracy, “First-Year CollegeStudents With ADHD and/or LD,” Journal of Learning Disabilities, vol. 50, no. 3, pp. 238–251, Dec.2015, doi: https://doi.org/10.1177/0022219415617164

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

Tagged Topics

Diversity, NSF Grantees Poster Session

, USA: Kendall Hunt, 2020, p. 316.[4] C. O. Stewart, J. T. Campbell, T. Chase, M. Darbeheshti, K. Goodman, S. Hashemikamangar, M. Howland Cummings, S. S. Ivey, D. J. Russomanno & G. E. Simon, “Communicating Identity in the Urban STEM Collaboratory: Toward a Communication Theory of STEM identities,” International Journal of Science Education, Part B, vol. 13, no. 4, pp. 345-361, Oct. 2023, doi: 10.1080/21548455.2023.2179380.AcknowledgmentThis material is based upon work supported by the National Science Foundation under AwardNo. 2120819.

Conference Session

Supporting Teachers and Students in STEM+C Learning Beyond the Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leyli Nouraei Yeganeh, Binghamton University; Amber Simpson, Binghamton University State University of New York; Nicole Scarlett Fenty, Binghamton University State University of New York

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

: Potential of the concept, stateof the evidence," Review of Educational Research, vol. 74, no. 1, pp. 59–109, 2019. [Online].Available: https://doi.org/10.3102/00346543074001059[10] J. Lönngren and M. Svanström, "Assessing emotional aspects of learning in engineeringeducation: A new perspective," European Journal of Engineering Education, vol. 47, no. 3, pp.383–400, 2022. [Online]. Available: https://doi.org/10.1080/03043797.2021.1889463[11] K. Murphy, Engineering Education and Emotional Resilience in Elementary Students.Chicago, IL: Education Research Press, 2024.[12] B. Fredrickson, Positive Emotions and Their Impact on Creativity and Learning. New York,NY: Basic Books, 2013.[13] Y. Lin, M. A. A. Kadir, and D. Kaur, "Preschool educators

Collection

2025 ASEE PSW Conference

Authors

Siyuan Meng, University of Southern California

Tagged Topics

Diversity

explainedand easy to follow.” — Student with hearing impairment A (verified through OSAS)2. Lack of Software Operation Guidance (Students without hearing impairments)While all students appreciated the theoretical framework, students without hearing impairmentsmore frequently noted practical gaps: ”The preview didn’t show how to actually performoperations in NX... we had to wait for the in-class demonstration.” — Student B (without hearingimpairment)3. Need for Step-by-Step Software Instructions (Students with hearing impairments)All 3 students with hearing impairments emphasized the need for integrated operational guidance:”When the lecture pace is too fast, we need visual step-by-step instructions with diagrams.” —Student with hearing impairment

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

Tagged Topics

FYEE 2025

for Learning Within and Beyond the Classroom, Springer Science+Business Media, 2016, pp. 409 – 416.[13] D. L.C. DeNeui, “An investigation of first-year college students’ psychological sense of community on campus,” College Student Journal, 37, June 2003, pp. 224-234.[14] A. J. Litton, W. H. Goodridge, B. J. Call, and S. E. Lopez, “Increasing student self- efficacy through undergraduate research experiences: A qualitative study,” 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah, June 2018.[15] R. L. Nelson, K. I. Vielma and J. Browning, “Building research self-efficacy in undergraduate students through authentic research experiences,” 2023 ASEE Annual Conference & Exposition, Baltimore, MD.[16] V

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Vivek Singhal, University of Wisconsin - Stout; Kenan Baltaci, University of Wisconsin - Stout

Tagged Topics

Professional Papers

; Feigenbaum, L. (1998). Using peer evaluations to assign grades on group projects. Journal of Construction Education, 3(3), 182-188.[11] Wahid, S. N. S., Yusof, Y., & Razak, M. R. (2014). Math anxiety among students in higher education level. Procedia-Social and Behavioral Sciences, 123, 232-237. https://doi.org/10.1016/j.sbspro.2014.01.1419[12] Dunn, B. L., Fontanier, C., Luo, Q., & Goad, C. (2020). Student Perceptions of Bonus Points in Terms of Offering, Effort, Grades, and Learning. NACTA Journal, 65, 168-172.[13] Ingalls, V. (2018). Incentivizing with Bonus in a College Statistics Course. REDIMAT-Journal of Research in Mathematics Education, 7(1), 93-103. https://doi.org/10.17583/redimat.2018.2497[14] Rassuli, A