Conference Session

First-Year Programs Division Technical Session 4: Design Thinking & Entrepreneurship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krista M. Kecskemety, The Ohio State University; Laine Rumreich, The Ohio State University; Ethan Cartwright, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University; Heather Schwab, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

ability to assessconceptual understanding and connections within complex topics such as EM [4, 5]. It alsoprovides students with an opportunity to reflect and synthesize the connections between bigideas, so it can be useful as a metacognition activity. Concept maps have been used successfullyto help students recognize connections between topics in complex courses [5]. Fostering theability to make these types of connections is a key component in the Entrepreneurial Mindset.The motivation for this work is to study how student perceptions of EM change over the courseof a design project using concept maps as an assessment tool.BackgroundEntrepreneurial MindsetThe Kern Entrepreneurial Engineering Network (KEEN) is a leader in defining and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret A Hunter, Hofstra University; David M. Rooney, Hofstra University; Richard J. Puerzer, Hofstra University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

2023-2024 accreditation cycle[1]. ASEE has created the Diversity Recognition Program (ADRP) which recognizesengineering schools implementing DEI initiatives [2]. Hofstra’s Engineering school underwentreaccreditation for six programs in the 2023-2024 cycle and participated in the pilot of the DEIcomponents of Criteria 5 and 6. In addition, the university was accorded renewal of Bronzestatus under the ASEE ADRP. The present paper discusses the plans and assessments utilized toreach these goals.The need to address DEI in the region where the university resides is critical in the attraction andretention of students to engineering. The region is a diverse metropolitan area in which thestudent body reflects the diversity. In addition, the

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

undergraduates toward advanced degrees but also help develop crucialresearch skills like data analysis and problem-solving [6], [11]. The diverse nature of UREs leads to arange of skill development and interest among participants, adding complexity to the landscape ofundergraduate research experiences. Thus, the type of UREs could develop a varying degree of skills andinterests.Theoretical Framework In the development of this research, we have applied the theoretical framework of engineeringstudent identity [17] to develop our interview protocol for a large project. In this framework, there arethree key constructs that contribute to one’s identity as an engineering student. The first is engineeringstudent interest, which reflects curiosity and

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew James, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FYP)

of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad de los Andes; Laura Eugenia Romero Robles, Tecnológico de Monterrey; Maria Catalina Ramirez; LIBIS DEL C VALDEZ C; Luis Alberto Cruz Salazar, Universidad Antonio Nariño,Colombia; Technical University of Munich, School of Engineering and Design, Germany

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

training. This can be achieved throughuniversity professional development programs such as workshops, events, courses, andadditional resources that have a DEI perspective. In addition to adopting inclusive teachingpractices that reflect the basic principles of diversity, equity, and inclusion [11], [12], it isimportant to ensure clear and objective language, conventional structure, and precise words.In the STEM field, the issue of teacher development with a DEI approach can be particularlychallenging. STEM teachers often encounter additional obstacles in identifying authenticgoals, objectives, and tasks related to DEI [13], [14]. There is often a lack of consensus orunderstanding regarding the definition of DEI activities, who should participate

Conference Session

Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noel Hennessey, The University of Arizona; Dean Papajohn; Tyler Jean Le Peau, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

signalindicating their likelihood to graduate [3][4]. Full time enrollment, grade point average, and timeto completion are also indicative of successful student support programs. But contemporaryscholars point out that these outcomes are situated within the viewpoint of how the studentsimpact the institution, and less concerned with how students are intrinsically impacted by theireducation. Outcomes such as civic engagement, leadership, critical consciousness, andbelongingness have been dubbed liberatory outcomes, a name reflective of the liberation thateducation is meant to provide [5][6].At the outset of this study, we hypothesized that a comprehensive student support programwould embody academic outcomes and support students’ access to and

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Brainerd Prince, Plaksha University; Vinayak Krishan Joshi, Plaksha University

Tagged Divisions

First-Year Programs Division (FYP)

that engineers need to develop verbal andwritten communication skills to share their ideas with others. Engaging engineering students inwriting activities is an effective mechanism to help them reflect and develop critical thinking skills.Scholars have argued that engineering students are reluctant and demotivated to engage in coursesfocused on academic or technical writing. Studies have confirmed that training engineeringstudents in writing will help them to share disciplinary knowledge with the community. Sincewriting is an essential communication skill that needs to be mastered early on in the program,therefore, engineering institutions need to create courses that focus on writing. In this paper, weintend to focus on a first-year

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder; Richard W Saxton, University of Colorado Boulder; Anvie Gowrishankar, University of Colorado Boulder; Maya Leizerovich, University of Colorado Boulder; Shane Gavney, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

to create something unique or interesting, and whileexecution was not always perfect, the attempts were rewarded for showing effort beyond theassignment requirements. Evaluating the concept and inspiration behind the design aimed toassess how contemplative students were during the assignment. The engineering team alsosought to recognize participants who invested more time into the assignment than others, as thisoften reflected in the quality of the drawing. The rubric categories were chosen based on theengineering team’s past experiences having their artistic work graded by art professionals andlooking at how their previous teachers assessed overall creativity and perceived effort in theirwork. Each category was rated as a 0, 1, or 2. After

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

observation underscores the importance of addressing financial barriers andenhancing accessibility to ensure broader and more inclusive participation in future FDS events.Regarding repeat participants, our impact extends to a remarkable 182 faculty members andsoon-to-be faculty who have participated in the last eight events, as illustrated in Figure 2. Thisbroad reach is reflected in the representation of over 154 universities, underscoring thesymposium's national influence and effectiveness in engaging a diverse academic community.Each year, we actively strive to broaden our reach by extending invitations to a widening arrayof institutions and faculty members. Notably, in 2023, we achieved our highest attendance in asingle event, with 46

Conference Session

Assessment and Curriculum Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Henry Louie, Seattle University; Pritpal Singh, Villanova University; Susan M. Lord, University of San Diego; Scarleth Vanessa Vasconcelos, Villanova University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

therepresentation of female students (28.3%) when compared to Electrical Engineering(14.4%) [14]. Further, in our experience, extra-curricular opportunities to engage with HEprojects, for example through student clubs, are often rooted in the civil and mechanicalengineering disciplines. For example, many Engineers without Borders student chapter projectsfocus on water access and building construction. While electrical engineering students mayparticipate in these experiences, not seeing their discipline reflected in the projects may limit theappeal. In short, there is at least the perception that electrical engineering students do not engagewith HE themes as often in their coursework or in extra-curricular ways as their peers in otherengineering disciplines

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pattie S. Mathieu, Marian University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

class is being offered for the first time in the Spring 2024 semester, initial data on theeffectiveness of the proposed teaching methods is still being collected. This data will includeperformance on representative exam questions for key biomechanical concepts, lab reports fromin class hands on experiments, discussion questions from journal articles read and discussed inclass, final presentations on journal articles of the students’ choosing and student evaluations givenby the university. This year’s class consists of only two students, so further data will need to becollected on next year’s class, which is expected to increase to 4 to 6 students. However, this year’sdata will be used to inform the initial round of reflection and changes in the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Juan M Cruz, Rowan University; Stephanie Farrell, Rowan University; Abagael Anne Riley, Rowan University

Tagged Topics

Diversity, NSF Grantees Poster Session

number PRO-2022-237.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2221511. 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] Nielsen, N., & National Research Council (U.S.). Planning Committee on Evidence onSelected Innovations in Undergraduate STEM Education. (2011). Promising practices inundergraduate science, technology, engineering, and mathematics education: Summary of twoworkshops. National Academies Press.[2] National Research Council. (2011). Expanding Underrepresented Minority Participation:America’s Science and Technology

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Christina Belanger, Texas A&M University; Tracy Anne Hammond, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 Developing an Instructor’s interface for FossilSketch application to provide knowledge-sharing collaborations between science educators Anna Stepanova, Saira Anwar, Christina Belanger, Tracy HammondAbstractWe developed FossilSketch software for teaching the identification of microfossils

Conference Session

Industrial Engineering Division (IND) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Priyadarshini Pennathur, University of Texas at El Paso; Arunkumar Pennathur, The University of Texas at El Paso; Amirmasoud Momenipour, Rose-Hulman Institute of Technology

Tagged Divisions

Industrial Engineering Division (IND)

solidreasons and a reasonable amount of evidence for their claims. In Round 2, the teams used thesame argument structure, but responded to the other team’s arguments. A classroom debate rubricwas used to assess the debates [17].Pitch PresentationIn this final project (paper and presentation), student teams were asked to assume the role of awork system designer and pitch an idea to perform work differently or improve current worksystem activities in any industry of their choice. This project did not just focus on advancedtechnology such as robotics or AI and how it would change work, but also on new work practicesand policies that AI might entail in future work systems. The project intended to make studentscritically think and reflect about the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; James L. Huff, University of Georgia; Shane A. Brown P.E., Oregon State University

Tagged Topics

NSF Grantees Poster Session

and contribute to the credibility of our future findings. By continuing ourongoing study, we hope to gain a better understanding of patterns between students’ identity andtheir engagement within capstone design and improve student’s experiences within capstonedesign courses.AcknowledgementsThis work was supported through funding by the National Science Foundation (Awards No.2138019 and No. 2138106). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.

Conference Session

DSA Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Neha Kardam, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

Internal Review Board (IRB) under the code STUDY00000378.The study recruited undergraduate students from 21 courses in mechanical and electrical engineering,but the researchers did not engage directly with the students. All participants were informed that theirresponses would be kept confidential. Additional academic incentives, in the form of extra credit,were provided to students to support increased survey participation and all surveys were conductedelectronically.Data AnalysisRaw data from student responses was initially processed using Term Frequency-Inverse DocumentFrequency (TF-IDF) Vectorizer to convert the unstructured data into structured format [12]. TheTF-IDF Vectorizer provided by Sklearn.org calculates a score that reflects the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Narges Norouzi, University of California, Berkeley; Carmen Robinson, University of California, Santa Cruz; Kip Tellez, University of California, Santa Cruz

Tagged Topics

Diversity, NSF Grantees Poster Session

. Since then, the outlook has not measurably improved 1 . A strong STEMworkforce sustains a robust U.S. economy and supports our national security 2,3 . Diversity inSTEM generates a variety of perspectives and approaches to scientific and technologicalinnovation, better reflects the global and culturally diverse economies of the 21st century, andproduces diverse science and engineering role models 4 . Because of their racially diverseenrollments, The National Academies of Sciences and Engineering Minority Serving Institutions:America’s Underutilized Resource for Strengthening the STEM Workforce report (2019)identifies that HSIs can contribute diversity to STEM.Of the estimated 569 U.S. HSIs, most are two-year institutions. 68% of HSIs are public

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

EC Cline, University of Washington, Tacoma; Heather Dillon, University of Washington; Amanda K Sesko, University of Washington, Tacoma; Marc Nahmani; Zaher Kmail, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Seung-Jin Lee, University of Washington, Tacoma; Emily Cilli-Turner, University of San Diego; Elin A. Björling, University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

essential in improving students’ undergraduate experience and promotingacademic and career success [17]. Annual training workshops and other professionaldevelopment help faculty develop their mentoring skills and inspire reflection aboutpositionality, power and privilege to better support our diverse students.Adaptive Modifications of the Program and Lessons LearnedOver the last six years we have expanded the program by adding Information Technology,Computer Engineering, Electrical Engineering, Mechanical Engineering, and Civil Engineeringto the original list of eligible degrees–Biomedical Sciences, Environmental Science,Mathematics, and Computer Science. This has helped to provide space for our STEM-interestedpre-majors to remain in the program

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tim Dallas, Texas Tech University; Heather Greenhalgh-Spencer, Nanyang Technological University; Kelli M. Frias

Tagged Topics

Diversity, NSF Grantees Poster Session

you notes within a given set.Thematic Occurrence Counting (Ryan and Bernard, 2003) allowed us to generate the data thatwere used for the analysis. a. scholarshipNSF supported students were awarded up to a $10,000/year scholarship based on their need asdetermined by FAFSA and the financial aid office. COVID related loss-of income for somescholar’s families caused higher financial need which was not reflected in FAFSA. The averageneed for NSF supported students: Cohort 1 ~$18,750; Cohort 2: ~$24,000; Cohort 3: ~$24,000;Cohort 4: ~$30,500.As can be seen from the need values, there was substantial need in each of the cohorts that rosedramatically over the four cohorts, in part due to loss of financial opportunities for participatingstudents and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Massood Towhidnejad, Embry-Riddle Aeronautical University, Daytona Beach; Omar Ochoa, Embry-Riddle Aeronautical University, Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Topics

NSF Grantees Poster Session

ensures that issues are identified and addressed promptly, helping the team adapt and make necessary adjustments. • Sprint Review: Scrum teams conduct regular sprint review meetings at the end of each sprint, where they showcase the completed work to stakeholders. This feedback session allows stakeholders to provide input, ask questions, and suggest changes to the product. • Sprint Retrospective: At the end of each sprint, Scrum teams hold sprint retrospectives. During these meetings, team members reflect on what went well, what didn't, and how to improve their processes. This feedback is essential for making continuous improvements and optimizing the team's agility, thereby improving the overall

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Kelly Simmons-Potter, The University of Arizona; Steven J. Zuiker, Arizona State University; Greg Barron-Gafford, The University of Arizona

Tagged Topics

NSF Grantees Poster Session

member, (c) my contributions are valued by other SPVLab members, (d) my voice respected by other SPV Lab members, and that (e) I amgiven equal opportunities to fully participate in SPV Lab activities. 84% ofrespondents reported seeing others like themselves succeed in SPV lab.AcknowledgmentsThis material is based upon work supported by the National Science Foundation underAward EEC-2055726. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect theviews of the National Science Foundation.References[1] Jordan, M. E., Zuiker, S., Wakefield, W., & DeLaRosa, M. (2021). Real work with realconsequences: Enlisting community energy engineering as an approach to

Conference Session

Aerospace Division (AERO) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

E. Tyler Young, The Ohio State University

Tagged Divisions

Aerospace Division (AERO)

walk. During this activity, students walk around the classroom and read their classmates’project results. For each assignment, they leave a comment – either an affirmation or asuggestion for improvement – on a sticky note. After this gallery walk concludes, students thentake turns presenting their homework results to the class. The instructional period shouldconclude with enough time left for students to write a brief reflection on how they mightincorporate feedback from their peers to improve their presentations. These reflections will beturned in as the final exit ticket of this mini-unit.ConclusionThe “Cool It!” mini-unit described above has been conceptualized following theories ofculturally-responsive and sustaining pedagogies, community

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth M Boatman; Kyle Luthy, Wake Forest University; Christian B. Miller, Wake Forest University; Olga Pierrakos, Wake Forest University

Tagged Divisions

Engineering Ethics Division (ETHICS)

in Africa, Asia, Australia, Europe, and LatinAmerica. They discovered that only four countries had adopted the IEEE code of ethics as is andthe majority of countries (N=28) had variations that reflected sociopolitical and culturaldifferences (2014).A global professional code of ethics for engineers would be great but unfortunately does notexist. The most prominent U.S. code of ethics for engineers is the one developed by the NationalSociety of Professional Engineers (NSPE), as it represents licensed professional engineers.Please note that licensure for engineers is not a requirement for most engineering disciplines.The majority of licensed Professional Engineers (PEs) are civil engineers. Industry exemptionshave inhibited most of the other

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Final lab report 120 points Lab notebook checks 100 points total Weekly reflections 150 points total Oral Hypothesis & update presentations 50 points total communication Poster presentation Poster draft presentation 30 points Final poster presentation 100 points total TOTAL (subject to 900 points total change)2.4. Learning objectivesScientific Method: This course

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey N. Phillips, Hanover College; Kathryn A. Lowe Schneider, Hanover College

Tagged Divisions

First-Year Programs Division (FYP)

college’s academic success/tutoringcenter, a re-design of the first-year college success course that put increased emphasis onbuilding a sense of community and belonging and narrowed the objectives to aiding students inbecoming strategic learners, exploring and reflecting on their skills, interests and abilities anddeveloping tools and strategies for navigating social and professional situations.The data show that the combined efforts of the engineering program and the college academicsuccess team have resulted in the 1st year to 2nd year retention of engineering students exceeding80% for the cohorts entering the program from the fall of 2019 through fall of 2022. This levelexceeded that of non-engineering students in each of those years except

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rafael De Leon, The Ohio State University; Ann D. Christy P.E., The Ohio State University; Rosalyn Stoa, Colorado State University; Alexa Jayne, Colorado State University; Bailey Underill, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

and safe working conditions being ahot-button issue in graduate education for decades, nowhere in engineering education research isit discussed [15]. Should research in our field align itself more with the university than thepopulations being studied? How should we be studying doctoral engineering students? Whatproblems should we be highlighting?The Role of Doctoral Engineering StudentsTo decide what direction work in the field should take, we must first understand what roles andresponsibilities doctoral engineering students have at their universities.As existing literature and legislation reflect, the doctoral engineering student has long existed inan ambiguous space [15], [16]. Universities do not consistently classify them as either staff

Conference Session

Faculty Development Division (FDD) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yi Wang; Fangyuan Chai; Yuan Liu; Jun Zhu; Jing Jin

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

encounters andexistential reflections, thereby guiding their educational philosophy and praxis [8, 9,10]. Within the scope of this study, “teaching belief” is understood as the ingrainedconvictions held by educators about their pedagogical duties, student engagements,curricular substance, and the comprehensive process of instruction, which ultimatelydirect their didactic ideologies and methodologies. The efficacy of classroom evaluation practice is well-documented, with substantialevidence highlighting its pivotal role in enhancing student achievement and fosteringan intrinsic motivation to pursue academic objectives [11, 12]. This analysis delineatesevaluation not only as a multifaceted political dynamic within the classroomenvironment but also

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, The Ohio State University; Julie P Martin, University of Georgia

Tagged Divisions

Student Division (STDT)

not help promote their narrative to the public. For our own groups, Rachelchose a name with an acronym that reflects her career vision, Research on Identity andMotivation in Engineering (RIME) Collaborative, and Julie chose a word that reflects hers,Elevate. In both cases, the mission and focus of the groups is clear and centered around ourcareer visions.2.2 Disseminating the NarrativeOnce your narrative is developed, you must share it to raise your visibility. While simply havinga narrative can provide personal direction, we believe putting the narrative you create out intoyour field has a much greater impact than allowing others to create one for you by the activitiesthey happen to see you complete.2.2.1 WebsitesAs a faculty member, you

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

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

developmental research &implementation phases:Influencers for Transformative Education [5, 2]:1. Critical awareness of culture2. Professional identity development3. Participation in communities of mentoring and learning4. Holistic skill integration through reflection5. The development of professional integrity through affective awarenessFig. 2 [3] is a visual representation of the process of these five influencers’ impacts on studentexperiences in an electrical and computer engineering program. This model of the fiveinfluencing factors was then used in the development of the subsequent study's interventions.Figure 2. Process of Transformative Learning as Affected by the 5 Influencers: Culture,Participating in Communities, Reflection, Professional

Conference Session

Military and Veterans Division (MVD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aikaterini Bagiati, Massachusetts Institute of Technology; Kathleen D Kennedy, Massachusetts Institute of Technology; Andrés F. Salazar-Gómez, Massachusetts Institute of Technology; Joshua Siegel, Michigan State University; cynthia Breazeal, Massachusetts Institute of Technology

Tagged Divisions

Military and Veterans Division (MVD)

prize: the best plan would determine the winner’s side.Learners could present their solution in the manner of their choosing, from dramatic skit toslideshows. The proposed solutions were judged by the instructors and representatives from theDAF and included an intensive review and feedback session.The last day of the workshop – day 4 – was only available to DAF personnel and led by the DAF,comprising a reflection and application of the learned concepts to solve real and pressing DAF andDoD challenges. 3.3 Tailored materialsThree sets of materials were prepared, red team and blue team workbooks, and an extensivefacilitators guide. For learners, all activities were guided by the associated workbook, specificallydeveloped for each team (blue or