BOARD # 51: Fostering Engineering Enthusiasm and Inspiration: Engaging Through Collaborative Mind-Mapping

Xiaofeng Wu; David Frost

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Civil Engineering Division (CIVIL) Poster Session
Tagged Division: Civil Engineering Division (CIVIL)
Tagged Topic: Diversity
Page Count: 11
Permanent URL: https://peer.asee.org/55865

Paper Authors

biography

Xiaofeng Wu Georgia Institute of Technology

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Xiaofeng Wu is a Ph.D. student in Civil and Environmental Engineering at the Georgia Institute of Technology, working under the supervision of Dr. David Frost. She holds a B.S. in Civil Engineering from the University of California, Irvine, and an M.S. in Civil Engineering from the University of California, Berkeley. She recently obtained her Tech to Teaching certificate from Georgia Tech’s Center for the Enhancement of Teaching and Learning (CETL), and was recognized as the 2024–2025 CEE Department Student Instructor of the Year. As the instructor of record for an undergraduate Statics course, she incorporates student-centered and innovative teaching methods into her curriculum. Her research focuses on the application of Mind Mapping to foster creative problem-solving and deepen expertise in addressing infrastructure challenges. She is also an advocate for advancing the participation of women in STEAM fields.

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David Frost

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Abstract

The use of concept mapping has long been recognized as an effective tool for bridging knowledge gaps and promoting a deeper understanding of topics. However, while cooperative mind mapping is often utilized in industry brainstorming sessions, it is rarely applied in educational settings, especially for engaging new students. In engineering education, the focus has traditionally been on concrete knowledge rather than interactive and engaging methods. As a result, the introduction of advanced equipment or challenging courses often overshadows the need to spark students' interest and enthusiasm for engineering and foster a sense of engagement. This paper explores the effectiveness of cooperative mind mapping in engaging new students by enhancing collaboration and interest through group-based mind map creation. Additionally, cooperative mind mapping can be applied to engage K-12 audiences, fostering early interest in engineering careers and strengthening communication skills in group settings—both of which are crucial for success in engineering education. At a Women in Technology (WIT) event, we conducted during a Women in Technology (WIT) event with 14 high school students, the study involved group-based mind-mapping exercises designed to promote creativity, inclusiveness, and collaboration. Participants developed mind maps centered on the theme of STEAM careers, with minimal constraints to encourage independent exploration and diverse interpretations. The resulting mind maps, analyzed using qualitative and graph-based metrics via Gephi, revealed unique thematic and structural differences across groups, influenced by their interpretations of the central topic. One group emphasized foundational STEAM subjects, another focused on the process of pursuing STEAM careers, and a third adopted a broader exploration of STEAM careers. These variations highlighted the flexibility of collaborative mind mapping in capturing participants' perspectives and priorities. The findings underscore the value of this approach in sparking genuine interest, fostering creativity, and strengthening collaboration among participants. By shifting the focus from rigid grading systems to open-ended exploration, collaborative mind mapping proves to be an engaging and effective tool for introducing students to STEAM fields and preparing them for future collaborative work environments. This study advocates for further exploration of tailored prompts and objectives to maximize the potential of mind mapping as an educational tool across various contexts.

Citation
Format

Wu, X., & Frost, D. (2025, June), BOARD # 51: Fostering Engineering Enthusiasm and Inspiration: Engaging Through Collaborative Mind-Mapping Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55865

TY  - CPAPER
AB  - The use of concept mapping has long been recognized as an effective tool for bridging knowledge gaps and promoting a deeper understanding of topics. However, while cooperative mind mapping is often utilized in industry brainstorming sessions, it is rarely applied in educational settings, especially for engaging new students. In engineering education, the focus has traditionally been on concrete knowledge rather than interactive and engaging methods. As a result, the introduction of advanced equipment or challenging courses often overshadows the need to spark students&#39; interest and enthusiasm for engineering and foster a sense of engagement. This paper explores the effectiveness of cooperative mind mapping in engaging new students by enhancing collaboration and interest through group-based mind map creation. Additionally, cooperative mind mapping can be applied to engage K-12 audiences, fostering early interest in engineering careers and strengthening communication skills in group settings—both of which are crucial for success in engineering education. At a Women in Technology (WIT) event, we conducted during a Women in Technology (WIT) event with 14 high school students, the study involved group-based mind-mapping exercises designed to promote creativity, inclusiveness, and collaboration. Participants developed mind maps centered on the theme of STEAM careers, with minimal constraints to encourage independent exploration and diverse interpretations. The resulting mind maps, analyzed using qualitative and graph-based metrics via Gephi, revealed unique thematic and structural differences across groups, influenced by their interpretations of the central topic. One group emphasized foundational STEAM subjects, another focused on the process of pursuing STEAM careers, and a third adopted a broader exploration of STEAM careers. These variations highlighted the flexibility of collaborative mind mapping in capturing participants&#39; perspectives and priorities. The findings underscore the value of this approach in sparking genuine interest, fostering creativity, and strengthening collaboration among participants. By shifting the focus from rigid grading systems to open-ended exploration, collaborative mind mapping proves to be an engaging and effective tool for introducing students to STEAM fields and preparing them for future collaborative work environments. This study advocates for further exploration of tailored prompts and objectives to maximize the potential of mind mapping as an educational tool across various contexts.
AU  - Xiaofeng Wu
AU  - David Frost
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - BOARD # 51: Fostering Engineering Enthusiasm and Inspiration: Engaging Through Collaborative Mind-Mapping 
UR  - https://peer.asee.org/55865
ER  -