Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Genovesi, Drexel University; Ian Marcus, Drexel University; Kimberly Sterin, Drexel University; Dominique Thomas, Drexel University

Black students in district). However, most of the alumnae now working inSTEM are in the natural sciences with none in engineering.Thus, to increase the number of future engineers and disseminate lessons that can be transferredto other curriculum and mentoring contexts, the goals of this project were to (1) design a newtraining and support program for adult engineers who mentor students. (2) Enhance the culturalrelevancy of the curricula for students and their mentors. (3) Increase awareness among thesementors about implicit biases and stereotype barriers that impede the advancement of all womenin STEM education and workforce. (4) Increase the number of students in the program pursuinghigher education and careers in engineering.To meet those

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Dare, Florida International University; Joshua Ellis, Florida International University; Mark Rouleau; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth Ring-Whalen

, Dr. Dare has a passion for working with K-12 students to understand how changes in classroom instruction towards these integrated STEM approaches impact their attitudes towards and beliefs about STEM fields. In particular, she examines methods that positively impact girls, which may increase the number of women pursuing careers in STEM-related fields where they are currently underrepresented.Joshua Alexander Ellis (Associate Professor of STEM Education) Associate Professor of STEM EducationMark Rouleau Associate professor in the Social Sciences department at Michigan Technological University with a background in computational social science, research design, and social science research methods for assessment and

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Essig, Purdue University Fort Wayne

. In discussions withour FYE students, we have often heard them express being caught off guard by the workloaddifference between high school and college courses, and they feel overwhelmed with balancingcourse work with their job and family expectations. Outside of the technical problem-solvinglearning outcomes, ENGR 101 also serves as the university mandated first-year student successcourse within the engineering curriculum and incorporates activities throughout to teach studentsabout different success strategies and topics.During one of the student success activities, instructors observed many students did not have aclear idea of what a career in engineering looked like, and many students did not have a distinctreason for why they chose

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Al Mestiraihi, Utah State University; Kurt Becker, Utah State University - Engineering Education

' perspectivesAbstractThere is a mismatch or gap between the job-related skills that industrial companies want fromElectrical and Computer Engineering (ECE) graduates and what academic institutions providewhen students graduate from ECE programs. Consequently, and based on the literature, thenumber of contemporary graduates that lack the industry-required skills has increased. Becauseof the skills gap, newly hired engineers may require additional training to attain criticalcompetencies, which cost employers time and money.This paper examines the skills required by ECE graduates in the United States and presentssurvey results from ECE professional engineers. The survey used in this study was obtained fromThe College and Career Readiness and Success Center at the U.S

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shetay Ashford-Hanserd, Texas State University; Lillianna Franco Carrera

regarding academic research collaboration and employment stratification in STEM labor. Her research primarily focuses on first-generation Latinx college and career choice experiences, the personal and purposeful development of young adults through the college choice process and college experience, high school counselor and other support services/programs for underserved populations, academic success of racially marginalized populations in college, experiential learning practices, and student affairs professionals’ experiences. Lillianna is passionate about improving the diversity and inclusivity of students in underrepresented careers and colleges. Lillianna also has over 12 years of professional experience as a student

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Cinzia Cervato, Iowa State University of Science and Technology; Adrienne Minerick, Michigan Technological University; Ann Burnett, North Dakota State University; Roger Green, North Dakota State University; Carla Koretsky; David Wahl, Iowa State University of Science and Technology; Lori Wingate, Western Michigan University; D. Raj Raman, Iowa State University of Science and Technology; Sonia Goltz; Patricia Sotirin

Paper ID #36476Creating a collaborative cross-institutional culture to supportSTEM women of color and women with familyresponsibilities at four midwestern research institutionsCinzia Cervato Dr. Cinzia Cervato is the lead PI of the NSF-funded ADVANCE Midwest Partnership project and Morrill Professor of Geological and Atmospheric Sciences. She has served as faculty fellow for early career and term faculty in the Office of the Provost and faculty fellow for strategic planning in the College of Liberal Arts & Sciences. She earned a doctor of geology degree from the University of Padova (Italy), and a Doctor of

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deniz Nikkhah, University of California, Irvine; David Copp, University of California, Irvine; Kameryn Denaro; Natascha Buswell, University of California, Irvine; Gregory Diggs-Yang, University of California, Irvine; Hye Rin Lee; Lorenzo Valdevit; Anna-Lena Dicke, University of California, Irvine

have research mentors had varying degrees of scientific identity [2]. The benefits ofmaintaining a positive mentor relationship can extend beyond the mentee’s academic career. Infact, mentees who had a positive relationship with their mentor reported greater job satisfactionand a decreased likelihood of stagnation in their career [4]. The combination of a strongeridentity and an increase in overall performance of a student during and after their academiccareer highlights the importance of continuing research in mentor-mentee interactions.However, previous research largely focuses on the benefits that students gain frommentor-mentee relationships. To better understand the intricacies of the mentor-menteerelationship, in this work we investigate

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Adrienne Minerick, Michigan Technological University; Cinzia Cervato, Iowa State University of Science and Technology; Sonia Goltz; David Wahl, Iowa State University of Science and Technology; Patricia Sotirin; Mark Rouleau

AAAS and ASEE, a National Science Foundation CAREER Award, the Raymond W. Fahien Award from the Chemical Engineering Division of ASEE, and Michigan Tech's Fredrick D. Williams Instructional Innovation Award. She and her students have published over 100 archival journal publications, book chapters, or proceedings articles and earned 23 best paper/presentation awards. Adrienne previously served as the President of the AES Electrophoresis Society and on the ASEE's Board of Directors as First Vice President and Professional Interest Council I Chair. She also chaired ASEE's National Diversity Committee. Her research and service interests regularly intersect and involve underserved individuals with an emphasis on research

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Amy Brooks, Oregon State University

Paper ID #38384Engineering Faculty Members’ Experience of ProfessionalShame: Summary of Insights from Year 1Amy L BrooksJames L. Huff (Associate Professor) Dr. James Huff is an Associate Professor of Engineering Education and Honors College Faculty Fellow at Harding University. He conducts transdisciplinary research on identity that lies at the nexus of applied psychology and engineering education. A recipient of the NSF CAREER grant (No. 2045392) and the director of the Beyond Professional Identity (BPI) lab, Dr. Huff has mentored numerous undergraduate students, doctoral students, and academic professionals from

Conference Session

Bringing Engineering Leadership Pedagogy to Life!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Moore, University of Toronto; Cindy Rottmann, University of Toronto; Patricia Sheridan, University of Toronto; Samina Hashmi, University of Toronto

as a generative partnership. They argue: “…followership is not an imitation of leadership, a sort of mini-leadership, or a leadership-in-training. Followership is a different role requiring different, but complementary, skills to those of leadership.[4]”Hurwitz and Hurwitz also stress that followership is an active role that helps the teamaccomplish the mission, takes initiative to scout new information, insights, and options, andcontributes ideas and advice. Hurwitz and Hurwitz emphasize that as individuals develop theywill play the role of both leader and follower at all points in their careers. By this set ofdefinitions, graduating students will be expected to primarily play the follower role earlier intheir careers but

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University; Adam Carberry, Arizona State University; Kaela Martin, Embry-Riddle Aeronautical University - Prescott; Sanjeev Kavale, Arizona State University; Caroline Bolton, Bucknell University; Caitlyn Aaron; Madeline Roth, Bucknell University

currently serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program. He is also the immediate past chair of the Research in Engineering Education Network (REEN) and a senior associate editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate student research assistant at the Tufts’ Center for Engineering Education and Outreach.(O LI 0 LVNLRJO X $ VVLVW DQW3 URIHVVRU I am an early-career engineering education scholar and educator. I hold a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from The Ohio State University. My early Ph.D. work

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arash Jamshidi, University of California, Berkeley; Elisa Stone, University of California, Berkeley

. Additionally, as a faculty member at UC Berkeley, Arash instructs and supports pre-service teachers as they transition towards a career in the classroom. Alongside his work with SRI, Arash is also part of the OpenSciEd initiative, a multi-state collaboration to create research-based, open-source science instructional materials aligned to the Framework for K-12 Science Education and the NGSS. With OpenSciEd, Arash helps develop high-quality, NGSS-designed curriculum and delivers professional development for teachers, as well as state and district leaders around the United States. Previously, Arash worked at the Stanford Center for Assessment, Learning, and Equity (SCALE) focusing on NGSS-aligned curriculum and assessments, while

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Latorre, University of Florida; Elizabeth Meier, University of Florida

; Guest Lectures; Student EngagementAbstractWhile industry, faculty, and students alike recognize the need for leadership education inundergraduate courses, there is still a gap between the students’ experience in applying theseskills and industry expectations. In academia, these skills are typically measured during team-based senior design courses. Courses may invite guest speakers to provide a wide perspective ofsuccessful leadership. The assumption is that students will appreciate this diversity, thus helpingthem remember, understand and apply the lessons. This study provides an analysis of how agroup of students valued these types of trainings with respect to three categories: the courseobjectives, their upcoming professional careers, and

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Miguel Andrés Guerra, Universidad San Francisco de Quito; Jacoba Ubidia; MariaEmilia Mariño; Francisco Jativa Valverde

ofqualified professionals entering the workforce [1]–[4]. In some Latin American countrieswithdrawal from STEM careers almost represents a 70% of the entire dropout population [5].Although, this multi-dimensional phenomenon can take on different definitions, in this researchpaper we refer to dropout as a voluntary and permanent abandonment of academic studies beforegraduating [6].Over the past decades, dropout rates have increased around the world. Many attribute thisincrement to the low minimum requirements to enter higher education as opposed to in the past.However, student dropout is a multi-dimensional phenomenon which cannot only be attributed tostudents lacking the specific knowledge. Current research signals towards two main categories

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lynn Mayo, RePIcture; Katie Wheaton

Paper ID #36501Writing and Engineering – Perfect TogetherLynn Mayo (CEO) Lynn Mayo, PE is Co-Founder of RePicture. After working for over 30 years as an engineer, Lynn dreamed of a better way to help students and professionals discover careers shaping the future. So, she co-founded RePicture. RePicture is a public benefit corporation with a mission to increase interest and diversity in STEM. RePicture helps college and high school students make better career choices by helping them explore careers in science, technology, engineering and math (STEM), develop critical professional skills such as networking, and

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joe Muskin, University of Illinois at Urbana - Champaign; Dee Dixon; Henry Griffith, San Antonio College; Andrew Alleyne, University of Illinois at Urbana - Champaign; Alfred Alaniz, San Antonio College; Jessica Perez, University of Illinois at Urbana - Champaign

Illinois, Urbana-Champaign where he was the inaugural Director for the NSF Engineering Research Center (ERC) on Power Optimization for Electro-Thermal Systems which is a multi-million dollar center enabling electrified mobility. © American Society for Engineering Education, 2022 Powered by www.slayte.com Minority-serving Institution Partnerships StrengthenUnderrepresented Minority Recruitment for a REU Site (Experience)Introduction The underrepresentation of females, African Americans, Hispanics, and Native Americans inScience, Technology, Engineering and Math (STEM) careers is a widely acknowledged and long-standing problem in the United States [1

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Mullin; Gail Bornhorst

Natural Resources Engineering, Biotechnical Engineering, Food Engineering andGeneral Biological Systems Engineering) offered by the department along with student motivations andplans to continue in the EBS major. This paper may be of interest to teaching faculty and departmentleadership in agricultural and biological engineering programs.Keywords: undergraduate, recruitment, retention, agricultural and biological engineering majorIntroductionThe selection process for choosing an engineering major by undergraduate students has received muchattention from the engineering education community. Studies of first-year student’s selection of anengineering major [1, 2] have utilized social cognitive career theory (SCCT) [3, 4] to frame three

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Eaton, University of Southern Maine; Asheesh Lanba, University of Southern Maine; Jeremy Qualls; Warren Ziegler, University of Southern Maine; Daniel Fransiscus, University of Southern Maine; Tyler Werner, University of Southern Maine

learning and consider future careers within the space industry. 2) Increase student confidence in STEM through problem solving within a real space mission experience. 3) Allow students to develop and practice soft career skills, such as teamwork, leadership and project management 4) Bolster the CubeSat research and development work being undertaken within the Maine space industry.Competition (challenge) learning is an effective tool for motivating students for STEM learning[14-17]. In addition, the authors hope a by-product of the competition format will be strongerconnections between educators and learners from peer institutions across the State.The competition requires teams to develop a space-based technology or

Conference Session

Liberal Education/Engineering & Society Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Francesca Bartram; Natalie Wint; David Maxwell Rea

Tagged Divisions

Liberal Education/Engineering & Society Division

attainment ofengineering students has been shown to vary significantly between ethnic groups [1]. Whilstit is recognized that the participation rates of minoritized students varies across individualdisciplines within science, technology, engineering, and mathematics (STEM) [2], thereexists a general underrepresentation of those referred to as ‘BME’ [* see Notes] [3].Participation rates also vary between level of study, with 32.3 % of those accepted onto UKbased engineering undergraduate courses in 2017 classed as ‘BME’, compared to only 22.2%at graduate research level [3]. Such issues with persistence (which here refers to the transitionfrom one career stage to another, for example, progressing from an undergraduate program toa graduate program

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Castillo, University of California, Irvine; Brianna McIntyre, Purdue University at West Lafayette (PPI); Allison Godwin, Purdue University at West Lafayette (COE)

engineering foster or hinder belonging and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. © American Society for Engineering Education, 2022 Powered by www.slayte.com Understanding the Influence of Work-Integrated Learning Experiences on Students’ Identity Formation in EngineeringAbstractThis research paper

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Acosta, Universidad San Francisco de Quito; Jacoba Ubidia, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Vanessa Guerra, University of Virginia; Cristina Gallardo, Universidad San Francisco de Quito

analysis of the students’ responses about the experience. Thegoal was to find main ideas and to be able to form groups of ideas that many of the answersencompassed to analyze all the feedback received by the students, identifying the positiveexperiences, the skills gained during the development of the activities, and the challenges that thestudents encountered when working with unified courses of the two careers. Students alsoprovided suggestions on possible improvements for the combined educational module.The learning module characteristicsThe students worked in multidisciplinary groups for four weeks, during which they learneddefinitions and identified centroids, moments of inertia, and internal forces in trusses. Typically,students met for two

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh

www.slayte.comOutreach Projects: Towards a Structured Curricular Activity for Chemical Engineering StudentsOutreach Projects: Towards a Structured Curricular Activity for Chemical EngineeringStudentsAbstractPromotion of STEM careers in K-12 schools is essential for the sustainable progress of the world.College students from engineering careers can provide a unique contribution to this effort. Theirexperience is like the K-12 school environment. However, they have advanced knowledge andskills of their critical role in society. They can offer a realistic model for K-12 students to guidetheir career choice and to become motivated for STEM college education. In addition, collegestudents benefit from these experiences by

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Alexander, Texas A&M University - Kingsville; Michael Preuss; Breanna Bailey, Texas A&M University - Kingsville; David Hicks; Rajashekar Mogiligidda, Texas A&M University - Kingsville; Nitilaksha Hiremath, Texas A&M University - Kingsville; Jingbo Liu, Texas A&M University - Kingsville; Lihua Zuo, Texas A&M University - Kingsville; Mahesh Hosur

engineering design process; importance of mathematics,chemistry and computers in engineering; engineering mechanics; data analysis; publicsafety; ethics; professional licensure; and career searches. Content varied from material thatwould be included in freshmen engineering courses to material that introduced advanced(upper-level) engineering courses. The portion of the SBP program involving industryprofessionals as guest speakers consisted of three panel discussions and three stand-alonepresentations. The three panel discussions invited guests from different career stages asfollows: (a) early career professionals, (b) a recent winning senior design team fromComputer Science in TAMUK’s COE, and (c) seasoned engineers. Each panel had four tofive

Conference Session

Student Division Technical 2: Instruction & Learning Delivery

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Kritin Mandala; Zoë Dailey; Lilianny Virguez, University of Florida; Kayli Battel; LISSA ERICKSON

this early-age exposure. A 2007 studyindicates that the “shut up and learn” approach to teaching, while widely accepted, is notnecessarily effective. In this study [8], a survey of 2,500 pupils indicates that the two mostcommon uses of class time are copying from a board or book and listening to the teacher talk forextended periods of time; whereas the two least common uses of class time are studying real-world applications and learning through experience. Scholars have observed that shifts towardshands-on and individually-engaging activities often radically change students’ perceptions oftheir place in STEM fields and their plans for future education and career paths.Many educators in STEM suggest that the best way to introduce very young

Conference Session

EMD Technical Session 1: Captstone, Ethics, and Statistical Methods

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cole Shannon, South Dakota State University; Patrick Lovrien, South Dakota State University; Bret Barnett, South Dakota State University; Carrie Steinlicht, South Dakota State University; Ekaterina Koromyslova, South Dakota State University

practices.Students’ learning experiences, including benefits, challenges, and lessons learned are discussedin the paper, presenting different points of view from different disciplines.Relevance of multidisciplinary teaching for student career goals and value for their professionaldevelopment are discussed in the paper. The authors provide suggestions for improvements andadvice to instructors and peers for improving multidisciplinary learning experiences at thecollege level.IntroductionMultidisciplinary collaborations are important for several reasons. First, it improves learningand student engagement. As stated by Drake and Reid, after reviewing numerous studies,“interdisciplinary approaches can lead to increased student engagement and motivation

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Henry Salgado, University of Texas at El Paso; Alexandra Strong, Florida International University; Gemma Henderson, University of Miami; Yamile Urquidi, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Ines Basalo, University of Miami

academia and motivations for shifting careers. This analysis used a constant comparativeapproach to explore emerging themes about the EIF's decisions to pursue an instructional facultyposition at their current institutions [15]. A codebook was developed based on emergent themesrelated to the personal and professional motivational factors of each EIF as they pursued theircurrent position. For this research question, two researchers (who did not serve as interviewers)established the codebook and conducted the analysis. The researchers coded three interviewstogether to ensure consistent interpretation of the codebook, calculating inter-rater reliability inNVivo to ensure consistency above 90%. The remaining interview transcripts were

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hugh Scribner, University of Colorado Boulder; Katherine Goodman, University of Colorado Denver; Jean Hertzberg, University of Colorado Boulder

show students the beauty in the physics andengineering concepts they are laboring to learn. Due to this neglect, many engineering studentscomplete their engineering courses with the ability to solve complex engineering problems but nodesire to further explore the topics they have learned. In fact, in some cases STEM students leavetheir classes feeling that the topics that they learn about are unrelated to the real world andfrivolous. Because of this emotional response it is becoming common to see students graduatingfrom university with degrees in STEM but no plans to pursue a career in a STEM field[1].Although the Mechanical Engineering curriculum at the University of Colorado has a significantemphasis on design, all the formal design

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leyi Chen; Jiabin Zhu; Chaoqun Zheng; Zhinan Zhang

studies and careers in the engineering field.Keywords ： STEM; pre-college; extracurricular learning experiences; engineeringidentityIntroduction In recent years, engineering identity has become an important perspective forunderstanding how to retain engineering talents. Prior studies have shown that thehigher the engineering identity of students, the more likely they are to continue to studyengineering majors and engage in related jobs [1]. Generally, choosing and pursuing engineering majors is a prerequisite for studentsto enter the engineering field. However, due to the absence of engineering-relatedcourses in primary and secondary schools, most students have no real exposure toengineering experiences before entering university, which

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University; Gabriella Sallai, Pennsylvania State University

mechanisms, metrics, policy, and amelioration; engineering writing and communication; and methodological development for nontraditional data. Her NSF CAREER award studies master’s-level departure from the engineering doctorate as a mechanism of attrition. Catherine earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering from Purdue University, and Ph.D. in Engineering Education from Purdue University.Gabriella M Sallai Gabriella Sallai is a PhD candidate in the Department of Mechanical Engineering at The Pennsylvania State University. Her work characterizes engineering graduate students’ experiences within graduate school. Gaby earned a Bachelor’s degree in

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

an important predictor of engineering career choices (Cass, Hazari, Cribbs, Sadler,& Sonnert, 2011; Godwin, Potvin, Hazari, & Lock, 2016). More broadly, there is an extensivebody of research tying secondary and postsecondary students’ identity development to theirinterest, persistence, and success in STEM academic and career pathways, especially forindividuals from groups traditionally underrepresented in STEM like females and students ofcolor (Calabrese Barton, Kang, Tan, O’Neill, & Brecklin, 2013; Carlone & Johnson, 2007;Chemers et al., 2011; Gushue, Scanlan, Pantzer, & Clarke, 2006; Kim, Sinatra, & Seyranian,2018).In terms of student support structures, participation in both general and math-focused summerbridge