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

Authors

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

Tagged Topics

Diversity

transformative learning process starts.Transformative learning helps in changing learners’ perceptions by altering their problematicframes of references [7]. Transformative learning pedagogy can help first year students tobecome self-directed and independent learners [8]. Since critical reflection is a crucialcomponent of the transformative learning process, it poses a greater challenge in theimplementation of transformative learning pedagogy in first year engineering courses. Studieshave found that even at the graduate level, students are not inherently reflective [9]. Adding tothat, not all types of reflection lead to transformative learning. Mezirow [10] argues thatengaging in content or process reflection leads to straightforward transformation

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

counterparts [8]. These experiences notonly contribute to a heightened sense of marginalization and demoralization among aspiringwomen engineers but also create a hostile work environment that hinders their career progressionand stunts their motivation to stay in the field.These problems are reflected in persistent departures of women from the field of engineering,indicating an urgent need for intervention [9]. Many women cite personal misalignment with thefield as the reason for their departure [9]. Furthermore, the number of women decreasesdramatically as one moves up the industrial ladder. While women may enter engineering roles,they are less likely to ascend to higher-level positions, resulting in fewer female leaders and rolemodels within the

Collection

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

Authors

Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

diverse workforce brings moreperspectives to problem-solving. Unfortunately, conventional engineering education has oftenignored Diversity, Equity, Inclusion, Belonging, and Justice (DEIBJ) issues, perpetuating biasesand supressing underrepresented groups. Due to this inequity, educators need to create inclusiveenvironments that value and empower all students and reflect engineering design’s collaborativeand multidisciplinary nature. Inclusive Design (ID) values solutions that are accessible and user-friendly to individuals of all abilities, backgrounds, and identities, which aligns with engineeringeducation goals. ID encourages empathy and teamwork by having designers consider diverseuser group needs throughout the design process. By

Collection

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

Authors

Gretchen Scroggin, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Aysa Galbraith, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Latisha Puckett, University of Arkansas

Tagged Topics

Diversity

new ways to support first-year students and enhance retention. According tothe Association of American Colleges and Universities (AAC&U), High-Impact Practices (HIPs)offer significant educational benefits, especially for historically underserved groups, bycultivating substantive relationships, promoting engagement across diverse perspectives,facilitating the application of acquired knowledge, and fostering reflective processes aimed atpersonal development [1]. Students involved in HIPs are more likely to experience positiveoutcomes like academic achievement, persistence, and attainment of goals that prepare a studentto live a rewarding life [2]. It is recommended to integrate HIPs into curriculum in alignmentwith course objectives and

Collection

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

Authors

Krista M Kecskemety, The Ohio State University; Tyler James Stump, The Ohio State University; Peyton OReilly, The Ohio State University; Sydney Cooper, The Ohio State University

Tagged Topics

Diversity

]. Once the VIA assessment was complete, students shared their topthree-character strengths and were asked to investigate STEM profiles that are exemplar figuresof that character strength within their professional practice. These profiles included a summaryof the figures' life and impact, cases on how they have demonstrated their character strength andthe value they created and examples of their curiosity and connections. Students reflected on theactivity and were asked to consider the value they created by connecting their character strengthswith other STEM figures.RecommendationsThe activity presents a unique opportunity for educators to connect STEM leaders with studentsvalue through the lens of DEI by showcasing that personal virtues can be

Collection

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

Authors

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

Tagged Topics

Diversity

being traditional college students and also having had minimalexposure to experiential approaches in their prior schooling. Earlier studies amongst thisstudent population indicate that when they engage in project-based learning, their self-efficacyto design and to build increases significantly [4], and this effect is strong enough to manifesteven when the project-based approach is offered online [5]. However, it is worth expandingthe view of what constructs are most relevant to this set of students. The self-efficacy constructwas designed in the Western context, and some argue that it reflects motivation rather thanperceived capability [6], motivating a broadened scope of what constructs may be most apt.Drawing from the author’s observations

Collection

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

Authors

David Gray, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University; Hamidreza Taimoory, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

student persistence in the College ofEngineering. A total of 7723 students were enrolled in the College of Engineering in their secondyear (88.5%), while 1004 students reported leaving Virginia Tech or enrolling in other colleges(11.5%). The demographic data are presented inTable 3 of the Appendix.Data LimitationsWe report here only on whether students remain in the College of Engineering at the institutethey started in. We would therefore not differentiate between students who left the universityaltogether and those that transferred to a different institution. These data span the period leadingup to the COVID-19 pandemic and do not reflect the dramatic changes experienced across manyeducation contexts. Although this analysis does not include