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Abstract

The increasing use of generative artificial intelligence (AI) in engineering education requires assessment methods that evaluate student reasoning rather than AI-assisted outputs alone. This work-in-progress investigates the use of a custom AI chatbot as a conversational assessment tool in a large-enrollment first-year engineering course. Built using the Google Gemini API, the chatbot engaged students in structured dialogue about a semester-long wind energy feasibility project, prompting them to explain methodology, justify design decisions, and reflect on engineering tradeoffs. Following the activity, 59 to 64 students completed a perception survey. Results indicate that 76% of respondents agreed that the chatbot encouraged deeper reflection on their design choices, and 76% reported that it provided useful, actionable guidance. Student preferences for AI-mediated assessment were mixed, although many viewed the chatbot favorably as a formative learning tool. The system was also highly scalable, with total API costs of approximately $1.25 for nearly 70 students. These preliminary findings suggest that conversational AI can support reasoning-focused assessment in large engineering courses while providing individualized feedback at minimal cost. Future work will refine the assessment design and analyze chatbot transcripts to further evaluate student critical thinking.

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BibTeX

@article{2026wip-using-an-ai-chatbot-to-support-c,
  title = {WIP: Using an AI Chatbot to Support Critical Thinking in Undergraduate Coursework: Evidence from a Student Survey},
  author = {Sayginer, Osman  and Walters, Evelyn  and Budischak, Cory},
  year = {2026},
  journal = {ASEE First Year Engineering Experience (FYEE) 2026 Conference}
}

Abstract

This Work in Progress paper examines the classroom implementation of a low-cost 3D printed learning kit designed to enhance CAD proficiency, engagement, problem solving, and application of mechanical design concepts. The learning kit supports measurement-based modeling, material assignment, mass property verification, open-ended redesign, and optional interdisciplinary exploration. This study evaluates how use of the learning kit influences engagement, perceived CAD learning, confidence, and performance differentiation. Evidence includes an eleven item five point Likert survey, qualitative student reflections, learning kit scores, CSWA outcomes, and comparison of final grade distributions between semesters with and without the learning kit. Findings indicate increased engagement, positive perceived learning gains, and meaningful differentiation in performance without evidence of grade inflation. The paper also discusses logistical considerations, collaboration dynamics, and future refinements.

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BibTeX

@article{2026wip-a-cost-effective-hands-on-learni,
  title = {WIP: A Cost-Effective Hands-On Learning Kit for Enhancing Engagement and Design Skills},
  author = {Sayginer, Osman and Riggio, Laura and Pillapakkam, Alex},
  year = {2026},
  journal = {2026 ASEE Annual Conference & Exposition}
}

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BibTeX

@article{2026ttt-ai-in-teaching-evaluating-open-e,
  title = {TT&T: AI in Teaching: Evaluating Open-Ended Projects Using an AI Chatbot Quiz},
  author = {Sayginer, Osman},
  year = {2026},
  journal = {2026 ASEE Annual Conference & Exposition}
}

Abstract

A low-cost, 3D-printed learning kit was deployed during Fall 2025 in MEE 117 Fundamentals of Mechanical Engineering Design. The study examines CAD practice, open-ended problem solving, and multidisciplinary integration. Surveys and graded assignments document in-class engagement, modeling accuracy, and approaches to data-informed design reasoning without reporting results or interpretations.

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BibTeX

@posterpresentation{2026classroom-kit-for-hands-on-engineeri,
  title = {Classroom Kit for Hands-On Engineering and Multidisciplinary Integration: Assessing Student Engagement and Learning Contribution},
  author = {Sayginer, Osman and Kim Doyoung},
  year = {2026},
  journal = {24th Annual Faculty Conference on Teaching Excellence}
}

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@inproceedings{tran2025flexible,
  title = {Flexible glass planar structures fabricated by rf-sputtering},
  author = {Tran, LTN and Lis, S Sudha Maria and Sengottaiyan, R and Carlotto, A and Szczurek, A and Dell'Anna, R and Babiarczu, B and Sayginer, O and Varas, S and Vinante, A and others},
  year = {2025},
  journal = {EPJ Web of Conferences},
  volume = {335},
  pages = {08006},
  doi = {10.1051/epjconf/202533508006},
  issn = {2100-014X}
}

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BibTeX

@inproceedings{sayginer2025ai2qti,
  title = {GIFTS: AI2QTI: Automated Quiz Generation Using Generative AI and QTI for Teaching Content Management Systems},
  author = {Sayginer, Osman and Budischak, Cory},
  year = {2025},
  journal = {FYEE 2025 Conference},
  doi = {10.18260/1-2--55259}
}

Abstract

Many new engineering students don’t see the connections between many of their classes. Integrating curriculum can not only help students see the connections, but can also lead to increased retention of those students. It is also much easier to implement integrated curricula in the first year of engineering program as there are a common set of courses, but it becomes more difficult to integrate freshman-junior level coursework. This paper explores an idea that will allow this integration. This work introduces a custom-designed, cost-effective learning kit that fosters hands-on classroom activities, peer collaboration, and interdisciplinary learning, bridging concepts from freshman to junior-level coursework. The accessibility of low-cost electronic components and rapid prototyping techniques, such as 3D printing makes this integration possible.

We demonstrate a small-scale 3D-printed wind turbine that can be assembled using inexpensive mechanical components such as bearings, nuts, and screws. This hands-on tool is integrated into MEE 1117 Fundamentals of Mechanical Engineering Design, where students disassemble, and measure turbine components using calipers and replicate their models in SolidWorks. This activity strengthens fundamental CAD skills while reinforcing mechanical design principles.

Simultaneously, students enrolled in ENGR 1101 Introduction to Engineering leverage Microbit electronics kits to explore programming fundamentals. By utilizing the Microbit’s built-in sensors, specifically touch sensors and photodiodes, students measure the turbine's RPM. This real-world data collection introduces key instrumentation concepts relevant to MEE 2305 Instrumentation and Data Acquisition Lab and ENGR 2332 Dynamics. Further customization of the setup enables students to explore gear ratios and torque calculations, forming a foundation for MEE 3301 Machine Theory and Design.

This interdisciplinary approach provides first-year students with a tangible, real-world problem to solve, reinforcing fundamental engineering concepts through active learning. By integrating cost-effective prototyping, we enhance engagement, problem-solving skills, and a deeper understanding of mechanical and electrical engineering principles early in the academic journey which can feed into other benefits for our students such as retention.

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BibTeX

@inproceedings{sayginer2025gifts,
  title = {GIFTS: Bridging Engineering Education with a Cost-Effective Classroom Kit: A Hands-On Approach to Active Learning},
  author = {Sayginer, Osman and Budischak, Cory and Riggio, Laura and others},
  year = {2025},
  journal = {FYEE 2025 Conference},
  doi = {10.18260/1-2--55263}
}

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@lightningtalk{2025how-can-genai-foster-interdisciplina,
  title = {How Can GenAI Foster Interdisciplinary Research on Open-Ended Problems Among Undergraduates?},
  author = {Sayginer, Osman},
  year = {2025},
  journal = {23rd Annual Faculty Conference on Teaching Excellence}
}

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@inproceedings{zanetti20241d,
  title = {1D photonic crystals fabricated by RF sputtering},
  author = {Zanetti, Giacomo and Carlotto, Alice and Tran, LTN and Szczurek, Anna and Babiarczuk, Bartosz and Sayginer, Osman and Varas, Stefano and Vinante, Andrea and Krzak, Justyna and Bursi, Oreste S and others},
  year = {2024},
  journal = {Fiber Lasers and Glass Photonics: Materials through Applications IV},
  volume = {13003},
  pages = {126--137},
  doi = {10.1117/12.3025887}
}

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BibTeX

@article{zanetti2023under,
  title = {Under bending optical assessment of flexible glass based multilayer structures fabricated on polymeric substrates},
  author = {Zanetti, Giacomo and Carlotto, Alice and Tran, Thi Ngoc Lam and Szczurek, Anna and Babiarczuk, Bartosz and Sayginer, Osman and Varas, Stefano and Krzak, Justyna and Bursi, Oreste and Zonta, Daniele and others},
  year = {2023},
  journal = {Optical Materials: X},
  volume = {19},
  pages = {100241},
  doi = {10.1016/j.omx.2023.100241},
  issn = {2590-1478}
}