Conference Session

Design in Engineering Education Division (DEED) - Visual Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Logan Izaiah Abraham, Florida Polytechnic University; Elisabeth Kames Ph.D., Florida Polytechnic University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

] M. S. Terlecki, N. S. Newcombe, and M. Little, “Durable and generalized effects of spatial experience on mental rotation: Gender differences in growth patterns,” Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, vol. 22, no. 7, pp. 996–1013, 2008.[19] D. G. Dimitriu and D. C. Dimitriu, “A Simple Method Allowing Students to Improve Their 3-D Visualization Skills,” in 2020 ASEE Virtual Annual Conference Content Access, 2020.[20] S. Olkun, “Making connections: Improving spatial abilities with engineering drawing activities,” International journal of mathematics teaching and learning, vol. 3, no. 1, pp. 1–10, 2003.[21] B. W. Field

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

ASEE Annual Conference & Exposition Proceedings.https://doi.org/10.18260/1-2--22602Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams ​ 14 Dabić, M., Posinković, T. O., Maley, J. F., Vlačić, B., Marzi, G., & Kraus, S. (2024).Exploring the multifaceted challenges of women in engineering: A comprehensive literaturereview. IEEE Transactions on Engineering Management, 71, 3325–3339.https://doi.org/10.1109/tem.2023.3342980 Ingram, S., & Parker, A. (2002). The influence of gender on collaborative projects in anengineering classroom. IEEE Transactions on Professional Communication, 45(1), 7–20.https

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine Woodworth Wong, University of New Hampshire; Cynthia Helen Carlson PE, PhD, Merrimack College

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

resources that instructors can use in theirclassrooms. An example of a classroom exercise will be demonstrated.BackgroundPlain language is “clear, concise, well-organized, and follows other best practices according tothe subject or field and intended audience” [1]. It allows the reader to (a) find what they need, (b)understand what they find the first time they read or hear it, and (c) use what they find to meettheir needs [2], while being understandable, actionable, and culturally relevant [3]. Definitionsvary slightly, but in general, plain language documents are written appropriately to the audienceand can be understood the first time they are read or heard: prioritizing important information, inwords that will be clear to the intended audience

Collection

2025 ASEE -GSW Annual Conference

Authors

Bonnie S. Boardman, The University of Texas at Arlington

and Mobility Patterns in Higher Education Through Open-Source Visualization," CU Scholar, Boulder, CO, 2019.[4] M. Raji, J. Duggan, B. DeCotes, J. Huang and B. Vander Zanden, "Modeling and Visualizing Student Flow," IEEE Transactions on Big Data, 2021.[5] NumFOCUS, Inc., "Pandas," 2023. [Online]. Available: https://pandas.pydata.org/.[6] Plotly, "Sankey Diagram in Python," 2023. [Online]. Available: https://plotly.com/python/sankey-diagram/.[7] B. Boardman, "UTA College of Engineering Sankey Diagrams," 3 8 2023. [Online]. Available: https://bonnieboardman.github.io/Sankey/IEFiltered.html.[8] G. Mendez, X. Ochoa, K. Chiluiza and B. de Wever, "Curricular Design Analysis: A Data- Driven Perspective," Journal of Learning

Conference Session

Broadening Participation in Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Erika Judith Rivera P.E. , Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

DiscussionThis section presents the results associated with the responses of 108 CE and CM students. Theparticipants represented a diverse group, including (a) 77 males, 28 females, 2 non-binary/genderfluid, and one student who identified as other; (b) individuals from multiple age groups; and (c)students from multiple racial and ethnic backgrounds. The sociodemographic background isshown in Figure 1. 94 Number of Students 77 66 66 66

Conference Session

Sustainability and Social Responsibility

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ronald Carl Hedden, Rensselaer Polytechnic Institute; Jingwen Tan, Rensselaer Polytechnic Institute; Caitlin Gee, Rensselaer Polytechnic Institute; Brad DeBoer, Rensselaer Polytechnic Institute; Kathryn Dannemann, Rensselaer Polytechnic Institute; Nihat Baysal, Rensselaer Polytechnic Institute; Joel L. Plawsky, Rensselaer Polytechnic Institute

Tagged Divisions

Chemical Engineering Division (ChED)

simulations yielded stream tables containing composition and temperature of all materialstreams. Equipment sizing and selection focused on commercially available units that meet thedesign requirements and fit into shipping containers. SolidWorks CAD software was used to createsimplified 3D models of the equipment to illustrate the layout of the apple processing plant in ashipping container (Fig. 3).Fig. 3. One possible layout of the mobile apple processing plant using three standard shippingcontainers (le ). Student-generated CAD model of a spray dryer unit (right).[7]B. Mobile Dairy Pasteurization Plant The dairy pasteurization plant was designed for converting 3,060 kg/h of raw milk intoultra-pasteurized milk on-site. Raw milk must be heated

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Krishna Pakala, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby, Boise State University; Jelena Pokimica, Boise State University; Eric Jankowski, Boise State University

Tagged Divisions

Educational Research and Methods Division (ERM)

). Participants were asked to complete the survey again within one week aftertheir completion of the overall storytelling assignment, representing our measure of immediateposttest (Posttest, or Time 1). Year 1 quantitative results report on survey data gathered from 38STEM graduate student participants (36% female, Mage = 29.42). Reliability analysis usingCronbach's alpha demonstrated strong internal consistency, with values ranging from 0.81 to 0.95.We conducted paired-samples t-tests to compare participant data from pre- and post-tests.Qualitative data analysis. Fourteen Year 1 participants engaged in post-workshop, one-on-onevirtual (ZOOM) interviews (Appendix B). Interviews were recorded and transcribed in ZOOM,verified and de-identified by a single

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marcus Melo de Lyra, The Ohio State University; Sherri Youssef, The Ohio State University; Peyton OReilly, The Ohio State University; Shukufe Rahman, The Ohio State University; Benjamin Ahn, The Ohio State University; Adam R Carberry, The Ohio State University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

isolated aspect of student development.It should be aligned and embedded in the instructional design process. At the same time, EM-specific teaching practices should be identified via literature review, experts, professionaldevelopers, and practitioners’ feedback to complement the existing list of practices provided inthe TPI. This collectively supports our future work in the development of an EM-orientedassessment based on the TPI. In conclusion, this literature review serves as a valuable resource,leveraging the expertise of KEEN to guide the development and validation of an EM-teachingpractices inventory, which aims to assess and support the integration of EM teaching practicesinto engineering courses.REFERENCE[1] B. K. Jesiek, L. K. Newswander

Conference Session

Construction Engineering Division: Emerging Technologies and Data Analytics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kasim Korkmaz, Eastern Michigan University; SOUJANYA PILLALA, Eastern Michigan University; Rachana Bekkem, Eastern Michigan University

Tagged Divisions

Construction Engineering Division (CONST)

. It will also illustrate theinterdisciplinary nature of smart city development, demonstrating how these programs canwork together to prepare students to address the multifaceted challenges of urban energyefficiency. This comprehensive approach aims to foster an integrative educational frameworkthat equips graduates with the knowledge and skills to lead in the development and operationof energy-efficient smart cities.Proposed Curriculum Model & OutcomesThe curriculum mapping of the construction management undergraduate program is given toexplain how the proposed ‘Introduction to Urban Technologies & Smart Cities’ would fit intothe three programs. Curriculum Model Details are given in two parts: Part A and Part B in Table 4and Table 5

Conference Session

Advancing Educational Technologies: VR, AR & Simulation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniell DiFrancesca, Pennsylvania State University, Behrend College; Christian Enmanuel Lopez, Lafayette College; Omar Ashour, Pennsylvania State University, Behrend College

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IED)

Paper ID #46563Exploring the Impact of Inclusive Digital Elements in the Design of 3D Simulation-basedEducational GamesDaniell DiFrancesca, Pennsylvania State University, Behrend College Dr. Daniell DiFrancesca earned her Ph.D. in educational psychology from North Carolina State University in 2015. She is currently an Assistant Professor of Educational Psychology at Penn State Behrend. Dr. DiFrancesca’s research interests focus on developing self-regulation in learning with a focus on designing and evaluating classroom-based interventions. Additionally, Dr. DiFrancesca has worked as an evaluator for university programs and

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark Okoth Onyango, University of Cincinnati; Elahe Vahidi, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Adam Kirn, University of Nevada, Reno; Whitney Gaskins, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Engineering,” Int. Journal of Com. WB, vol. 4, no. 4, pp. 549–580, Dec. 2021, doi: 10.1007/s42413-021-00149-z.[4] J. Sanders, E. Johnson, J. Mirabelli, A. Kunze, S. Vohra, and K. Jensen, “Engineering professor perceptions of undergraduate engineering student stress,” European Journal of Engineering Education, vol. 50, no. 1, pp. 143–163, Jan. 2025, doi: 10.1080/03043797.2024.2373754.[5] C. J. Wright, S. A. Wilson, J. H. Hammer, L. E. Hargis, M. E. Miller, and E. L. Usher, “Mental health in undergraduate engineering students: Identifying facilitators and barriers to seeking help,” Journal of Engineering Education, vol. 112, no. 4, pp. 963–986, 2023, doi: 10.1002/jee.20551.[6] B. Coley and M. Jennings, “The price of

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University

Tagged Topics

FYEE 2025

. Budny, C. Paul, and B. B. Newborg, “Impact of Peer Mentoring on Freshmen Engineering Students,” Journal of STEM Education: Innovations and Research, vol. 11, no. 5, Oct. 2010, [Online]. Available: https://www.jstem.org/jstem/index.php/JSTEM/article/view/1471[9] J. Malm, L. Bryngfors, and L.-L. Mörner, “The potential of Supplemental Instruction in engineering education – helping new students to adjust to and succeed in University studies,” European Journal of Engineering Education, vol. 40, no. 4, pp. 347–365, Jul. 2015, doi: 10.1080/03043797.2014.967179.[10] H. Malladi, A. Trauth, J. Enszer, M. G. Headley, and J. Buckley, “Transforming a Large Lecture FYE Course Structure into Virtual Collaborative Learning

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, Pennsylvania State University; Robert J. Rabb P.E., The Pennsylvania State University; Glen Roderic Coates, Pennsylvania State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

for education in the College of Engineering at Penn State. He previously served as a professor and the Mechanical Engineering Department Chair at The Citadel. He previously taught mechanical engineering at the United States Military Academy at West Point. He received his B.S. in Mechanical Engineering from the United Military Academy and his M.S. and PhD in Mechanical Engineering from the University of Texas at Austin. His research and teaching interests are in mechatronics, regenerative power, and multidisciplinary engineering.Glen Coates, Pennsylvania State University Glen R Coates received his B. S. degree in Environmental Engineering from Penn State University. He then went on to receive an M. S. degree in

Collection

2025 ASEE -GSW Annual Conference

Authors

Chinedu Okonkwo, The University of Texas at San Antonio; Roy Uzoma Lan; Ibukun Gabriel Awolusi, The University of Texas at San Antonio; Jiannan Cai

Tagged Topics

Diversity

other engineering programs. As depicted inFigure 2 (b) and (c), the majority of the students had no prior programming experience and had nottaken a programming course. Figure 2. Demographic information of students Proceedings of the 2025 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington, Arlington, TX Copyright © 2025, American Society for Engineering Education 8AI and Programming Knowledge, Learning Confidence, and Relevance to CareerThe findings of the study also show that the perception of the students’ AI and programmingknowledge, confidence, and relevance generally

Conference Session

Construction Engineering Division: Innovative Pedagogy annd Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anh D. Chau P.E., Florida Gulf Coast University; Steve Makredes, Florida Gulf Coast University; Daniel Linares, Florida Gulf Coast University; Long Duy Nguyen P.E., Florida Gulf Coast University; William Patrick Burke, Florida Gulf Coast University

Tagged Divisions

Construction Engineering Division (CONST)

. Key laboratory equipment and materials: (a) #3 stirrup 9” x 21”, (b) rebar tie gun 1, (c) rebar tie gun 2, (d) sawhorse, (e) #5 straight bars 2’ long, (f) double loop rebar wire ties, (g) rebar wire tie coil, (h) wire twister, (i) #5 straight bars 3’ long, (j) rebar chairs, (k) rebar paints, (l) #5 12”x12” 900 bars, (m) #6 straight bars 3’ long, (n) wire cutter, (o) #4 bars 1’-6’-1’The next step was developing instructional materials for the lab. Details of the lab instruction canbe found in Appendix below. We created a detailed construction drawing (Figure 4) that studentswould use as their primary reference for assembling reinforced concrete beams. To optimize thelearning experience within laboratory constraints, we intentionally

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xingchen Wei, Vanderbilt University; Jialing Wu, The Ohio State University; Stacy S Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. Card. Electrophysiol., vol. 28, no. 3, pp. 199–207, Sep. 2010, doi: 10.1007/s10840-010-9496-2.[15]Q. Chen, J. Bao, and Y. Zang, “The knowledge, attitude, and intention to use internet-based mental health services: A serial mediation model,” Internet Interv., vol. 37, p. 100755, Sep. 2024, doi: 10.1016/j.invent.2024.100755.[16]M. B. Miles, A. M. Huberman, and J. M. Saldana “Qualitative Data Analysis”.[17]E. A. Eschenbach, M. Virnoche, E. M. Cashman, S. M. Lord, and M. M. Camacho, “Proven practices that can reduce stereotype threat in engineering education: A literature review,” in 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, Madrid, Spain: IEEE, Oct. 2014, pp. 1–9. doi: 10.1109/FIE.2014.7044011

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Robert M Nickel, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

‭[16]‬‭D. Grasso and M. Berkins,‬‭Holistic Engineering Education: Beyond Technology‬‭. 2010.‬ ‭[17]‬‭A. Van den Beemt, M. MacLeod, A. Van de Ven, S. van Baalen, R. Klaassen, and B. Mieke,‬ ‭“Interdisciplinary engineering education: A review of vision, teaching, and support. Journal of‬ ‭engineering education, 109(3), 508-555.,” vol. 109, no. 3, pp. 508–555, 2020.‬ ‭[18]‬‭C. Hoadley, “Methodological Alignment in Design-Based Research,”‬‭Educ. Psychol.‬‭, 2004.‬ ‭[19]‬‭L. S. Vygotsky,‬‭Mind in Society: The Development of Higher Psychological Processes‬‭. Cambridge

Conference Session

ME Division 5: Advancing Robotic and Mechanisms Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University-Vancouver; Xinghui Zhao, Washington State University; Kristin Lesseig, Washington State University

Tagged Divisions

Mechanical Engineering Division (MECH)

notebook.In Modules 2-4 (Section 3.2), the active learning approach was continued but this timePowerPoint slides were used for the lectures (Figure 1b). In the slides, there were “Your Turn”sections. Students started from a skeletal Python code file provided to them and completed thecode while trying to run it on the flowerpot at their stations. In these modules we used the ThonnyPython editor [31] that comes with the Raspberry Pi instead of the Jupyter notebooks. Moredetails about how we integrated active learning can be found in [32]. (a) Python code typed into the Jupyter notebook during the lecture to complete it. (b) Sample “Your Turn” slide from lecture slides. Figure 1: Examples for active learning

Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe PhD, EIT, LEED-GA, University of Florida; Denise Rutledge Simmons P.E., University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #45692Foundational Methods for Inclusive Engineering Research: Reflexive DesignChoices to Foster Participation and Broaden ImpactDr. Elizabeth Volpe PhD, EIT, LEED-GA, University of Florida Elizabeth is a Civil Engineering postdoc at the University of Florida. Her research interests involve responsible and ethical AI in civil engineering, responsible engineering design, leadership, the experiences of early career engineers, social sustainability, and workforce sustainability. She is also interested in student and faculty development. Elizabeth received a B.S. from Clemson University and her and M.S. and Ph.D

Conference Session

ENT-2: Bridging Faculty and Student Perspectives in Entrepreneurial Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shelly Gulati, University of the Pacific; Sebastian Dziallas, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Bidisha Burman, University of the Pacific; Maryam Heidaripour, University of the Pacific; Leili Javadpour, University of the Pacific

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

, “Facilitating Interdisciplinary Research,” National Academies Press, Washington, D.C., 2005. doi: 10.17226/11153.[2] K. A. Holley, “Special Issue: Understanding Interdisciplinary Challenges and Opportunities in Higher Education,” ASHE Higher Education Report, vol. 35, no. 2, pp. 1–131, 2009, doi: 10.1002/aehe.3502.[3] B. A. Casey, “Administering Interdisciplinary Programs,” in The Oxford Handbook of Interdisciplinarity, R. Frodeman, J. T. Klein, and C. Mitcham, Eds., Oxford University Press, 2010, p. 345.[4] A. Preston and K. Fletcher, “Developing interdisciplinary courses for tomorrow’s scholars,” Times Higher Education, Sep. 10, 2024. Accessed: Jan. 15, 2025. [Online]. Available: https://www.timeshighereducation.com/campus

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Wessel, Franciscan University of Steubenville (FUS)

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

] T. Rothschild, “Rothschild's Introduction to Sociology.” rwu.pressbooks.pub, https://rwu.pressbooks.pub/rothschildsintrotosociology/ (accessed Nov. 5, 2024).[16] H. Kleinwaks, A. Batchelor and T. H. Bradley, "Ontology for Technical Debt in Systems Engineering," IEEE Open Journal of Systems Engineering, vol. 1, pp. 111- 122, Sep. 2023. [Online]. Available: https://ieeexplore.ieee.org/document/10254240. [Accessed Nov. 7, 2024].[17] IEEE Policies, “IEEE Code of Ethics,” ieee.org. https://www.ieee.org/about/corporate/governance/p7-8.html (accessed Nov 10, 2024).[18] B. Johnson and J. Smith, “Towards Ethical Data-Driven Software: Filling the Gaps in Ethics Research & Practice,” in IEEE/ACM 2nd

Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tracy Marie Wenzl, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Vanessa Svihla, University of New Mexico; Tito Busani, University of New Mexico; George Matthew Fricke, University of New Mexico

Tagged Divisions

Educational Research and Methods Division (ERM)

gotten to know some of their peers in prior coursework.Data collection and analysisThe primary data source for this study is responses to the Closeness and Safety Survey thatstudents completed at the end of the semester (refer to Appendix B for full survey). The surveyincluded items measuring team safety and closeness drawn from previously developed surveys[8], [22], [23], [24]. 17 of 20 students (85%) enrolled in the CS course and 17 of 32 students(53%) enrolled in the ECE course completed the survey. As with most any research method,missing data is a documented and understood issue in SNA. As a result, several approaches andnorms have been developed to handle missing responses. A first assessment of missingness inSNA evaluates whether the full

Conference Session

ELOS Technical Session 6: BYOE (Bring Your Own Experiment): Engaging Students with Creative Hands-on Laboratory Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trevont Moore, Oral Roberts University; Jonathan V Ophus, Oral Roberts University; Gabriel Pendell, Oral Roberts University; Michael Portman, Oral Roberts University; Jordan Matthew Swan, Oral Roberts University; Manuel Yanez, Oral Roberts University; John E Matsson, Oral Roberts University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

Upper-level menu in the Flow boundary conditions window.Select f(t) = Ramp function. Select Modify the value of a and enter 0.1 as the New value: andclick OK. Enter the values 0, 0.2 and 1 as b, c, and d values. Select Upper-level menu anddeselect EVOL in the menu. Select Upper-level menu once again.Figure 1.6i) Entered values for a – dSelect Define contacts in the Preform window. Select create a new contact problem and click onSelect a contact wall.Figure 1.6j) Defining contactsFigure 1.6k) Creating a new contact problemFigure 1.6l) Selecting a contact wallSelect Mold-Front: Contact along matid_6 and click on Select in the Contact wall selectionwindow. Select Modify penetration accuracy and enter 0.001 as the New value.Figure 1.6m) Choosing

Conference Session

Preparing Future Chemical Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Heather Walker, University of Arkansas; Seyram Wisdom Kwame, University of Arkansas; Jay McAllister, University of Arkansas; Edgar C Clausen, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

]. Also of interest is the reverse trend shown inFigure 11 for students dropping out of the university and thus not finishing a degree. Studentswho are not math-ready are twice as likely to drop out of the university and not complete adegree than students who are math-ready. Clearly, there is room for improvement in providingstudents who are not math-ready with the tools they need to succeed at the university.Effect of Intro to Chemical Engineering Performance on GraduationThe effect of Intro performance on graduation was also studied and is reported in Figure 12 asthe effect of the grade received in Intro (A, B, C, D, F, W) on graduation from ChemicalEngineering and the university. For the duration of the study, 624 students received an A

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Munirah Almutairi, North Carolina State University at Raleigh; Tamecia R. Jones, North Carolina State University at Raleigh

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #49321Systematic Review: Integrating Technology-Enhanced Design-Thinking intoCivic Education (Works In Progress)Mrs. Munirah Almutairi, North Carolina State University at Raleigh PhD Student in Learning and Teaching in STEM - Engineering and Technology EducationDr. Tamecia R. Jones, North Carolina State University at Raleigh Tamecia Jones is an assistant professor in the STEM Education Department at North Carolina State University College of Education with a research focus on K-12 engineering education, assessment, and informal and formal learning environments. She is a grad ©American Society

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey McLendon, University of Michigan; Katie Snyder, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

. For example, a few simply saidsomething along the lines of, “this is relevant to me because I’m an engineering student.”Similarly, when students prepared their research posters on their chosen computing technology,nearly ⅓ of the class had little-to-no social impact analysis included on their posters, despite thatbeing an explicit expectation on the assignment sheet (see Appendix B).The main takeaway from the experience in this section is that when the case study sequence wasframed as technology-first rather than people-first, students had a harder time connecting theidentity work to the assignments and appeared to see the human impact analysis as secondary,even optional.Reflections from Section 910Probably the most important part of this

Conference Session

Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jay Mann, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois at Urbana - Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

. R. Miller, T. L. Smith, L. Slakey, and J. Fairweather, “Framework for Systemic Change in Undergraduate STEM Teaching and Learning,” Nov. 23, 2021. doi: 10.31219/osf.io/q6u2x.[5] B. M. Dewsbury, “On faculty development of STEM inclusive teaching practices,” FEMS Microbiology Letters, vol. 364, no. 18, Oct. 2017, doi: 10.1093/femsle/fnx179.[6] S. Hurtado, A. Ruiz Alvarado, and C. Guillermo-Wann, “Creating Inclusive Environments: The Mediating Effect of Faculty and Staff Validation on the Relationship of Discrimination/Bias to Students’ Sense of Belonging,” jcscore, vol. 1, no. 1, pp. 59–81, Dec. 2018, doi: 10.15763/issn.2642-2387.2015.1.1.59-81.[7] C. M. Cress, “Creating inclusive learning communities: the role of

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

. References[1] B. Johnson, The impacts of Project Based Learning on self-directed learning and professional skill attainment: A comparison of project based learning to Traditional Engineering Education | IEEE conference publication | IEEE xplore, https://ieeexplore.ieee.org/abstract/document/7344028 (accessed Jan. 16, 2025).[2] R. Ulseth, “Development of PBL students as self-directed learners,” 2016 ASEE Annual Conference & Exposition Proceedings, 2016. doi:10.18260/p.26823[3] A. Micallef Grimaud and T. Eerola, “Emotional expression through musical cues: A comparison of production and perception approaches,” PLOS ONE, vol. 17, no. 12, Dec. 2022. doi:10.1371/journal.pone.0279605[4] The Techniques of Guitar

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

mathematics achievement: A look at gender and racial- ethnic differences,” Int J Sci Math Educ, vol. 12, pp. 1261–1279, 2014.[10] R. E. Durham et al., “Encouraging STEM careers among minoritized high school students: The interplay between socio-environmental factors and other social cognitive career constructs,” Educ Sci (Basel), vol. 14, no. 7, 2024, doi: 10.3390/educsci14070789.[11] M. B. Spencer, “Child and adolescent development: An advanced course,” in Child and Adolescent Development: An Advanced Course, W. Damon and R. M. Lerner, Eds., Hoboken, New Jersey: Wiley, 2008, ch. 19, pp. 696–735.[12] G. Velez and M. B. Spencer, “Phenomenology and intersectionality: Using PVEST as a frame for adolescent

Conference Session

Engagement and Participation for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea Lidia (Lili) Castillo, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

] J.S. McIlwee & J.G. Robinson, “Women in engineering: Gender, power, and workplace culture,” SUNY Press, 1992.[5] K.L. Tonso,“On the outskirts of engineering: Learning identity, gender, and power via engineering practice,” Brill, vol.6, 2007.[6] B. Johnson & J.B. Main, “The Influence of Experiential Learning on Student Professional Development: A Literature Review,” 2020 ASEE Virtual Annual Conference Content Access, June 2020.[7] D. Verdin & A. Godwin, “EXPLORING LATINA FIRST-GENERATION COLLEGE STUDENTS’ MULTIPLE IDENTITIES, SELF-EFFICACY, AND INSTITUTIONAL INTEGRATION TO INFORM ACHIEVEMENT IN ENGINEERING,” Journal of Women and Minorities in Science and Engineering, vol. 24, ed. 3