Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

Positions at Hispanic- Serving Institutions,” in Proceedings of the ASEE/IEEE Frontiers in Education Conference, Lincoln, NE: American Society for Engineering Education/IEEE, 2021.[10] J. R. S. Molano et al., “AMPLIFY Institute: A Professional Development Program Designed for and with Engineering Instructional Faculty.,” in 2023 ASEE Annual Conference & Exposition Proceedings, Baltimore, MD, Jun. 2023.[11] A. B. Dellinger, J. J. Bobbett, D. F. Olivier, and C. D. Ellett, “Measuring teachers’ self- efficacy beliefs: Development and use of the TEBS-Self,” Teaching and Teacher Education, vol. 24, no. 3, pp. 751–766, Apr. 2008, doi: 10.1016/j.tate.2007.02.010.[12] C. M. Campbell and K. O’Meara, “Faculty Agency: Departmental

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Tyler Milburn, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

multidimensional theory that considered both a person’s beliefs abouttheir success and potential value of the outcome could be created [14]. At a high-level, EVTposits that a person’s motivation is a combination of two primary factors: their expectations ofsuccess (the expectancy) as well as the worth or importance attached to the outcome (the value)[15]. The expectancy half of a person’s motivation is a combination of a person’s self-efficacy,expectancies, self-concept, perceived control over a situation, and the attributions associated withan outcome, whereas the value portion considers their psychological needs, the intrinsic vs.extrinsic value of the outcome, the utility of the outcome, as well as its cost [14]. JacquelineEccles-Parsons (and

Conference Session

Wellness, Readiness, and Thriving

Collection

2024 ASEE Annual Conference & Exposition

Authors

Harly Ramsey, University of Southern California; Stephanie Nicole Bartholomew, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

other arenas. Multiple studies documentincreased motivation and self-efficacy in sports training through the use of videos, for instance[15]. Motivation and self-efficacy are foundational concepts of Self Determination Theory [16][17][18], and video’s potential to enhance them in sports may be transferrable to other types ofself-development and growth. In higher education, role-model videos have been suggested tohave a positive effect on the retention of students historically under-represented in STEM,particularly when the role models discuss their personal transitions to college or the work force[19] or navigating STEM education as an historically under-represented minority [20]. Emerginguses of video technology to help the viewer visualize a

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

Tagged Topics

NSF Grantees Poster Session

active learning has been confirmed in a lot research. For29 example, Freeman et al. [5] stated that the average exam scores were improved by about30 6% in active learning sections. Esmaeili and Eydgahi [6] provided that active motivation31 and learning strategies like perceived usefulness, self-efficacy, and attitude, influence32 under-representative students’ STEM course registration and learning.33 Engagement is the attention and efforts that students devote to their learning. In practice,34 when students are engaged, they can initiate action and exert intense effort in the learning35 tasks, and show positive emotions during an ongoing action [7]. Strayhorn et al.[8] reported36 that STEM students with more engaged learning

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yue Li, Miami University; Maressa L. Dixon, Miami University; Sarah Woodruff

Tagged Topics

NSF Grantees Poster Session

outcomeswere measured as dispositions, including interest, aspiration, motivation, confidence, and self-efficacy. A smaller number of studies also assessed knowledge in specific STEM careers.Overall, a small to moderate level of positive effect was observed (effect size mean = 0.379, SE= 0.064, 95%CI = 0.252 – 0.505, p < .001), with significant heterogeneity (Q (167) = 2418.355,p < .001), suggesting the need to explore potential moderator variables.Intervention characteristics revealed that 58% targeted underrepresented and/or underservedpopulations, 41% included explicit career development, and interdisciplinary content wascommon. Additionally, 56% of studies took place in informal settings. The study also consideredintervention format

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

challenging for teachers to implement will inform the project’scontinued. refinement of STEM-ID materials and its professional development model. Thesedata will also inform future research, including the investigation of connections between teacheroutcomes, such as increased self-efficacy and the development of PCK, and successfulimplementation of STEM-ID. As the scope of the project expands in Year 3 to include newteachers and schools, we will continue to collect data exploring how STEM-ID unfolds indiverse classrooms and the array of factors that may account for variations in implementationpatterns across teachers and school settings. References[1] J. Century and A. Cassata, A. “Implementation research

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Boyd, American Institutes for Research; Jing Yan, Tennessee State University; Taylor Lightner, QEM Network; Mercy Mugo; Ivory A. Toldson, Howard University; Lin Li P.E., Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

(S-STEM) grant to increase engineering degree completion of low-income, high achievingundergraduate students. The project aims to increase engineering degree completion byimproving student engagement, boosting retention and academic performance, and enhancingstudent self-efficacy by providing useful programming, resources, and financial support (i.e.,scholarships). This work is part of a larger grant aimed at uncovering effective strategies tosupport low-income STEM students’ success at HBCUs. The next section will discuss thebackground of this work.Keywords: Historically black colleges/universities (HBCUs), learning environment,undergraduate, underrepresentationBackgroundA public historically black land-grant university in the southeastern

Conference Session

Problem- and Project-based Learning in Engineering Mechanics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathryn Hasz, Carthage College

Tagged Divisions

Mechanics Division (MECHS)

provision on elementary Taiwanese students’ question-generation in a science class,” 2013.[12] S. Lerner, S. Sheppard, and S. D. Sheppard, “What Makes an Inquisitive Engineer? An Exploration of Question-Asking, Self-Efficacy, and Outcome Expectations among Engineering Students,” in American Society for Engineering Education Annual Meeting, 2017.[13] K. A. Harper, E. Etkina, and Y. Lin, “Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors,” J. Res. Sci. Teach., vol. 40, no. 8, pp. 776–791, 2003.

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Paige Trubenstein, Angelo State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Teaching, vol. 38, no. 10, pp. 1065–1088, Nov. 2001. doi:10.1002/tea.10001[9] K. Moser, Redefining transfer student success: Transfer capital and the Laanan-Transfer Students’ questionnaire (L-TSQ) revisited, 2012. doi:10.31274/etd-180810-498[10] Sachitra, V., & Bandara, U. (2017). Measuring the academic self-efficacy of undergraduates: The role of gender and academic year experience. International Journal of Educational and Pedagogical Sciences, 11(11), 2608-2613.[11] McNally, Sandra (2020): Gender differences in tertiary education: What explains STEM participation?, IZA Policy Paper, No. 165, Institute of Labor Economics (IZA), Bonn. Retrieved from: https://www.econstor.eu/bitstream/10419/243451/1/pp165.pdfTable 1

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Bieryla, University of Portland; Shaghayegh Abbasi, University of Portland; Jordyn Wolfand, University of Portland

Tagged Divisions

First-Year Programs Division (FYP)

program on GPA and retention," JEng Educ, vol. 93, (4), pp. 293-301, 2004.[25] Hasso Plattner Institute of Design, Stanford University, "The Wallet Project," Available:https://dschool.stanford.edu/resources/the-gift-giving-project.[26] K. Bieryla, "Design Sprint – Dorm Life Edition," 2024. Available:https://engineeringunleashed.com/card/4032.[27] NASA Jet Propulsion Laboratory, "Water Filtration Challenge," Available:https://www.jpl.nasa.gov/edu/teach/activity/water-filtration-challenge/.[28] J. Thomas, L. E. Boucheron and J. P. Houston, "Measuring self-efficacy in diverse first-yearengineering students exposed to entrepreneurial minded learning," in 2018 IEEE Frontiers inEducation Conference (FIE), 2018.[29] D. Dickey and C. Pearson, "Recency

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Maria Anityasari, Sepuluh Nopember Institute of Technology; Masaomi Kimura, Shibaura Institute of Technology; Faiqoh Agustin, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. Facilitated by a diverse team of 12 multinational lecturers from5 countries (Indonesia, Japan, Malaysia, Thailand, and the Philippines), these programs offer aninterdisciplinary educational experience consisting of technology, history, and cultures of Asiancountries to enhance participants' self-efficacy [1]. VAx was initiated as a response to satisfy thedesperate demand for mobility programs hampered by the COVID-19 pandemic, providing aDigital Transformation solution that offers borderless mobility programs regardless of locationand budget limitations. After three batches in 2021 and 2022 with a total of 239 certificateawardees, the program transitioned to a hybrid model in 2023. Of the 88 registered participantsfrom 10 different nationalities, 44

Conference Session

Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org; Jordan Williamson

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

(n = 22). As described above, academic goals usually focus on math skills. Affective goalsoften focus on confidence, social integration, motivation, and similar constructs. Figure 7: Summer bridge program goals. Study ResultsThe most commonly reported result was an improvement in student retention. Studies also foundpositive effective results, including high levels of satisfaction with the program, intent to persist inSTEM studies, improved self-efficacy, sense of belonging, confidence, motivation, sense ofpreparedness for future studies, and understanding of the engineering profession. There were alsoreports of improved academic skills, including spatial reasoning, metacognition, and math. Nullor negative

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizandra C Godwin, University of New Mexico

Tagged Topics

Diversity, NSF Grantees Poster Session

of the dynamics of undergraduate engineering students’ researcher identity and epistemic thinking,” J Res Sci Teach, vol. 59, no. 4, pp. 529–560, Apr. 2022, doi: 10.1002/tea.21736.[14] H. C. Contreras Aguirre, E. Gonzalez, and R. M. Banda, “Latina college students’ experiences in STEM at Hispanic-Serving Institutions: framed within Latino critical race theory,” International Journal of Qualitative Studies in Education, vol. 33, no. 8, pp. 810– 823, Sep. 2020, doi: 10.1080/09518398.2020.1751894.[15] Dina Verdín and Allison Godwin, “Exploring latina first-generation college students’ multiple identities, self-efficacy, and institutional integration to inform achievement in engineering,” Journal of Women and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas, Rio Grande Valley; Arturo A Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

Tagged Topics

NSF Grantees Poster Session

the number of STEM degrees awarded toHispanics, 2) broadening participation of females in STEM related fields, and 3) increase thepersistence and self-efficacy in STEM fields amid COVID-19. This project is funded by NSFaward 2225247.IntroductionOne of the difficulties for freshman engineering students is transitioning to college. According topast studies, the first year of college represents the most critical students’ academic success,particularly because it is where the support networks with their colleagues, faculty, and academicresources are developed that will help them be successful during the undergraduate curriculum[16]. However, a lot of students do not know how to start building these networks, who to look for,or how to proceed to

Conference Session

Computing and Information Technology Division (CIT) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Jill Lunn, Florida International University; Edward Dillon, Morgan State University; Zubayer Ahmed Sadid, Florida International University

Tagged Divisions

Computing and Information Technology Division (CIT)

, but also the environmental and behavioral influences[27]. Based on Bandura’s self-efficacy [28], it considers the factors that may have an impact onand determine performance, including interactions with others and personal achievements, andhow they may contribute. Ultimately, this leads to outcome experiences — the perceived resultsof taking certain actions [26]. It seeks to describe how interventions and activities can enhancepersonal mastery experiences. Furthermore, in the context of computing, it has been shown todescribe not only interests, but also choice goals [27].An overview of the framework, as it pertains to our study, is presented in Figure 1. We considerlearning experiences in terms of professional and technical skill development

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Cullington, Sacred Heart University; Mary V Villani, Farmingdale State College, SUNY, New York; Nur Dean, Farmingdale State College, SUNY, New York; Moaath Alrajab, Farmingdale State College, SUNY, New York; Arthur Hoskey, Farmingdale State College SUNY, New York; Ilknur Aydin, Farmingdale State College, SUNY, New York

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

’ Sense of Belonging: A Key to Educational Success for AllStudents. (2nd ed.). Routledge, 2018.[5] C. Gillen-O’Neel, “Sense of belonging and student engagement: A daily study of first- andcontinuing-generation college students,” Research in Higher Education, vol. 62, no. 1, pp. 45-71,Feb. 2021.[6] M. Bong and E.M. Skaalvik, “Academic self-concept and self-efficacy: How different arethey really?,” Educational Psychology Review, vol. 15, pp. 1-40, Jan. 2003.[7] D.W. Johnson, R.T. Johnson and K.A. Smith. Active Learning: Cooperation in the CollegeClassroom. Edina, MN: Interaction Book Company, 1991.[8] M.J. Baker, “Collaboration in collaborative learning,” Interaction Studies: Social behaviourand communication in biological and artificial systems

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Carnegie Mellon University; Eesha tur razia babar, University of California, Irvine; Muhsin Menekse, Purdue University, West Lafayette; Ali Alhaddad, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

the OR: exploring use of augmented reality to support endoscopic surgery,” in Proceedings of the 2022 ACM International Conference on Interactive Media Experiences, in IMX ’22. New York, NY, USA: Association for Computing Machinery, 2022, pp. 267–270. doi: 10.1145/3505284.3532970.[30] T. Khan et al., “Understanding Effects of Visual Feedback Delay in AR on Fine Motor Surgical Tasks,” IEEE Transactions on Visualization and Computer Graphics, vol. 29, no. 11, pp. 4697–4707, Nov. 2023, doi: 10.1109/TVCG.2023.3320214.[31] M. Menekse, S. Anwar, and S. Purzer, “Self-Efficacy and Mobile Learning Technologies: A Case Study of CourseMIRROR,” in Self-Efficacy in Instructional Technology Contexts, C. B. Hodges, Ed., Cham

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wee Sing Yeo, University of Cincinnati; Muhammad Asghar, Utah State University; Sheryl A. Sorby, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

studyparticipants were 18 years or above and in their first year of engineering education. In addition toparticipant demographics, the survey collected data about participants’ sense of belonging,engineering identity, and perceived stress.The survey incorporated a measure of a sense of belonging [11] that assessed two constructs:three items each on general belonging in the engineering major and belonging in the engineeringclassroom.The assessment of engineering identity in the survey included a professional identity scale [14]that is based on social cognitive theory focusing on self-efficacy beliefs and outcomeexpectations, as proposed by [20]. This scale comprised three constructs, each with three itemsrelated to recognition by others and interest, and

Conference Session

Student Success in ET

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibarre Araojo, Wayne State University; Mohsen Ayoobi, Wayne State University; David Merolla, Wayne State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

college students, particularly in enhancing self-efficacy and career aspirations [8].Bureaucratic processes at four-year institutions add another layer of complexity, potentiallybecoming obstacles to academic progression [9]. Recommendations from research include theutilization of tools such as the Transfer Guide Modified (TGM) for a more in-depth explorationof student experiences, especially focusing on those with varying scores within the TGM'sdifferent factors [1].Navigating academia requires not only academic resilience but also adapting to newsociocultural environments. These experiences often reshape student identities, making themmore resilient and prepared for future challenges. The nuances of race and ethnicity in transferexperiences

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marjan Naghshbandi, University of Toronto; Sharon Ferguson, University of Toronto; Alison Olechowski, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

while maintaining students’ satisfaction levels [66].For a holistic understanding of CS support programs’ impact on affective outcomes, we will alsoinclude measures that have been previously associated with persistence in STEM, such astechnical confidence [31], [32], [36], [69], [70] and professional role confidence [34], [63], [71].Further, we will be interested in how social capital influences the relationship between students’perceived performance/competence in CS and persistence. Performance/competence is theorizedto be an advanced measure of self-efficacy [36] – also linked to student retention in CS [72] –and shown to have a direct effect on students’ interest and persistence in CS [36]. Finally, wewill also add social-benefit interest

Conference Session

Simulations and Virtual Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Virginia Military Institute; James C. Squire P.E., Virginia Military Institute; Gerald Sullivan, Virginia Military Institute

Tagged Divisions

Computers in Education Division (COED)

scenarios to understand aconcept or relationship. The tool measures the students’ self-efficacy beliefs with respect to theirknowledge gained from using the tool, and objectively measures their understanding of theconcepts as well as their confidence in their understanding.The Methods section details the study instruments and the software tools developed. The Resultssection provides details on the recorded differences in student learning attainment as measuredby student performance on the interactive posttest. Multiple factors affecting studentperformance including time spent exploring the software tool and interface type (continuous vsdiscrete) were explored. The new direct metric of student interaction time combined with theincreased sample size

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Julie S Linsey, Georgia Institute of Technology; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Kerrie A Douglas, Purdue University, West Lafayette; Eric Holloway, Purdue University, West Lafayette

Tagged Topics

Diversity, NSF Grantees Poster Session

elementary school students’ situational interest, self-efficacy, and achievement emotions,” Int. J. STEM Educ., vol. 5, no. 1, p. 43, Dec. 2018, doi:10.1186/s40594-018-0129-0.

Conference Session

Springfield's STEM Spectacle: Evaluating Engineering Excellence, D'oh!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Jessica D Gale, Georgia Institute of Technology; Talia Capozzoli Kessler, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

(Award#1238089) project designed to develop, implement, andtest a set of three, 18-week engineering curricula for grades 6 – 8. This curriculum uses appliedengineering problems, Problem-Based Learning (PBL), and an engaging, single, semester-longcontext for each grade level. The curriculum creates an experience designed to promote studentengagement in engineering work, self-efficacy for engineering skills, persistence in engineering,and enhanced academic performance in not only engineering but also science and math. Thisapproach is grounded in the literature [5, 9, 10, 11, 12] as well as relevant teaching experiencesamong the curriculum designers. PBL, a cognitive-apprenticeship model with collaborative problem solving at its core

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinfeng (Kevin) Quan, Westlake University; Chaoyi Wang, Zhejiang Normal University ; Chenhui Zhang, Self-employed

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

students’ agentic engagement, self-efficacy, growth mindset, and other related aspects. 1In recent years, there has been increasing attention paid to students’ epistemic beliefs and theirimpact on learning efficacy. Epistemic belief, which reflects students’ views on the nature ofknowledge and knowing, plays a crucial role in the cognitive, metacognitive, and affectivedimensions of students’ learning. Research has demonstrated that interventions targeting epistemicbeliefs can significantly enhance learning outcomes (Greene et al., 2018). Epistemic cognition -mostly measured in terms of belief (Greene et al., 2018) – is identified as the apex of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Scott Rowe, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Wesley L. Stone, Western Carolina University

Tagged Topics

NSF Grantees Poster Session

may be rooted in an individual’s personality. These includehaving a future-focus, a tendency to generate multiple problem solutions, a tendency to generateaction plans, self-confidence, optimism, persistence, and team-orientedness [2], [3]. Throughregular group interactions, ideation sessions, and active product development interlaced with thePBL courses of the available degree programs, the FLiTE program aims to inculcate a regularpractice of creativity, professional self-efficacy, and teaming skills among the students [1].In a practical sense, the FLiTE program seeks to give students the financial means to persisttoward their degrees while also developing the innovation and business acumen to launch theirown technology startup. Through

Conference Session

Student Engagement in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Bobbi J. Spencer, Texas State University

Tagged Divisions

Construction Engineering Division (CONST)

requires, students come back to class inspired and driven tocomplete their studies. The graduate, thus, has acquired the necessary work readiness of skills,confidence, and self-efficacy to become a contributing member of the organization in a shortertimeframe [4]. This ease of transition into the career parallels the paradigm shift of employeeslooking beyond pay and wanting “learning opportunities, a sense of belonging and work-lifebalance” [5].Belonging is a fundamental human desire to be part of a group [6]. Studies have shown thatstudents with a higher sense of belonging to their university or major are more likely toovercome challenges and persist in their college studies [7-9]. Walton and Cohen [7] also foundthat a one-hour intervention to

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Engineering Leadership Competencies and Skills

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohamed Razi Nalim, Indiana University-Purdue University Indianapolis; Danka Maric, Indiana University-Purdue University Indianapolis; Mohammadhossein Jamshidnejad, Indiana University-Purdue University Indianapolis; Sharon Miller, Purdue University; Lauren Christopher, Indiana University-Purdue University Indianapolis; Christine Krull, Indiana University-Purdue University Indianapolis; Eric W. Adams, Indiana University-Purdue University Indianapolis; Shahrzad Ghadiri, Indiana University - Purdue University Indianapolis; Richard Vernal Sullivan, Indiana University-Purdue University Indianapolis; Clifford Campbell, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

discipline-based educational research, including design self-efficacy, project-based learning, critical reflection in ethics, and high-impact practices.Lauren Christopher, Indiana University-Purdue University Indianapolis Dr. Lauren Christopher attended Massachusetts Institute of Technology, where she received her S. B. and S. M. in Electrical Engineering and Computer Science in 1982, specializing in digital signal processing and chip design. She worked at RCAˆa C™s David SaChristine Krull, Indiana University-Purdue University IndianapolisEric W Adams, Indiana University-Purdue University IndianapolisShahrzad Ghadiri, Indiana University - Purdue University IndianapolisRichard Vernal Sullivan, Indiana University-Purdue University

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura Ngoc Nhi Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma; Jude Okolie, University of Oklahoma; Moses Olayemi, The University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

centered on applying anengineering design process and fostering effective teamwork behaviors. While the study revealedgains in technology and communication self-efficacy ratings among students, there was a declinein engineering self-efficacy, highlighting the need for further guidance to bridge the gap betweengameplay and academic content. Despite some challenges, the study recognized the potential ofvideo games to enhance student engagement and understanding of engineering principles,particularly regarding rapid iteration and practical application of the design process. Additionally,qualitative feedback underscored students' enthusiasm for the game but emphasized theimportance of clear connections between gameplay and learning objectives. Overall

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

,determining the mechanism of transformative learning has been difficult [9]. Moreover, not allstudents have the same level of transformative learning readiness. For students to becomereflective, self-directed transformative learners, they must possess or inculcate certaincharacteristics, such as risk-taking and openness to new experiences, that aid their transformativelearning experience [10] [11] [12].Study Abroad Experience and PersonalityMuch of the literature on study abroad programs has primarily focused on how these programsaffect students’ attitudes, growth, learning, and development. Studies have found study abroadprograms have positive outcomes regarding students’ self-esteem and confidence [1][13],perceived self-efficacy [14] [15], cultural

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

Tagged Topics

NSF Grantees Poster Session

validation, financial knowledge, motivation and self-efficacy, and social support[1], [3], [4]. The research questions are designed with TSC in mind and to support achievementof the purposes of the project. The research questions guiding this grant are: RQ1: What are assets, factors, and strategies that enable access for two- year college students to engineering transfer pathways? RQ2: Do assets, factors, and strategies vary in magnitude and/or presence across student demographics, locations, institutions, or intention to transfer? RQ3: How does use of digital learning tools and resources impact transfer outcomes for pre-transfer engineering students? RQ4: To what extent can transfer outcomes be