Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Topics

Diversity

," in ASEE Annual Conference & Exposition, 2016.[7] D. M. Hatmaker, "Engineering identity: Gender and professional identity negotiation among women engineers," Gender, Work & Organization, vol. 20, no. 4, pp. 382-396, 2013.[8] N. Hopkins, "A study on the status of women faculty in science at MIT," in AIP Conference Proceedings, 2002, vol. 628, no. 1: American Institute of Physics, pp. 103- 106.[9] B. E. Hughes, W. J. Schell, E. Annand, R. Beigel, M. B. Kwapisz, and B. Tallman, "Do I think I’m an engineer? Understanding the impact of engineering identity on retention," in American Society for Engineering Education, 2019.[10] E. Field, A. Krivkovich, S. Kügele, N. Robinson, and L. Yee, "Women in

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

Tagged Topics

Diversity

. Maake, “the Effect of Guided Discovery Instructional Strategy on Grade Nine Learners’ Performance in Chemical Reactions in Mankweng Circuit, South Africa,” J. Technol. Sci. Educ., vol. 11, no. 2, pp. 569–580, 2021, doi: 10.3926/jotse.1295.[2] T. W. Bank, “Africa’s Need for Engineering”, Accessed: May 12, 2024. [Online]. Available:https://documents.worldbank.org/curated/en/773831468007776683/pdf/860 620BRI0WB0H00Box382147B00PUBLIC0.pdf[3] “Quick Facts – Ashesi University.”https://www.ashesi.du.gh/about/at-a-glance/quick- facts.html (accessed May 12, 2024).[4] H. R. Beem, “Exploring the Role of Project-based Learning in Building Self-efficacy in First-year African Engineering Students,” ASEE Annu.Conf

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University at West Lafayette (COE); Lizzie Santiago, West Virginia University; Todd R Hamrick, West Virginia University; Atheer Almasri, West Virginia University

Tagged Topics

Diversity

these efforts, first-generation students are stillless likely than their peers to persist or graduate from college [4] and there is the need forcolleges to understand the skills that first-generation students bring to college, and the skills thatthey perceive to be important to help them succeed in their coursework.The low number of women studying engineering at colleges continues to also be a problem,despite the efforts to increase the representation of women. According to the 2022 AmericanSociety of Engineering Education (ASEE) report, women made up only 25.5% of the totalundergraduate engineering enrollment compared to men at 74.5% [5]. The retention rates forwomen undergraduate engineering students are also highly concerning, as 22.7% of

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

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

Tagged Topics

Diversity

/s11162-014-9333-z.[6] S. Shandliya, G. Raju, S. Y. Yoon, and C. Kwuimy, "Exploring Transformative Learningfrom a Summer Bridge Program," in 2023 ASEE Annual Conference & Exposition, June 2023.[7] J. Mezirow, Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass,1991.[8] C. Halupa, "Are students and faculty ready for transformative learning," in Learning, Design,and Technology: An International Compendium of Theory, Research, Practice and Policy. 2017.[Online]. Available: https://doi.org/10.1007/978-3-319-17727-4_70-1.[9] H. S. Wald, J. M. Borkan, J. S. Taylor, D. Anthony, and S. P. Reis, "Fostering and evaluatingreflective capacity in medical education: developing the REFLECT rubric for assessingreflective writing