Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sequoia Callahan; Blaine Pedersen, Texas A&M University; Lerah Lockett, Prairie View A&M University; Camille Burnett, Prairie View A&M University; Bimal Nepal, Texas A&M University; Karen Rambo-Hernandez, Texas A&M University

retention in engineering in their review: classroom and academicclimate, grades and conceptual understanding, self-efficacy and self-confidence, interest andcareer goals, and race and gender. The first discusses the “chilly climate hypothesis” ofengineering and STEM programs in general, citing that engineering students have often reportedleaving STEM and engineering due to the competitive environment and individualistic nature ofthe programs [1], [3]. In fact, both students who left and students who persisted described theculture as “hostile” [1], [13]. This individualistic culture of many engineering programs tends tobe more harmful to students of color, who often feel greater obligations to help others and servetheir communities [1], [8

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zahrasadat Alavi, California State University, Chico

in Fall 2021 could have had an effect on the DFW rate. The proctoring method is animportant factor which could not be done as successfully as in-person mode during the onlineinstruction. Moreover, during the pandemic, it was observed that in addition to the mode ofinstruction, the personality factors that have been proven to significantly contribute to theretention in engineering programs, were even more bold in the student success. These factors areaptitude factors, conscientiousness, openness, attitudes, self-esteem, and self-efficacy [8].Teaching in online mode encouraged the faculty to use the available technology which would notbe used in in-person classes otherwise, such as using iPads and tablets for writing lecturesinstead of writing

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Marisa Orr, Clemson University; Catherine Brawner; Rebecca Brent; Jessica Manning, Clemson University; Michael Tidwell, Clemson University

that this technique is likely to bevaluable to qualitative researchers in a variety of disciplines who find themselves not matched byrace, ethnicity, gender, and other characteristics to the study participants. This technique enabledus to shift the focus away from the interviewer asking questions toward the students describingtheir own major choice process.We used Social Cognitive Career Theory (SCCT) to better understand students’ reasons fordeciding to major in engineering [2, 3]. Lent and colleagues [4] utilized Bandura’s [5] socialcognitive theory to validate choices of Black students in engineering. SCCT’s main componentsthat shaped our analysis include (a) self-efficacy beliefs (beliefs about one’s capacity to performa task or take a

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Weiss-Lopez; Michael Frye; Orion Jones

ninth grade through rising twelfth-grade girls. miniGEMS after-school clubs meet weekly to learn block coding using EV3 LEGO Mindstorm robots to competein FIRST LEGO competitions each spring.The mission statement of GEMS is to inspire and empower young girls to be innovative withtheir future in the fields of STEAM. GEMS covers diverse topics of education that the studentswould not normally be exposed to, supporting each other, developing teamwork skills, learninghow to better the community with their knowledge, being creative, and developing self-efficacy[1]. GEMS is unique because it targets girls from under-resourced, underserved,underrepresented communities giving low-income areas of San Antonio, Texas an opportunityto gain experience and

Conference Session

ETD - STEM Issues in ET II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Suleiman Obeidat; Junkun Ma, Sam Houston State University; Ulan Dakeev, Sam Houston State University

)studied the desire of the U.S.-based college-level world language educators to teach online, faceto face, or hybrid of both. The results indicated that the educators were positive to adopt onlinelanguage teaching after the pandemic ends even though many preferred hybrid teaching if theywere given the option. Hong et al. (2021) predicted the students’ practical performance anxietyusing Neuroticism and Extraversion through Internet and academic self-efficacy. Wang et al.(2020) used “computer foundation” course to explain the process of shifting to online teaching.They used the concept of enhanced design of interaction, learning theories, and problem-basedlearning (PBL) in this study. They used the learning management system (LMS) to collectstudents

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Joseph Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Andrew Klein, Western Washington University; Sura Alqudah, Western Washington University

MPA are no longer eligible for the scholarship and aredropped from the program. Prior to the start of the fall quarter, all scholars are enrolled in a mathfocused bridge program designed to prepare students for their first calculus course and begin tocultivate a sense of community. The scholars then enroll in the same section of calculus andreceive continued support from the instructor, department faculty (mentoring), and their peers(study groups).Data AnalysisThe data analyzed as part of this study consist of surveys and focus groups. The survey wasadministered in fall quarter of each academic year. Survey questions assess sense of belonging,identity, and self-efficacy. For this study, focus was placed on student responses to the

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Abhaya Datye, University of New Mexico; Yan Chen, University of New Mexico; Sang Han, University of New Mexico; Catherine Hubka, University of New Mexico; Jamie Gomez, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Susannah Davis, University of New Mexico

needed new ways to measure impact onstudents. First, we knew we knew we wanted to identify the strengths and assets salient forengineering that our diverse students develop from their everyday and cultural experiences. Weconjectured that because many of them had to “make it work” and “make do” that they haddeveloped everyday ingenuity that could serve as a strong foundation as engineers. For instance,when asked, “How have you used a table knife?” our students respond: • a screwdriver • a putty knife • changing the volume on my stereo after the knob broke off • getting into my car after the handle brokeWe developed a survey using published questions about knowledge of design problem framing,engineering self-efficacy, their

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Alanna Epstein, University of Michigan; Aileen Huang-Saad, Northeastern University

obtained, allincluded commercialization metrics such as founding a company, number of employees,and revenue.Education and learning metrics: Out of the four post-course surveys obtained, allincluded questions about participants’ satisfaction with the course, as well as their intentto become an entrepreneur. Three included measures of self-rated improvement inknowledge or learning, and three included measures of confidence or self-efficacy. Ofthe seven Nodes that used post-course surveys, five also collected pre-course data. Outof the three programs for which both pre- and post- surveys were obtained, all includeda subset of questions that were consistent on the pre- and post-surveys to allow for theassessment of change over time. Out of the 3

Conference Session

Military and Veterans Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Wilkinson, Utah State University; Angela Minichiello, Utah State University

Ability StatusBrawner et Qualitative Status negotiation and Majority male Veteransal. (2016) enactment (Identity) Majority White[12] Able-bodiedCooper et al. Quantitative Self-efficacy Majority male Veterans,(2016) [13] Engagement Majority White some Disability having a disabilityLim et al. Qualitative Identity Formation All male Veterans(2016

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Sherwin; Alison Linares Mendoza, University of Pittsburgh; Renee Clark, University of Pittsburgh

betterprepared for the challenges and obstacles a senior design capstone entails [2]. This idea is supported byTsenn et al., who explored how self-efficacy relies on motivation and outcome expectation and correlatedmotivation to the number of times students spent on the project [8]. Bracken et al. looked at the perceivedvalue of the project, relevance to engineering discipline and tasks, and the use of "cool" technologies asfactors that students considered in the project selection process. This point again touches on the idea thatby bringing together motivation and interest in the project, the learning experience, responsiveness tochallenges, and overcoming obstacles will improve throughout the project. Therefore, through these twomechanisms of interest

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston

. Theauthor differentiated between the self-efficacy and outcome expectancy scale, the latter of whichis used for this study, by explaining that outcome expectations “are individual judgments aboutthe potential outcomes of their behaviors” [7, pp. 1088]. Siwatu [7] asserted that thecompetencies selected for the instruments are rooted in literature that reflects the voices ofpractitioners and pioneers in research who have advocated for the culturally sensitive andrelevant teaching practices that associated closely with a culturally responsive pedagogicalapproach. The author noted that these instruments were developed due to shortage of scales thatmeasure preservice or practicing teacher beliefs regarding CRP. Despite the changing demographics of

Conference Session

PCEE Session 9: Virtual Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carol Geary, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Tech Department of Engineering Education; Kim Lester, Virginia Polytechnic Institute and State University; Hannah Glisson, Virginia Polytechnic Institute and State University

group and others canceling team timealtogether. The second salient challenge was the occasional miscommunications between thefull-time staff coordinator and the graduate co-coordinator or between the graduateco-coordinator and program assistants. This manifested itself mainly through the formalevaluation of the camp, and the distribution of the post-camp survey to the participants. While allcamps were motivated by the same frameworks, only the in-person camp resulted in a complete(pre and post) set of survey results. Surveys were a compilation of the Engineering PersonalInterests Survey adapted from O*NET Mini Interests Profiler [8] to measure engineering interest,the Perceptions of Engineering Survey [7], and the Engineering Self-Efficacy

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Randall Manteufel, The University of Texas at San Antonio; Amir Karimi, The University of Texas at San Antonio

online engineering course. It is recommended that the flipped formatbe retained in future online classes while possibly changing what is done during the onlinesynchronous class meetings. Instead of focusing on conceptual issues and student questions, thetime can be devoted to solving additional problems selected after review of student muddy pointfeedback.References[1] A. Karimi, R.D. Manteufel, and J.F. Herbert, “Challenges in Virtual Instruction and StudentAssessment during the COVID-19 Pandemic”, in Proceedings of 2021 ASEE Annual Conference, 2021.[2] K. Altaii, C.J. Reagle, and M.K. Handley. “Flipping an Engineering Thermodynamics Course toImprove Student Self-Efficacy,” in Proceedings of 2017 ASEE Annual Conference, 2017.[3] D. Yang, and K

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Courtney Pfluger, Northeastern University

environment through anintegrated approach to first year engineering [14]. Rebranding the integrated first year as Cornerstone,results show that the Cornerstone approach is successful, and students see a positive improvement intheir perspectives on engineering and self-efficacy in their abilities to become an engineer [15]. Even atan international school not participating in ABET, one study showed that switching to a Cornerstoneapproach helped students overcome difficulties, gain a better understanding of their Cornerstoneprojects, and their future professional roles as an engineer [16].With a greater understanding now that more design exposure is better, the Cornerstone to Capstonerelationship has been examined to determine what differences in

Conference Session

Biomedical Engineering Division: Best of Works in Progress

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cameron Kim, Duke University

of the techniques used toproduce them.To assess student self-efficacy in identifying dilemma and technical knowledge applied to risksand harms, I modified proposals to include written sections on stakeholder analysis and theirrelative influence, and ethical considerations in their proposals. This also provided multiplepoints of reinforcement for ethics in the engineering design cycle as iterative discourse andlearning versus as a one-off exercise. An example statement from student design proposals on anovel diagnostic device asked teams to “state relevant stakeholders (at least 5) and theirinfluence/power in the proposed design. State any ethical dilemma and concerns one may havewith the project, especially with regards to the risks and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Donald Visco, The University of Akron; Nidaa Makki; Erin Stevic; Joshua Phillips, The University of Akron; Elle Bonnema; Deanna Dunn, The University of Akron; Laura Carey, The University of Akron

emergence of the Covid-19 pandemic.This NSF Grantees Poster outlines the results of the implementation of this program over threeyears, with respect to the impact of the program on students’ retention in STEM, as well assatisfaction with participating in the program.MethodsThis research project investigated the impact of the job shadowing program on first-yearstudents’ retention in STEM, using a quasi-experimental design. The theoretical framework thatguided this study is Social Cognitive Career Theory [4], which articulates a relationship betweenstudents’ self-efficacy and interest in STEM and outcomes such as retention in STEM.Student SelectionThree cohorts of students were recruited by email that was sent to first year students entering aSTEM

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Widmann, California Polytechnic State University, San Luis Obispo; John Chen, California Polytechnic State University, San Luis Obispo; Jocelyn Gee; Melissa Melton; Nicholas Seah; Brian Self, California Polytechnic State University, San Luis Obispo

Conference & Exposition, Virtual.[10] MCQueen, A and Klein, W.M.P. (2006) Experimental manipulations of self-affirmation: A systematic review, Self and Identity, 5:4, 289-354, DOI: 10.1080/15298860600805325[11] Ponton, M.K., Edmister, J.H., Ukeiley, L.S. and Seiner, J.M. (2001), Understanding the Role of Self-Efficacy in Engineering Education, Journal of Engineering Education, 90: 247-251. https://doi.org/10.1002/j.2168-9830.2001.tb00599.x[12] Widmann, J., Self, B., Chen, J., Gee, J., and Kerfs, M., (2021), Changes in Non-Cognitive and Affective (NCA) Factors in Engineering and Computing Students: A Longitudinal Study of Mechanical Engineering Students, Research in Engineering Education Symposium, Perth, Australia

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yingqian Zhang; Jiabin Zhu

students’learning outcomes. This practical research provided a variety of successful teaching andcurriculum design cases for STEM teacher education. Table 4 Summary of the co-words (count > 5) Keywords Year Count Keywords Year Count 1 Education 2012 41 17 Pedagogical content knowledge 2018 10 2 STEM education 2015 29 18 Impact 2012 10 3 Science 2015 28 19 Self-efficacy 2017 10 4 Preservice teacher 2012 24 20 Science education 2017 8 5 Knowledge 2012 20 21

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Perez, California State Polytechnic University, Pomona; Faye Wachs, California State Polytechnic University, Pomona; Harmony Nguyen, California State Polytechnic University, Pomona; Deanna Miranda Barrios; Lily Gossage, California State Polytechnic University, Pomona; Brooke Jones

Instruction (SI). This peer support is a non-remedial way to usenear-peers to increase success in traditionally difficult academic, gate-keeper, courses. Typically,these courses are chosen because about 30% of students earn a D, F, or W. In this study thesupport is Technology Assisted Supplemental Instruction (TASI) in Statics courses and itsimpact on Latinx students. Students’ sense of belonging and self-efficacy indicators weregathered and paired with final course grade as an academic marker of effectiveness of theintervention. This study is also notable, as it uses anti-deficit lens to understand not only theliterature but the effectiveness of the intervention.LITERATUREDespite being equally likely to pursue careers in STEM [1] and narrowing rates

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Carolyn Sandoval, University of California, San Diego; Leah Klement; Marko Lubarda, University of California, San Diego; Minju Kim, University of California, San Diego; Alex Phan, University of California, San Diego; He Liu; Mia Minnes, University of California, San Diego; Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Xuan Gedney, University of California, San Diego

taking oral assessments made them more comfortable (or more likely)to reach out to the instructional team for help through office hours, email, or other methods. It isimportant to note, however, that the instructional team found a flaw in the survey in that there isno baseline to compare students’ comfort level reaching out since we don’t have pre-oral examdata on this measure. It is possible that some students who did not claim they were morecomfortable could have done so because they were comfortable in the first place. In the next datacollection phase, a new question will be added to the pre-survey to ask students their level ofcomfort as a baseline.Confidence and Self-Efficacy Figure 5. End of Quarter Survey: Impact on Confidence in

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Mackenzie Sharbine, Harding University; Joachim Walther, University of Georgia; Nicola Sochacka, University of Georgia; Kyle Shanachilubwa, Harding University; Grant Countess, Harding University

frequentinteractions between students and faculty. For example, Allen et al. [11] found that students whoexperience more interactions with their instructors report higher levels of self-efficacy as well asincreased persistence in education. They further noted that student performance was mostpositively correlated with the number of visits between students and faculty during an academicterm and the total amount of time in which they interacted.While students generally perceive teacher-student interactions to be valuable, Briody et al. [12]noted that research-intensive universities tend to have the lowest teacher-student interactionrates. In their qualitative study on engineering faculty, staff, and students, they described howsuch low rates of interaction

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gita Andhika Swastanto, Purdue Polytechnic Graduate Programs; Fiodesy Putri, Arizona State University, Polytechnic campus; Julius Keller, Purdue University at West Lafayette (COE); Edward Faith, Arizona State University, Polytechnic campus

, interaction and participation, mentor’s inspiration,and hindrances. Another framework to determine how the students grasp the knowledge with theexisting learning method is further developed from Wagnild and Young’s resilience frameworkin 1993, which consists of emotional regulation, impulse control, optimism, the ability to analyzethe causes of problems experienced accurately, empathy, self-efficacy, and the ability to interpretand obtain positive aspects after problems [8].The most recent framework that seems to cover internal and external factors from the learningmethod, specifically from e-learning implementation and delivery, is called the TIPECframework, consisting of Technology, Individual, Pedagogy, and Enabling Conditions [9]. Thisframework

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University

motivation to persist.We hypothesize that this continuum map will hold true in our sample group of learners. While theextrinsic motivation factors such as grades, graduation credit requirement, and salaries, remain adriving force, more students may have started to develop rationale behind their learning activitiesand discover the inherent value of being an engineer. These intrinsically motivated students areoften empowered by their self-efficacy and self-expectancy [21-23]. Again, perception matters. Ifone believes the ability to reach the goal and expects to create great value, then this individual ismotivated to act. Also, classroom environments can facilitate or harm intrinsic motivation,curiosity, and the desire for challenge according to how

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julia Brisbane, Virginia Polytechnic Institute and State University; Jeremi London, Virginia Polytechnic Institute and State University; Kingsley Reeves, University of South Florida

students to have for creative concept generation in engineering design [11].Mohammed and colleagues found that a higher tolerance for ambiguity increased the self-efficacy, satisfaction, and conflict resolution of students working on an engineering designproject [12]. Based on the existing literature, it can be argued that students with a highertolerance of ambiguity will be better suited to engage and solve contemporary problems faced by21st-century engineers due to the skills they may gain from this ability. In contrast, students witha lower tolerance of ambiguity may be unmotivated in an engineering work environment andstruggle to perform well. Given this reality, pedagogical innovations, shown to increase studenttolerance of ambiguity, have

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Ekong, Western New England University; Vedang Chauhan, Western New England University; Janose Osedeme; Seyed Niknam, Western New England University; Richard nguyen

learning versus interdisciplinary project-based learning." Interdisciplinary Journal of Problem-Based Learning 11.2 (2017): 12. 1316. Shin, Myeong-Hee. "Effects of project-based learning on students' motivation and self- efficacy." English Teaching 73.1 (2018): 95-114.17. Guo, Pengyue, et al. "A review of project-based learning in higher education: Student outcomes and measures." International Journal of Educational Research 102 (2020): 101586.18. Boysen, Nils, Malte Fliedner, and Armin Scholl. "A classification of assembly line balancing problems." European journal of operational research 183.2 (2007): 674-693.19. Holweg, Matthias, and Frits K. Pil. "The second century: reconnecting

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise M Driscoll, Purdue University at West Lafayette (PPI); Kristin Everett

, and Interconnectedness—encapsulate decades ofresearch on social cognitive career theory [5], social identity theory [6], self-efficacy theory [7],and need for social connectedness [8]. A fourth concept known to be important for inclusion isCultural-Intelligence (CQ). CQ enables people to work more effectively with culturally diverseothers, a skill critical for developing culturally intelligent, global engineers [9]. Having CQ alsoallows a person to understand the culture in a workplace, and, if inclusive, allows people fromdiverse backgrounds to feel that they fit in with the workplace culture. In addition, OverallInclusion (see Figure 1) was asked on a 1-7 strongly disagree to strongly agree scale, as well, todirectly gauge the more abstract

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Luke Fredette, Cedarville University; Michael Kennedy, Cedarville University

significant statistical variation in (craft sticks) materialproperties, geometric limitations due to the material dimensions, and subsequent deviations fromtruss theory. The variations and emerging discrepancy between the design model and thephysical structure being constructed undermined students’ confidence in the analysis taught inclass, evidenced by a predominance of heuristic failure load predictions rather than predictionsdirectly resulting from the analysis.The authors made some fundamental changes to the competition materials and rules, seeking toimprove the educational impact of this project for the 2021-22 school year. First, a closercorrespondence to theory should increase student self-efficacy in engineering analysis broadly atthis early

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Griggs, Pennsylvania State University; Catherine Cohan, Pennsylvania State University; Carmen Vanderhoof, Pennsylvania State University; Aaron Mattingly, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

will we meet the needs of participants as they arise, 3) Howwill we create a sense of belonging, 4) How will we provide space and opportunity for buildingconfidence and self-efficacy, and 5) How will we provide tools for self-reflection andpreparation? With these questions in mind, we were able to differentiate and articulate goals atdistinct time points in the program related to participant orientation, week-to-week experiences,and end of program aspirations, as well as project ahead to identify ideal outcomes forparticipants' future semesters and beyond. Each week during the program, we met as a full staffand were able to go back to our list of goals and discuss what had been accomplished, what wewere able to measure, and make iterative

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University at West Lafayette (COE); Kevin Binning; Natascha Buswell, University of California, Irvine; Jennifer Cribbs, Oklahoma State University; Erica McGreevy, University of Pittsburgh; Christian Schunn, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Beverly Conrique, University of Pittsburgh; Carlie Cooper, University of Georgia; Danielle Lewis; Jacqueline Rohde, Purdue University at West Lafayette (COE)

Educ., vol. 7, no. 1, pp. 1–25, 2020.[6] K. Whitcomb, “Investigating Gender Differences in Course Relationships, Self-Efficacy, and Identity in Physics and Promoting Equity in Learning Outcome,” University of Pittsburgh, 2020.[7] Z. Y. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, “Damage caused by women’s lower self-efficacy on physics learning,” Phys. Rev. Phys. Educ. Res., vol. 16, no. 1, 2020.[8] S. Chen et al., “Am I a science person? A strong science identity bolsters minority students’ sense of belonging and performance in college,” Personal. Soc. Psychol. Bull., vol. 47, pp. 593–606, 2021.[9] M. C. Murphy, C. M. Steele, and J. J. Gross, “Signaling threat: How situational cues affect women

Conference Session

International Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Lloyd Morris, Virginia Tech Department of Engineering Education; Jose Torero

have been proven to positively impact learning and improvestudents' academic experiences [1], [2]. Accordingly, the field of engineering education hasworked on ways to promote students' motivation, engagement and ultimately promote sense ofbelonging in engineering students [3], [4]. Furthermore, sense of belonging has been directlylinked to successful academic outcomes, including persistence, self-efficacy, and perceptions oftechnical competence [5]–[7]. Therefore, engineering students need to have different systems inplace to support and complement their formal education in engineering classrooms to promotebelonging.According to Allendoerfer et al. [8], those systems come together when students have formalincoming cohorts in classrooms and