Conference Session

Liberal Education/Engineering & Society Division (LIBED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jingshu Meng; Hannah Norton; Chelsea Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

student looking to take this course, and would it bedifferent if it was a student of color?” When answering this question, Ebo said that he does notthink that his advice would be different to a white student or student of color, but rather it wouldbe different for an international student. He said that his international student identity is what heunderstands, so he would only speak through that context.2: moving towards racial-ethnic identity examination in the U.S. context. After some periodof time, international students tend to start evolving their identities to fit into the U.S. context. Inthe interviews, students often reflected on a catalyst that required them to consider how theiridentity fits in the U.S. context.Positioning themselves

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

held by women but the number of departmentheads and other decision-makers is not effectively reported. The same goes for private firms thatmay list a woman in a leadership role, however, what their real levels of responsibility anddecision-making abilities are, remains unknown.Motivation, Resiliency, and Persistence in STEM To combat the barriers women and minorities face when pursuing academic and careerpathways in technology and engineering, universities, professional organizations, and privatecompanies are taking action to increase gender equity, diversity, and inclusionary practices.Agencies and organizations have taken it upon themselves to study and report the inequities inacademics and careers that reflect the negligence with

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; Shawna Vican, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

tenure stuff was, like, a whole another step in its own right.” [R2]Peer-review committee feedback was often minimal as well. Several faculty reported that officialletters were often generic and positive (“Keep up the good work!”), and under-reflected whatwould be needed for tenure and promotion. R10 speculated that committees try to be positive intheir official letters because the letters stay in the candidate’s record, and are included in theirP&T dossier.A female non-STEM faculty member received a positive official letter from her committee, butwas also told in a side conversation with faculty from her department that changes were needed.In her words: “The official letter is really positive and praiseworthy, and the summary is

Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexis Nicole Barney, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology; Matthew Nelson, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

address a gap in the literature and understand theideologies male students hold that either promote or threaten gender equity in engineeringeducation.2.3.Established Strategies for Improving the Culture Climate for Women in EngineeringFriedrich, Sellers, and Burstyn [10] note that the following strategies have been well establishedin the literature to improve the cultural climate for women studying engineering: increaseawareness of the social issue, inclusive teaching strategies, and intervention programs to increaseequity for minoritized students. Faculty and instructional staff can raise awareness by givingstudents the opportunity to reflect on their experiences with diversity and its value. Students oftenonly have these conversations on

Conference Session

Engineering Economy Division (EED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kate D. Abel, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy Division (EED)

and the new coursedue to multiple factors; format, credit hours and topics. Originally, 150 minutes of engineeringeconomics class time per week, plus an additional engineering economics lab, with now anadditional topic of project management needed to be fit into 100 minutes a week. Additionally,originally 4 engineering economics credit, plus 3 credits of Project Management course work nowneeded to be reflective of the new 2 credit course weight. This required re-thinking andreimagining the teaching environment just as Sheppard had said needed to happen.A group of prior Engineering Economics instructors and prior Project Management instructorsjoined together to form a committee to study and create the new 2 credit combined course

Conference Session

Software Engineering Division (SWED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bruce R. Maxim, University of Michigan, Dearborn; Jeffrey Jonathan Yackley, University of Michigan, Flint

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

motivate studentsto design game software products and use software engineering techniques to solve real-worldprogramming problems. The investigators included small group activities with the expectationthat students would provide written or oral summaries (either live in-person or virtually usingvideo) of the strategies used to complete their tasks and their lessons learned. We encouragedstudents to reflect on the lessons learned from game design exercises either in writing or orallyfor in-person classes. We shifted to authentic assessment techniques and introduced the use ofmore frequent, lower stakes graded activities in both courses.Gamification was introduced in our revised courses as a means of promoting rewards forcompleting tasks. Students

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

get out of that, and this is what I would tell you to say to do that or, you know, so I have people in my corner, who definitely are trying to help reduce that kind of workload.”Eva has a mentor that understands the tenure process and is a support for her as she navigates theworkload and faculty norms. Understanding the importance of mentorship in these experiences iscrucial to understanding how faculty navigate the tenure process, especially with the lack ofmentors that reflect their identities which promotes isolation.Understanding the Tenure and Promotion process in Engineering Departments Participants spoke in detail about the worries they had about the process. Some of theareas of concern are highlighted by a few

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alyssa V. B. Santos, Pennsylvania State University; Sarah J. Boehm, Pennsylvania State University; Fadi Castronovo, California State University, East Bay; Tiffany A. Mathews, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

interactions with peers and faculty withinthe first 10 weeks (about 2 and a half months) of graduate school reduced the impact of stress,both physically and psychologically, for the next 6 months [7]. Overall, we know that at least40% of all doctoral students do not complete their programs, and much of this attrition could beprevented and is not reflective of student capability [8].Simultaneously, doctoral degrees awarded in science, technology, engineering, and mathematics(STEM) continue to be disproportionately awarded to white students. In the 2019-20 academicyear, 71.3% of all STEM doctoral degrees awarded to U.S. citizens and permanent residentswere awarded to white students, even though the U.S. population is approximately 59.3% white.Only 4.3

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

participant facilitated three one-on-one discussions with thestudent avatars Ciara, Jordan, and Stephanie to understand the nature of the conflict from theirperspective. To mitigate order effects, we varied the order in which each of the twelve studyparticipants facilitated discussions with the three student avatars. The study participants took 15or fewer minutes for each one-on-one discussion. The host avatar, Nina, introduced the session,asked reflective questions after each discussion, and concluded the session. These activities weresupported by a host script. The one-on-one student discussions were not scripted, but rather, eachstudent avatar responded to TA questions using improvisation within the constraints of thescenario. The same sim played

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

hands-on projects or activities. In its finalform, the bridge program combines the positive attributes of its former iterations andsuccessfully balances preparing students for college socially and academically. Through hands-on maker projects, tours of campus and department labs, math reviews, and opportunities toconnect socially, the updated bridge program seeks to better support the S-STEM scholars duringtheir transition to college.Acknowledgement – This material is based upon work supported by the National ScienceFoundation S-STEM program under Grant No. 1834139. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini R. Pennathur, University of Texas, El Paso; Emily G. Blosser, University of Louisiana, Lafayette; Nicholas A. Bowman, University of Iowa

Tagged Topics

Diversity, NSF Grantees Poster Session

project was supported by the National Science Foundation (NSF) Award Number DUE-2042363 to all the authors of this work.6. References[1] J. C. Taylor and D. F. Felten, Performance by design: Sociotechnical systems in North America. Prentice Hall, 1993.[2] A. Majchrzak and K. J. Klein, “Things are always more complicated than you think: An open systems approach to the organizational effects of computer-automated technology,” J. Bus. Psychol., vol. 2, no. 1, pp. 27–49, 1987.[3] E. Trist, “The evolution of socio-technical systems,” Occas. Pap., vol. 2, no. 1981, p. 1981, 1981.[4] W. Pasmore, C. Francis, J. Haldeman, and A. Shani, “Sociotechnical systems: A North American reflection on empirical studies of the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; Kameryn Denaro; Analia E. Rao; David A. Copp, University of California, Irvine; Hye Rin Lee, University of Delaware; Gregory Diggs-Yang, University of California, Irvine; Lorenzo Valdevit

Tagged Topics

Diversity, NSF Grantees Poster Session

. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] L. L. Espinosa, J. M. Turk, M. Taylor, and H. M. Chessman, “Race and Ethnicity in HigherEducation: A Status Report,” Washington, DC, 2019.[2] D. Shapiro et al., “Tracking Transfer: Measures of Effectiveness in Helping CommunityCollege Students to Complete Bachelor’s Degrees, Report No. 13,” Herndon, VA, 2017.[3] K. H. Strickland, “Transfer Students: The True American Ninja Warriors,” About Campus,vol. 23, no. 4, pp. 27–30, 2018.[4] V. Tinto, “Dropout from Higher Education: A Theoretical Synthesis of Recent Research,”Rev. Educ. Res., vol. 45, no. 1

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Muisener, Stevens Institute of Technology ; Pinar Akcora, Stevens Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

project. This responsibility of teaching empowered thestudents within their research environment, synthesized their learning and helped them direct the learningof others. Taking responsibility for the learning of others can lead to deeper overall understanding 4 whichwe noticed in the students especially within the last few weeks of the program.In the development of students as scholars, the weekly meetings and interactions allowed for depth oflearning and ensured the development of communication skills in an environment conducive to scientificdiscussion and reflection. Research discussion meetings between students and teachers were monitored bythe faculty mentors to enrich discussion and teaching. It was evident that the research discussions

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Amy Richardson, P.E., Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Hamidreza Taimoory, Virginia Tech; Rene Alberto Hernandez, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

first- time-in-college students’ perceptions of student supports. • Identifying what elements of our program could be possible without a large grant as well as which elements were still challenging even with the presence of a large grant.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DUE-1644138. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References[1] J. Wyner, K. Deane, D. Jenkins, and J. Fink, “The Transfer Playbook: Essential Practices for Two-and Four-Year Colleges.,” Aspen Inst

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raul Mishael Sedas, University of California, Irvine; Mizuko Ito

Tagged Topics

Diversity, NSF Grantees Poster Session

and within-setting conceptualization to one that takes into account the movement ofyouth among settings and connections between settings.References[1] G. J. Duncan and R. J. Murnane, Eds., Whither opportunity?: Rising inequality, schools, and children’s life chances. Russell Sage Foundation, 2011.[2] M. Ito et al., “The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship.,” Connected Learning Alliance, Irvine, CA, USA, 2020.[3] A. V. Maltese and R. H. Tai, “Eyeballs in the Fridge: Sources of early interest in science,” International Journal of Science Education, vol. 32, no. 5, pp. 669–685, Mar. 2010, doi: 10.1080/09500690902792385.[4] K. P. Dabney et al., “Out-of-school time science activities

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Montana State University, Bozeman; Nicholas Lux Lux, Montana State University, Bozeman; Paul Gannon, Montana State University, Bozeman; Douglas J Hacker; Brock J. Lameres, Montana State University, Bozeman; Tugba Boz, University of Georgia

Tagged Topics

Diversity, NSF Grantees Poster Session

relying on western approaches of using Likert surveyswith large sample sizes to produce generalizable data sets.AcknowledgmentThis material is based upon work supported by the National Science Foundation Research in theFormation of Engineers program under Grant Number 1916673. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. 6ReferencesCapobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veronica M. Catete, North Carolina State University, Raleigh; Isabella Gransbury; Marnie Hill; Devin Jean; Brian Broll; Akos Ledeczi, Vanderbilt University; Tiffany Michelle Barnes; Shuchi Grover

Tagged Topics

Diversity, NSF Grantees Poster Session

more educators aboutour curriculum in an attempt to achieve wider adoption of CS Frontiers.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grants1949472, 1949492, and 1949488. Any opinions, findings, conclusions, or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] B. Broll, Á. Lédeczi, G. Stein, D. Jean, C. Brady, S. Grover, V. Cateté and T. Barnes, "Removing the Walls Around Visual Educational Programming Environments," in Proceeding of the 2021 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), St. Louis, Missouri, 2021.[2] L. Alvarez, I. Gransbury

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Evelyn C. Brown, North Carolina State University, Raleigh; Zackary Tyler Hubbard

Tagged Topics

Diversity, NSF Grantees Poster Session

and its development process, and will share the badgedevelopment process and badge modules with educators and others with an interest in helpingtechnicians develop cyber awareness. The project team is also considering ways to share thebadge development process with some or all of the eight federal agencies that lead skilledtechnical workforce development programs [8]. This work is part of a project funded by the Advanced Technological Education Program of the National Science Foundation DUE #2000867. Any opinions, findings and conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.References Cited:[1

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Teresa Cardador; Karin Jensen, University of Michigan; Grisel Lopez-Alvarez, University of Illinois, Urbana - Champaign; Isabel Miller, University of Michigan; Hannah Chiou; Andrea J. Kunze, Delta State University; Sohee Kim, University of Illinois, Urbana - Champaign

Tagged Topics

Diversity, NSF Grantees Poster Session

practicerelated to improving the diversity of students participating in the more technically-oriented rolesand career paths within engineering and will provide insight into institutional changes to enhancegender equality in engineering education curricula in order to better prepare women to entertechnical roles in the workforce. Taken together, results from our project reveal importantinsights about the track/specialization decision factors and career path plans of engineeringstudents.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1848498. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Neha B. Raikar, University of Maryland Baltimore County; Nilanjan Banerjee

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Group B Group A Group B Group B Group A Group B Group ASelf-reporting data collection to understand the student and faculty perspective onanonymous grading.Once we have successfully tested out our platform for anonymous grading, we would like tosurvey students for their perception of the tool and its efficacy. We believe that anonymousgrading will have a positive reinforcement effect on students as it, by definition, implies that nofactors other than the solution of the exam will be used for grading. To test this hypothesis, wewill use a questionnaire on student perceptions of anonymous grading and reflections on theirperformance. Specifically, we will ask the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Monica Alfaro; Carmen M. Bellido; Matias J. Cafaro; Bernadette M. Delgado, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity, NSF Grantees Poster Session

faculty to get to know their students andprovide opportunities for students to connect with their instructors outside the classroom.• Provide a Positive Campus Culture: Foster a positive and inclusive campus culture thatsupports and values all students.Implementing these strategies can help universities create a supportive environment forstudents and reduce the factors contributing to attrition and dropout.4. Acknowledgement.This material is based upon work supported by the National Science Foundation under GrantsNo. EECOS 1833989, NoTeS 190139, RISE-UP 1832468 and 1832427. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Tribe. My neighbors were lovely, and we even had a biggarden to grow our own produce. I consider Kenya my second home now.In Chimamanda Adichie’s TED talk [1], she discusses the dangers of a single, and one-dimensional, story. This concept helped me reflect on the ways my travels opened more complexstories about the places I traveled to. There were simple stories that influenced my ideas of theUnited States and Kenya before I traveled and experienced them personally. Now those storieshave been replaced by more holistic and complex stories through lived experience.When I started a Ph.D. in engineering and computing education in 2021, and started reading theliterature, I saw different stories being told about women in computing. Some scholars

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

Tagged Topics

Diversity, NSF Grantees Poster Session

results. In Fall 2023, we plan to offer a revisedversion of this PD program, recruiting a new cohort of engineering instructors. Data collectionwill be expanded to additional courses. We plan to collect data across all levels of theengineering program (e.g., first, second, third, and fourth-year courses) and across alldepartments.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2215003. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology, 2021

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University, Bozeman; Sidrah MGWatson

Tagged Topics

Diversity, NSF Grantees Poster Session

is on the three outcome measures we gathered in our survey. Thesemeasures include a sense of belonging in one’s major, science and engineering identity, andcommitment to one’s major. Each of these outcomes has been shown to predict retention in orcompletion of a STEM degree [7-9], serving as important intermediate outcomes along astudent’s trajectory toward that longer term goal. Here, we will define each of these outcomesand how they are measured, followed by the steps we took to test how well our surveysperformed in measuring each of these outcomes.Sense of belongingSense of belonging reflects the extent to which a student feels they are a part of a specificcommunity of interest. We adapted our measure of sense of belonging from one

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samuel Enrique Blair, Texas A&M University; Claire Crose; Julie Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

. This work was made possible through the support of theNational Science Foundation under grants 2013505 and 2013547. Any opinions, findings, orconclusions found herein do not necessarily reflect the views of NSF and its employees.References[1] M. Tomko, R. Nagel, M. Alemán, W. Newstetter, and J. Linsey, "A makerspace is more than just a room full of tools," presented at the ASME IDETC 2018, Quebec City, Canada, 2018.[2] T. Sawchuk, E. Hilton, R. Nagel, and J. Linsey, "Understanding Academic Makerspaces through a Longitudinal Study at Three Universities," presented at the American Society for Engineering Education Annual Conference, Tampa, FL, 2019.[3] E. Hilton, R. Nagel, and J. Linsey, "Makerspace involvement

Conference Session

Engineering Technology Division (ETD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Wei Vian, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

situation of manageable complexity. This can enhance the students’ ability toidentify and solve real-world problems, experiment with new ideas, and reflect on theresults of their work.References 1. DeGarmo’s Materials and Processes in Manufacturing. Black and Kohser.2020. 2. The Technology of Metallurgy. Dalton. 1994 3. Engineering Materials 2 – An introduction to Microstructures, Processing and Design. by Ashby & Jones. 3rd Edition.2012 4. ASTM E8-E8M Standard Test Method for Tension Testing of Metallic Materials. 5. ASTM E18 Standard Test Methods for Rockwell Hardness of Metallic Materials. 6. Effect of cold rolling on microstructure and material properties of 5052 alloy sheet produced by continuous casting. Zhu, et

Conference Session

Computing and Information Technology Division (CIT) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; Katerina Goseva-Popstojanova, West Virginia University; Sadaf Amna Sarwari

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

relationship of certain factors to students’ sense ofbelonging. Results from the analysis of data from 380 student participants indicated that“students’ sense of belonging and retention are crucially influenced by both academicengagement and social engagement, but independently” [13]. A 2023 follow-up study furtherrevealed that their surroundings and personal space also affected students’ sense of belonging.“Surroundings equate to participants’ living space, and geographical and cultural location, whilepersonal spaces refer to life satisfaction, life attitudes, identity, and personal interests” [14]. Ahnand Davis (2023) further recommend that all four domains (academic and social engagement,surroundings, and personal space) be considered and reflected

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Zongnan Wang, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Xuan emily Gedney; Alex M. Phan, University of California, San Diego; Nathan Delson, eGrove Education; Maziar Ghazinejad, University of California, San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

guide students’ learning towards a deeper and conceptuallevel. They can also serve as a more authentic assessment tool than traditional written exams.Thus, in the end-of-quarter survey, students were asked to reflect on whether the oral examschanged their learning strategies. Overall, results show a quite even distribution of students’agreement level on how they find interactions during the oral assessment(s) changed theirlearning strategies. 29.4% of students agreed/strongly agreed on the prompt, while 38.1% ofstudents didn’t have a preference, and 32.4% of the students disagreed/strongly disagreed. Figure 7. Students’ perception of oral exam change their learning strategyResults showed that more URM students, FG students, and

Conference Session

The Best of Computers in Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiqiu Zhou, University of Illinois, Urbana-Champaign ; Qianhui Liu, University of Illinois, Urbana-Champaign ; Sophia Yang, University of Illinois, Urbana-Champaign ; Abdussalam Alawini, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

exploratory study aims to discover temporal patterns that illuminate group problem-solvingbehaviors. It is important to emphasize that our analysis is conducted at the group level sincestudents submit assignments and receive credits collectively. As a result, all log traces within thesame group are aggregated to derive group-level submission patterns. Specifically, we focus onpatterns derived from the time spent on each submission attempt, employing sequential patternmining techniques to identify patterns potentially reflecting group problem-solving strategies.Our analytical pipeline comprises the following steps:1. Submission LabelPrairieLearn platform supports two types of saving events: students can either save currentprogress for later

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Venkataraman PB, Birla Institute of Technology and Science Pilani; G Sundar

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

identified 41 articles that dealt with the model ofWIL. A summary of these select articles is presented in this section.There are three major systems of WIL, namely the Gilde, the Co-op, and the MKB-route.Each of the variants departs from the premise that students put their academic knowledge intoaction through relevant work experience outside the classroom and then bring the challengesand insights they gain on the job back to the class for further analysis and reflection.  The Gilde variant (literally craftsman’s guild system variant) goes the farthest, where the students are placed in paid positions from the beginning of their studies and the ratio of workplace/school bank in this model is roughly 60/40.  The Co-op variant