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Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes

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

Relevance Score: 1.2127908

Bridging Theory and Practice: Student Perceptions of Mini Projects in an Introductory Engineering Course

Conference Session: First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Latisha Puckett, University of Arkansas; Aysa Galbraith, University of Arkansas
Tagged Divisions: First-Year Programs Division (FPD)

Relevance Score: 1.2127908

Characteristics and Discourses about Energy Transition: Insights from Crossdisciplinary Student Talk

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Desen Sevi Özkan, University of Connecticut; Todd Campbell, University of Connecticut; Pamela C Detrois, University of Connecticut
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

Relevance Score: 1.2127908

Change | Makers: What can come next in engineering design?

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jennifer Howcroft, University of Waterloo; Kate Mercer, University of Waterloo; Julie Vale, University of Guelph; D'andre Jermaine Wilson-Ihejirika P.Eng., University of Toronto; Stephen Mattucci, University of Guelph
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

Relevance Score: 1.2127908

Environmental Engineering Grand Challenges Revisited: Integrative Review of Educational Efforts 2019 to 2024

Conference Session: Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Daniel B Oerther P.E., Missouri University of Science and Technology
Tagged Divisions: Environmental Engineering & Sustainability Division (ENVIRON)

Relevance Score: 1.2127908

Development and Implementation of a Project-Based Framework for Introduction to Engineering

Conference Session: First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Ben Campbell, Robert Morris University
Tagged Divisions: First-Year Programs Division (FPD)

Relevance Score: 1.2127908

Combining a First-Year Community course with an Introductory Engineering Course

Conference Session: First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Corrie Walton-Macaulay, Pacific University; Bailey A Weber, Pacific University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FPD)

Relevance Score: 1.2127908

Exploring the Interplay Between Teamwork and Intercultural Competence in STEM Education

Conference Session: First-Year Programs Division (FPD) Technical Session 7: Teams that Work - Collaboration and Project-Based Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jessica Josephine Adams, Purdue University at West Lafayette (PPI); Camden Love, Purdue University at West Lafayette (COE); Charis Armstrong; Devang Atul Patel, Purdue University at West Lafayette (COE); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Laura Starr, Indiana-Purdue University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs Division (FPD)

Relevance Score: 1.2127908

Pedagogical Choices for Navigating and Teaching Sociotechnical Landscapes in Engineering Education

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jenna Tonn, Boston College; Brit Shields, University of Pennsylvania; Ryan Hearty, The Johns Hopkins University; Adelheid Voskuhl, University of Pennsylvania
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

Relevance Score: 1.2127908

Scaling Responsible Data Science Education: The Role of a Teaching Assistant in Bridging the Sociotechnical Divide

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Abigail Brooks-Ramirez, University of California, Berkeley; Rebecca Dang, University of California, Berkeley; Bryan Adolfo Ventura Benitez, University of California, Berkeley; Lisa Yan, University of California, Berkeley
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

Relevance Score: 1.2127908

Using REU Program Evaluation to Foster Learning through Reflection

Conference Session: Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Kent A. Wayland, University of Virginia; Caitlin Donahue Wylie, University of Virginia
Tagged Divisions: Liberal Education/Engineering & Society Division (LEES)

Relevance Score: 1.2127908

The impact of implementing community engagement projects in a first-year engineering course

Conference Session: First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University
Tagged Divisions: First-Year Programs Division (FPD)

Relevance Score: 1.2127908

Towards a Refresh of the Environmental Engineering Body of Knowledge

Conference Session: Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Daniel B Oerther P.E., Missouri University of Science and Technology
Tagged Divisions: Environmental Engineering & Sustainability Division (ENVIRON)

Relevance Score: 1.2127908

Active learning in introductory environmental engineering course

Conference Session: Tech Session 5: Toward a New Paradigm in Environmental Engineering: From Knowledge Frameworks to Learning Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Namita Shrestha, Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Timothy Chow; Mitchel Daniel, Rose-Hulman Institute of Technology
Tagged Divisions: Environmental Engineering & Sustainability Division (ENVIRON)

Relevance Score: 1.2127908

Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Conference Session: Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success
Collection: 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olga Pierrakos, Wake Forest University
Tagged Topics: CoNECD Paper Sessions, Diversity

Relevance Score: 1.061192

Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Conference Session: Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I
Collection: 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University
Tagged Topics: CoNECD Paper Sessions, Diversity

Relevance Score: 1.061192

Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

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

Relevance Score: 1.061192

Workshop: Designing Active Learning Activities with Ethics in Mind, and Body (no matter if this is a fundamental principles class or an ethics-as-a-stand alone class, or any class in-between)

Conference Session: WORKSHOP I: Designing Active Learning Activities with Ethics in Mind, and Body (no matter if this is a fundamental principles class or an ethics-as-a-stand alone class, or any class in-between)
Collection: FYEE 2025 Conference
Authors: Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park
Tagged Topics: FYEE 2025

Relevance Score: 0.9095931

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Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes

Bridging Theory and Practice: Student Perceptions of Mini Projects in an Introductory Engineering Course

Characteristics and Discourses about Energy Transition: Insights from Crossdisciplinary Student Talk

Change | Makers: What can come next in engineering design?

Environmental Engineering Grand Challenges Revisited: Integrative Review of Educational Efforts 2019 to 2024

Development and Implementation of a Project-Based Framework for Introduction to Engineering

Combining a First-Year Community course with an Introductory Engineering Course

Exploring the Interplay Between Teamwork and Intercultural Competence in STEM Education

Pedagogical Choices for Navigating and Teaching Sociotechnical Landscapes in Engineering Education

Scaling Responsible Data Science Education: The Role of a Teaching Assistant in Bridging the Sociotechnical Divide

Using REU Program Evaluation to Foster Learning through Reflection

The impact of implementing community engagement projects in a first-year engineering course

Towards a Refresh of the Environmental Engineering Body of Knowledge

Active learning in introductory environmental engineering course

Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

Workshop: Designing Active Learning Activities with Ethics in Mind, and Body (no matter if this is a fundamental principles class or an ethics-as-a-stand alone class, or any class in-between)