Board # 75

In our institutional change project, we are emphasizing societal effect, ethical responsibility, and professional practice, in addition to technical proficiency to promote character-driven engineering education that humanizes engineering learning. Ethics and moral thinking are often taught as separate modules in traditional curricula, which makes it challenging for students to understand sociocultural and systems implications of real-world problems [1], [2]. Principled Innovation (PI) establishes a comprehensive framework for developing moral, civic, intellectual, and performance character in teaching, learning, and research contexts. Moral character focuses on integrity and acting with ethical responsibility. Civic character emphasizes contributing to community well-being, understanding culture and context, and engaging multiple and diverse perspectives. Intellectual character is reflected in curiosity, critical thinking, and openness to new ideas. Performance character highlights collaboration, courage, creativity, and resilience. This work-in-progress qualitative case study looks at the early stages of PI integration at a polytechnic university and explores its potential role as a catalyst for institutional positioning and decision-making. More specifically, this study aims to determine how PI principles were integrated into curricula, co-curricular activities, and operational decision-making, the effects of these activities on various stakeholders, and strategies for growing PI practices across the school. We explore how faculty, staff, and students engage with PI initiatives, such as the PI Research and Teaching Fellowships, PI Book Club, Lunch and Learn series and student awareness campaigns, which are designed to encourage character-driven educational approaches. Ten faculty, twenty staff, and seven students were recruited through PI initiatives. Data collection included multiple approaches, such as interviews, questionnaires, reflection cards, and engagement activity observations. Numerous data sets were triangulated to enhance the validity, and emerging themes were identified through thematic analysis using both deductive PI codes and inductive coding approaches. Preliminary findings reveal that faculty are incorporating Principled Innovation (PI) into their instruction through intentional course design, reflective practices, and the use of PI tools, while also acknowledging pre-existing principles in their curriculum. While students demonstrate improvement in ethical reasoning, empathy, critical thinking, and autonomy, with PI serving as an approach to professional preparedness and resilience in responding to potential failure. Furthermore, according to the faculty, PI integration promotes real-world and societal effect by including students in applicable, human-centered, and socially responsible projects that value cooperation, inclusion, and long-term civic responsibility. Lastly, administrative practices to integrate the voice of faculty, staff, and industry reveal a priori interests in PI-aligned characters as central to the school’s future. These outcomes indicate the ability to transform instructional practices, improve educational experiences, and effectively influence institutional culture. Overall, this study contributes to the expanding body of research on character-driven engineering education and provides practical recommendations for merging civic, moral, performance, and intellectual awareness into large-scale engineering organizations.

Authored by
Dr. Cristina Diordieva (Arizona State University, Polytechnic Campus), Dr. Medha Dalal (Arizona State University), Dr. Nadia N. Kellam (Arizona State University), and Prof. Kurt Paterson (Arizona State University)

Board # 76

This paper presents mid-stage findings from a dual-focused study on STEM (Science, Technology, Engineering, Mathematics) outreach at the University of Michigan-Dearborn (UM-Dearborn): a systematic review of 66 years of archival records (1959–2025, since the university's establishment) and a survey of 30 STEM faculty members (specializing in computer science, engineering, and related technical fields) regarding K-12 community outreach activities. The core research question is: How can UM-Dearborn’s historical outreach legacy and faculty input inform practical, scalable K-12 STEM engagement strategies tailored to STEM faculty’s strengths, workload constraints, and institutional resources?
Historical analysis of 74 valid records identified three evolutionary phases, with key trends including a deliberate shift from adult technical education to K-12-focused workshops, sustained engagement with tech-driven, hands-on activities aligned with the university’s STEM expertise, and growing reliance on student volunteer support to reduce faculty burden. The faculty survey (30 responses collected) explores resource sharing feasibility, specific participation barriers, evaluation needs, and actionable ideas for scalable models, which addresses the practical challenges faced by STEM faculty balancing teaching, research, and outreach. As a work in progress, this paper integrates granular historical insights with survey design to lay the groundwork for actionable, faculty-centric outreach strategies. Future steps include conducting surveys with K-12 STEM students and teachers as the second focus, aimed at developing student-centric outreach strategies. Eventually, we will build an actionable and scalable STEM outreach model for regional universities with limited resources that incorporates two-way perspectives (i.e., those of university faculty and K-12 students).

Authored by
Christian Ebube Nwobu (University of Michigan - Dearborn), Zhalgas Tileumuratin (University of Michigan - Dearborn), Hannah Zmuda (University of Michigan - Dearborn), Zheng Song (University of Michigan - Dearborn), and Prof. Xiao Zhang (University of Michigan - Dearborn)

Board # 77

Test anxiety is a common challenge faced by engineering students, frequently hindering their academic performance and overall educational experience. Nevertheless, innovative strategies such as pre-quizzes and the integration of music have shown significant promise in alleviating anxiety and improving preparedness for assessments
This study meticulously examines the considerable advantages of incorporating pre-quiz activities and music as tools for mitigating test anxiety among engineering undergraduates. Insights gathered from a survey involving 35 students highlight how pre-quizzes serve as a vital confidence booster, allowing students to gain clarity on their mistakes and diminishing the overwhelming panic often experienced right before exams. Moreover, the implementation of group discussions cultivates a collaborative atmosphere, enabling peers to support one another in their learning journeys.
A notable finding is that a significant number of students reported that listening to jazz music before exams effectively calms their nerves while enhancing their focus and concentration. The genre is Bossa Nova and relaxing smooth jazz piano. Test anxiety remains a widespread challenge, with 58% of students expressing feelings of stress during examinations. Several factors contribute to this anxiety, including a pervasive fear of failure and the pressure of tight time constraints. The study notably highlights the positive impact of pre-quizzes, with 27 out of the 35 students firmly agreeing that these assessments significantly boost their confidence. At the same time, a remarkable 80% reported experiencing a decline in last-minute anxiety. Furthermore, participants underscored the critical role of self-assessment in monitoring their progress, indicating a strong desire to engage in reflective practices to improve their academic performances. The incorporation of relaxing music into the study routine plays an essential role in alleviating anxiety, as 66% of students noted that it enhances their concentration levels. In comparison, 21% felt that it notably elevated their confidence before taking tests.
Combining the strategies of pre-quizzes and music constitutes a robust, comprehensive approach to fostering greater exam preparedness and emotional well-being among engineering students. By instituting consistent pre-quiz sessions and curating music selections that cater to individual preferences, educators can create a nurturing and supportive learning environment.
This multifaceted strategy not only diminishes anxiety levels but also leads to improved academic performance, ultimately enriching the overall educational experience for engineering students.

Authored by
Dr. Yawo Semanu Ezunkpe (San Jose State University)