Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

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Diversity

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First-Year Programs

] hasbeen used as the basis to develop a construct for engineering identity development within theengineering education community. The science identity model advances that science identitydevelops intersectional and over time. Research on engineering identity emerged from variousacademic strands, including psychology and sociology. The definition of identity in this study isviewed through the social lens. Identity is defined as "being recognized as a certain 'kind ofperson' in a given context" [16, p.99]. The given context focuses on individual socialperformances rather than their uniqueness as a person. Our context is this study is specific toengineering and how students self-described and are seen within the context of engineering

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

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First-Year Programs

Paper ID #33743WIP: Halting Attrition in Civil Engineering Programs ThroughLower-Division Engagement Course ImplementationMs. Briceland McLaughlin, Boise State University Briceland McLaughlin is an academic advisor at Boise State University. She graduated with an M.Ed. from the University of Kansas in 2011 and has worked at higher education institutions across the country over the last decade in both student affairs and academic support roles. Briceland is interested in the intersectionality of student development theory and curriculum design.Dr. Nick Hudyma, Boise State University Nick is a professor and chair of Civil

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

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Diversity

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First-Year Programs

. 12[5] O. Pierrakos, T. K. Beam, J. Constantz, A. Johri, and R. Anderson, “On the Development of aProfessional Identity: Engineering Persisters Vs. Engineering Switchers.” ASEE/IEEE Frontiersin Education Conference, San Antonio, TX, 2009.[6] M.W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Charchra, and R.A. Layton,“Persistence Engagement, and Migration in Engineering Programs,” Journal of EngineeringEducation, vol. 97, no. 3, pp. 259-278, 2008.[7] C. B. Zoltowski, P. M. Buzzanell, A. O. Brightman, D. Torres, and S. M. Eddington,“Understanding the Professional Formation of Engineers through the Lens of Design Thinking:Unpacking the Wicked Problem of Diversity and Inclusion,” ASEE Annual Conference andExposition, Columbus, OH, June

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

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Diversity

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First-Year Programs

identities and life experiences as well as engage in dialogueabout “societal issues such as politics, racism, religion, and culture that are often flashpoints forpolarization and social conflict” [3]. This process typically focuses on goals of advancingcompassion, empathy, cross-cultural understanding, advocacy, social justice, and social change.Research has shown that intergroup dialogue in the higher education context can have significantand positive impacts on student development, increasing student motivation, learning, andacademic achievement [1] - [2], [5]. Through engagement in intergroup dialogue, studentsbecome more self-aware in their own social identities, and build knowledge about other socialidentity groups. By developing this knowledge

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

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Diversity

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First-Year Programs

discipline-specific groups. The next component was integrating the use of community building strategies in the SI Leaders’ lesson plans. Leaders create their lesson plans the week before conducting sessions and submit them to their graduate supervisor or SI Coordinator for feedback and revision. The lesson plan template for fall 2020 was edited to include a section where the SI Leaders were required to detail and describe the community-building strategy they chose to use that week. As each session had the same cohort of students, the SI Leaders were able to conduct activities that went beyond the superficial icebreaker and develop a cohesive community within each cohort. We determined that limiting the number of students to 12 per

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin

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Diversity

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First-Year Programs

retention and progression through STEM pathways. This research team found itself, like many other institutions and instructors, at thecrossroads of online learning environments, social and educational inequities and historicallydifficult course content, with all the difficulties and opportunities that these components afford.This unique course taught online for the first time, with a depth and breadth of programmingcontent, can be challenging for all students but can especially halt underrepresented studentsprogress through their engineering coursework and ultimately prevent them from achievingsuccess in engineering. In an already challenging semester -- a pandemic which causeduniversity closure and completely online instruction -- our

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

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First-Year Programs

) design and b) control dimensions of first-year engineering education References[1] R. M. Marra, B. Palmer and T. A. Litzinger, "The effects of a first‐year engineering design course on student intellectual development as measured by the Perry scheme," J Eng Educ, vol. 89, (1), pp. 39-45, 2000.[2] F. Ö Karataş, G. M. Bodner and S. Unal, "First-year engineering students' views of the nature of engineering: implications for engineering programmes," European Journal of Engineering Education, vol. 41, (1), pp. 1-22, 2016.[3] M. J. A. Brey, M. D. Mizzy and R. Goldberg, "A maker-in-residence program to build a community of makers," in ASEE Annual Conference & Exposition, 2017.[4] *E

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

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First-Year Programs

aids to enhanced student learning.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Reeping, University of Michigan

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

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First-Year Programs

university?”The large southwestern university engineering leadership team chose to address the need forchange using a deliberate “re-building strategy” [1]. This choice involved invoking “a processoriented approach to the remaking of a curriculum…, involving external stakeholders. Thisapplies sound systems engineering principles to the engineering curriculum itself” [1].“The re-building strategy…is a fundamental change of academic view linking academia withsocietal context and needs…by emphasizing a shared set of values, identity and commitment. Itis about educating engineers who will become change agents after graduation, with anunderstanding of stakeholder needs and the wider societal impact of engineered systems withinthe innovation process’ [1