Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Lampe, University of Virginia; Lloyd R. Harriott, University of Virginia; Sarah Schultz Robinson, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

possible.MethodsInstitutional Context The University of Virginia (UVA) is a mid-Atlantic, Research I and doctoral grantinginstitution with about 17,000 undergraduates of which around 18% entered the university in theengineering school. Each year between 600 to 700 first-time, first year undergraduatesmatriculated directly into engineering as engineering undeclared majors. We described the ethnicmakeup of the engineering students during the two survey periods examined in this study inTable 1.Table 1. Count (%) of Engineering Undergraduate Enrollment by Ethnicity by SurveyYear. African Multi- American Asian Hispanic Race Int’l Unknown White Total 2018 125 577 167 150

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Syahrul Amin, Texas A&M University; Miriam Marie Sanders, Texas A&M University; Aaron E. Kidd, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

from a large R1 university in the Mid-Atlantic Region. At the time of the data collection in Spring 2021, participants were enrolled ineither one of two types of engineering introductory courses: Engineering 1 & Engineering 2.Engineering 1 is for students who were delayed in beginning their engineering coursework (off-track students). Engineering 2 is for students who entered as first-year students with theprerequisites to begin taking engineering coursework (on-track students) immediately. The totalsample size is 280 engineering students (n =152 on-track, n= 128 off-track) who are clusteredwithin 25 sections of Engineering 1 or 2 (n=12 on-track, n=13 off-track) with approximately74% of students self-identifying as biological males (Table

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Sottile, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Yu Xia, Emporia State University; Tim Kane, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

First-Year Programs Division (FYP)

Role Identities and Future-Time Perspectives,” J of Engineering Edu, vol. 109, no. 3, pp. 362–383, Jul. 2020, doi: 10.1002/jee.20324.[19] B. J. Sottile, L. E. Cruz, Y.-A. L. Burleson, and K. McLain, “It’s about time: An analysis of student activities under remote learning,” presented at the 2021 ASEE Virtual Annual Conference, Virtual Conference, Jul. 2021. [Online]. Available: https://peer.asee.org/37412[20] B. J. Sottile, L. E. Cruz, and K. McLain, “Through The Looking Glass: STEM Students’ Changing Relationships with Time Across the COVID-19 Pandemic,” presented at the Spring 2022 ASEE Mid-Atlantic Section Conference, Newark, NJ, 2022. [Online]. Available: https://peer.asee.org/40075[21] J. W. Creswell and V. L

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph McCusker, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

engineering education. Thesegoals were met by incorporating career exploration, collaboration, self-reflection, and diverselearning opportunities. The effectiveness of the course re-design was evaluated through surveysand interviews with students that took the course. The survey results showed, overwhelmingly,that the course increased their sense of connection to the engineering community. In addition,those students felt more confident in leading outreach activities regarding STEM education.There were two common themes identified from the interviews, sense of belonging andcommunity. Students were also able to identify their enduring goals and reasons for becoming anengineer [6].An intervention at a mid-Atlantic university showcased a positive impact