Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan Wainscott, University of Nevada, Las Vegas; Dustin B. Thoman, San Diego State University; Satchi Venkataraman, San Diego State University

Tagged Divisions

Graduate Studies Division (GSD)

. Copeland, R. Hopson, T. Simmons, and M. J. Leibowitz, “The role of professional identity in graduate school success for under‐represented minority students,” Biochem. Mol. Biol. Educ., vol. 41, no. 2, pp. 70–75, Mar. 2013, doi: 10.1002/bmb.20673.[4] A. Wierzbicka, “A case study of emotion in culture: German Angst,” 1999, pp. 123–167. doi: 10.1017/CBO9780511521256.003.[5] E. H. Erikson, Identity, youth, and crisis, [1st ed.]. New York: New York : W. W. Norton, 1968. [Online]. Available: https://unlv-primo.hosted.exlibrisgroup.com/permalink/f/ovttgp/01UNLV_ALMA21171117 830004081[6] M. P. Orbe, “Theorizing multidimensional identity negotiation: Reflections on the lived experiences of first-generation college students,” New

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noor Aulakh, Rowan University; JoyLynn Torelli, Rowan University; Alexandria Ordoveza, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

entrepreneurial mindset. Her previous research experience includes examination of implicit bias in the classroom and application of VR technologies to improve student engagement. Darby hopes to pursue a career in STEM education and educational research.Dr. Kaitlin Mallouk, Rowan University Kaitlin Mallouk is an Associate Professor of Experiential Engineering Education at Rowan University. Prior to beginning that role, she spent five years an Instructor in the Mechanical Engineering and Experiential Engineering Education Departments at Rowan. ©American Society for Engineering Education, 2024 Exploring the Relationship between Transfer Students’ Social Networks and their Experience of

Conference Session

Biomedical Engineering Division (BED) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Uri Feldman, Wentworth Institute of Technology; George D. Ricco, Miami University; Catlin Wells

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

, Title VII, Title VI, and the Americans with Disabilities Act. Catlin holds an M.Ed. and a JD from the University of Cincinnati. ©American Society for Engineering Education, 2024 Take this Job and Love It: Identity Conscious Self-Reflection as a Tool to Support Individualized Career Exploration for Graduating Biomedical Engineering Students IntroductionBiomedical Engineering (BME) programs train students to design and develop devices andsystems which enhance health and wellbeing. Typically, the rigorous BME curriculum focuseson mastery of subject matter and related skills, and is taught through lectures, labs, and project-based learning

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)

Paper ID #43876Transfer Students’ Experiences, Identity Development, and Outcomes in EngineeringTechnology Programs: A ReviewMs. Ibarre Araojo, Wayne State University Ibarre Araojo is a dedicated Graduate Research Assistant with a specialized focus in Sociology, emphasizing the exploration of the nexus between student performance, retention rates, experiences, and goals, particularly among minority groups. Leveraging a rich background in Information Technology and Education, Araojo undertakes extensive literature reviews to deepen our understanding of these pivotal areas. Armed with a Bachelor of Science in Information

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

graduate students most of whom havecompleted an undergraduate engineering degree requiring the completion of a capstone teamdesign project. This experience can be pivotal in the transition from the role and identity of anengineering student to that of an engineer in training [20]. Metacognitive skills and experiencesfacilitate student development as students reflect on their experiences and make sense of it.Metacognitive skills and experience play a pivotal role in the liminal space where identitytransitions occur. GTAs have made a transition from undergraduate engineering student toengineer in training, engineer and/or graduate student depending on their career arc. Irrespectiveof their stage of engineering identity development, they are in the

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Alexander Steven Victor Krummi; Arynn J. Lorentz, Iron Range Engineering; Cody Mann, Minnesota State University, Mankato; Kaitlyn Mann; Andrew Lillesve, Minnesota State University, Mankato

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

participated in the same program before the facilitator role wasdeveloped. The paper finishes with lessons learned and recommendations for implementingsimilar practices, regardless of program type.BackgroundWithin academia, as shifts happen from traditional educational models to more innovativemodels, there is a need to revisit student needs when it comes to their support. While professorshave traditionally been thought of as the main support for students throughout the navigation oftheir undergraduate education, mentorship and advising roles do not traditionally translate wellto expected job duties, especially within traditional tenure and promotion pathways [1].Professors just do not have the capacity to balance full student support; life coaching

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Crystal Alicia Nattoo, Stanford University; Crystal E Winston, Stanford University; Rachel A. G. Adenekan, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

education 1 . As these traditionally cis-white male spaces are expanded, there are manyissues that have arisen due to the incongruence between who these spaces were designed for andwho now exists in these spaces. To assume that the system gives equal opportunity to all who makeit past admission would be naive and also contrary to what the literature has shown 3,4,5,6 . Under-represented minority groups (URMs), such as Black, Latinx, Indigenous, and Queer students, tendto have a different experience compared to their non-URM peers, often navigating extra barriersthat can affect graduation rates of these students. In order to achieve true justice, equity, diversity,and inclusion (JEDI), we need to examine the reasons for this difference of experience

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

Tagged Topics

NSF Grantees Poster Session

courses complement thetraining provided by research mentors, ensure commonality and consistency of experiences ofstudents in a program, are effective in community and cohort development [4], [5], and can helpthem successfully overcome initial barriers and establish a path towards their academic andcareer goals [6].Challenges faced by first year graduate students play a significant role in their academic success[2]. Such challenges include making the academic transition to graduate studies, navigating newacademic cultures, assuming and navigating new responsibilities and identities as studentresearchers, and experiencing imposter syndrome. Community building and professionaldevelopment courses for graduate students in the early stages can help

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)

Engineering Education, 2024 Exploring the Relationships between Artistic Creativity and Innovation Attitudes in Engineering StudentsAbstractThis research explored potential relationships between the innovation self-efficacy (ISE) ofengineering students and their artistic creativity and life experiences revealed on an ice-breakerassignment. In a community-building assignment, students were directed to introduce themselvesthrough cartoon monster drawings that communicated various personal attributes (such as thenumber of languages they speak, and the number of states visited). Previous research has foundthat multicultural experiences can shape feelings of self-efficacy concerning innovation andcreativity. This pilot study was

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tryphenia B. Peele-Eady Ph.D., University of New Mexico; Tahira Reid, Penn State University; Lizandra C. Godwin, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

underrepresentedand marginalized groups. Finally, we discuss the implications these findings have for preparinggraduate students to mentor in higher education settings.Keywords: Graduate Student Mentor, Engineering Education, Culturally Responsive Pedagogyand Practices, Academic Wheel of PrivilegeIntroductionGraduate student mentors play a crucial role in the professional and personal growth ofundergraduate engineering students, particularly due to the limited availability faculty have forone-on-one interactions with them [1], [2]. Among the array of tasks they take up in their roles,graduate student mentors are known to provide direct training and support to their undergraduatestudent mentees, function as midlevel managers between the students and the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Michigan; Jeanne Sanders, University of Michigan; Larkin Martini, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Karin Jensen, University of Michigan

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #41428Work in Progress: Design and Preliminary Results of a Survey to ExploreRelationships Between Faculty Mentoring, Engineering Doctoral Student PsychologicalSafety, and Work OutcomesDorian Bobbett, University of Michigan Dorian is a 1st-year Engineering Education Research Ph.D. student at the University of Michigan. She received her B.S. in Chemical Engineering from the University of Nebraska-Lincoln in May 2023. Dorian currently works with Dr. Karin Jensen at the University of Michigan on projects related to mental-health and well being and mentoring at the graduate student level. She was previously involved in

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle N. Wagner, Purdue University; Sukrati Gautam, Purdue University; Peyman Yousefi, Merck Group; Nuela Chidubem Enebechi, Purdue University; Andrew Pierce, Purdue University; William C. Oakes, Purdue University

Tagged Divisions

Community Engagement Division (COMMENG)

involvevarious components including an interconnected network of dedicated staff, students, instructors,Graduate Teaching Assistants (GTA’s), and both community and corporate partners, amongothers. These components work together within the university’s framework to create anenvironment that fosters student learning experiences while addressing community needs, whichis highlighted in a systems-level perspective2,4. The complexity of these systems underscores thenecessity for comprehensive approaches to understanding and enhancing service-learninginitiatives from multiple lenses.As GTA’s are largely responsible for facilitating course delivery, playing a support role for facultyand students5 (Figure 2), their personal and collective experiences are often

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eliot Nathaniel Wachtel, University of California, Santa Cruz; Qingyuan Cao, University of California, Santa Cruz; Matthew Kaltman, University of California, Santa Cruz; Khanh Tran, University of California, Santa Cruz; Miguel Robles Hernandez, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Research Assistant in Dr Colleen Josephson’s j-Lab in Smart Sensing. Matthew has mentored students throughout the last four years, serving roles as a tutor and student-instructor, finding that the best way to truly learn a concept is by teaching to others. Matthew is expected to graduate in the summer of 2024 after completing his senior thesis in the development of a solar-powered sensor utilizing Visible Light Communication (VLC).Mr. Khanh Tran, University of California, Santa Cruz Khanh Tran is a 3rd year Electrical Engineering undergraduate at the University of California, Santa Cruz. He is the vice president of the UCSC Rocket Team, serving as a technical lead, mentoring undergraduate students and designing rockets

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Talha Naqash, Utah State University, Logan ; Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University; Angela Minichiello, Utah State University

Tagged Divisions

Educational Research and Methods Division (ERM)

military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the formation of engineers and a diverse, transdisciplinary 21st century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering. ©American Society for Engineering Education, 2024 Unmasking Cognitive Engagement: A Systematized Literature Review of the Relationships Between Students' Facial Expressions and Learning OutcomesAbstractCognitive engagement, a complex concept in the field of education, has a great impact on

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Lawson-Bulten, University of Illinois at Urbana - Champaign; Samantha Lindgren, University of Illinois at Urbana - Champaign; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

contextawareness is consistent across literature [9]. The lack of contextual understanding and technicaldeterminism has a tremendous impact on incorporation of societal context because it preventsengineering students from recognizing that they make many decisions during design and thosedecisions are strongly influenced by their own identity, experience, and position in their homesociety.In community designs, the call to consider societal background and impact is even moreprominent, highlighting how contextual factors affect the efficiency, justice balance, andadoption of any design [10, 11]. Addressing the societal context is important in any design, butespecially in designs implemented in communities or to populations outside of the engineers’own

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)

, students, workers, or something in between? Though Ipersonally believe that doctoral engineering students exist outside of this binary discussionbecause of their important societal role in contributing to knowledge, within the binary they docontribute economically and do work that they are not sufficiently compensated for. They dowork, plain and simple.I am not alone in this line of thinking. Legally, the classification of graduate students asemployees has gone back and forth since the 1990’s. At private institutions, this dispute fallsunder the National Labor Relations Act. Specifically, the decision as to whether or not graduatestudents at private institutions are employees falls under the National Labor Relations Boardwhich is a board made up

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marah C. Lambert, University of North Carolina at Charlotte; Lisa Merriweather, University of North Carolina at Charlotte; Cathy Howell, University of North Carolina at Charlotte; Dilara Yaya Bryson, University of North Carolina at Charlotte; Edith Gnanadass, The University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

actions [6, 9]. This suggests the presenceof an ecosystem within STEM where representation is insufficient to provide an inclusivelearning environment to elevate minoritized experiences while dually addressing the embeddedculture of high productivity. The representation loss presents a continued minimization of“diverse perspectives and availability as role models for future scientists and engineers” [10, p.2].Gender and STEMResearch has found that women doctoral students differ from men in terms of their career goalsand challenges [11, 12]. Cidlinská found differences between men's and women’s overall careerpaths and attitudes within the natural and technical sciences—STEM—and the social sciencesand humanities—SSH. STEM doctoral students (both

Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

Tagged Topics

CoNECD Paper Sessions, Diversity

Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering educa- tion can become more effective, efficient, and inclusive, and considers the intersection between policy and organizational contexts. Knight currently serves as the co-Editor-in-Chief of the Journal of Engineering Education.Dr. Tremayne O’Brian Waller, Virginia Polytechnic Institute and State University Tremayne O. Waller is the Director of Graduate Student Programs at Virginia Tech. Dr. Waller facilitates the recruitment, retention, and success of graduate scholars with a focus on those from backgrounds his- torically

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katelyn Churakos, University at Buffalo, The State University of New York; Jayden Mitchell, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Divisions

Student Division (STDT)

set.Freedom, Authority, and AgencyFreedom was the earliest and most prominently identified theme in the student-authors’reflections, defined by the students as the ability to make independent decisions about theproblem without being constrained to a specific method or set of equations. This theme served asa catalyst for several other impactful outcomes, including the development of confidence,interdisciplinarity, and engineering identity during the OEMP. Where the student-authors use theterminology “freedom,” others have used words such as “agency” and “authority” to describe thesame ideas in existing literature [22], [23]. Engle and Conant define authority as “studentshaving an active role, or agency, in defining, addressing, and resolving such

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Julio Urbina, Pennsylvania State University; Reginald F. Hamilton, Pennsylvania State University; Catherine L. Cohan, Pennsylvania State University; Tonya L. Peeples, Pennsylvania State University; Cynthia Howard Reed, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Kajfez and L. McNair, “Graduate student identity: A balancing act between roles,” in ASEE Annual Conference and Exposition, 2014.[4] D. L. Liddell, M. E. Wilson, K. Pasquesi, A. S. Hirschy, and K. M. Boyle, “Development of professional identity through socialization in graduate school,” J Stud Aff Res Pract, vol. 51, no. 1, pp. 69–84, Feb. 2014, doi: 10.1515/JSARP-2014-0006/MACHINEREADABLECITATION/RIS.[5] T. Luft and R. Roughly, “Engaging the Reflexive Self: The Role of Reflective Practice for Supporting Professional Identity Development in Graduate Students,” Supporting the Success of Adult and Online Students Proven Practices in Higher Education, pp. 53–62, 2016.[6] H. L. Perkins, M. Bahnson, M. A

Collection

2024 ASEE Midwest Section Conference

Authors

Kaylee Cunning; Jamilla E. S. L. Teixeira; Joseph Tighi; Isabella M. Bueno; Jessica Deters

inspiring and educating the next generation of engineers.Concluding RemarksThe involvement of undergraduate students in this research provided them with valuable hands-on experience, enhancing their practical skills and knowledge. Programs supportingundergraduate research, like this one, play a critical role in preparing future engineers to tacklereal-world challenges. These experiences not only yield meaningful research results but alsosignificantly impact students' understanding of engineering principles and their careertrajectories, bridging the gap between theoretical knowledge and practical applications.The transformative effects of these programs call for a reconsideration of resource allocation.The tangible outcomes emphasize the need for

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

acknowledges the complex identities and experiencesof STEM graduate students.Addressing the mental health concerns of graduate students, and especially those from groups suchas IWOC, demands a collective endeavor beyond conventional disciplinary limits. The complexityof mental health challenges necessitates collaboration across various disciplines and sectors. Theestablishment of partnerships between scholars with expertise in mental health and scholarsembedded within STEM disciplines can most effectively help to uncover opportunities to not onlyimprove the well-being and academic success of graduate students but also cultivate a more justand supportive environment across the academic landscape.Future WorkThis paper sets the stage for a more

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glaucia Prado, University of California, Davis; Jason White, University of California, Davis; Sara Sweeney, University of California, Davis

Tagged Divisions

Chemical Engineering Division (ChED)

more. It was interesting to noticethat the two students who retook the class in subsequent quarters reported that the plans made inthe beginning of the quarter were being followed and helped them to be on top of their assignmentsand studying while balancing self-care, social time with family and friends, and extra-curricularactivities.b) Reflection leadership assignmentClass time was devoted to discussing effective and ineffective qualities of a leader and emphasizedthe importance of identifying potential causes of high stress level in leadership positions. About60% of the students reported taking a leadership role in the past which includes students’ clubs,group projects, sports, scout, and activism. The students who have not taken leadership

Conference Session

DSA Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahmad Slim, The University of Arizona; Gregory L. Heileman, The University of Arizona; Husain Al Yusuf, The University of Arizona; Yiming Zhang, The University of Arizona; Asma Wasfi; Mohammad Hayajneh; Bisni Fahad Mon, United Arab Emirates University; Ameer Slim, University of New Mexico

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

, collaborative filtering, latent treegraphical models, student success, graduation rates, educational data mining1 IntroductionIn our study, we explore analytics focusing on a crucial aspect of student success: the curriculumpathways that lead students toward achieving their learning outcomes and ultimately earningtheir degrees. In the realm of higher education, the role of analytics is increasingly recognizedas a tool for decision-making that enhances student success outcomes. For example, various ini-tiatives have used student demographics and prior academic performance to guide interventionssuch as counseling, mentoring, and tutoring to improve retention and graduation rates 1,2,3 . Ourperspective emphasizes that the core of student academic

Conference Session

Women in Engineering Division (WIED) Technical Session 5 - Careers and Professional Identity

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea Chan, University of Toronto; Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto; Dimpho Radebe, University of Toronto; Emily Macdonald-Roach, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

profession with men in large majority, has been socially constructed. For example,the works of Wendy Faulkner and Teresa Cardador have, respectively, revealed the way “genderin/authenticity” between person and norms affect who finds identification and belonging inengineering, and offered the “inverted role hierarchy” as a framework to explain why womenadvancing into management roles often lose occupational status and their sense of engineeringidentity as they move away from the “technicist”-centric variety of work (i.e., masculine-leaningconception of engineering).Using data from a 2022 survey with responses from 982 engineering graduates across Canada,and building on our previous qualitative work identifying five distinct engineering career

Collection

2024 ASEE-GSW

Authors

Lance Leon Allen White, Texas A&M University; Trini Balart, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University

Engineering and Affiliated Faculty in Aerospace Engineering in the College of Engi- neering at Texas A&M University. She also serves as Director of the Craig and Galen Brown Engineering Honors Program. She received her BS, MS, and PhD from the College of Engineering at Texas A&M. Kristi works to improve the undergraduate engineering experience through evaluating preparation in ar- eas, such as mathematics and physics, evaluating engineering identity and its impact on retention, incor- porating non-traditional teaching methods into the classroom, and engaging her students with interactive methods.Dr. Karan Watson P.E., Texas A&M University Karan L. Watson, Ph.D., P.E., is currently a Regents Senior Professor of

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Bruk T Berhane, Florida International University; Vanessa Tran, Utah State University; Agustina Dotta Ceriani, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, contributing to the larger body of research in the field.Gabriel Van Dyke, Utah State University Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU).Dr. Stephen Secules

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

Tagged Topics

Diversity

Tagged Divisions

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

research.Previous scholarship suggests that this increase in persistence could be due to research programsproviding students with space to develop professional and technical skills and engage in thescientific community [8]. Additionally, UREs have been found to provide valuable mentorshipexperiences for marginalized students [2], [9]-[10]. Because faculty and graduate studentmentors take on a collaborative, supportive role in research programs, they can give studentsguidance to support their overall development [2]. Also, when students’ research mentors havemarginalized identities that intersect with their own, the mentors can become supportive rolemodels for the students, which may challenge negative stereotypes students have previouslyencountered [9]-[10

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh

Tagged Divisions

Chemical Engineering Division (ChED)

tank by a drainpipe with a valve. Another drainpipe with a valve is included toprovide an additional flow outlet (disturbance variable). The liquid level in the tank is measuredby a pulley system in contact with the top liquid surface. The PID controller acts upon theelectric signal that regulates the speed of the peristaltic pump to establish the water flow rate. Figure 1. “Small tank” liquid level setup: picture and basic diagramTable 1. “Small tank” main equipment components Fluid reservoir to hold the water used in the experiment. Made of Plexiglas, with a rectangular base 40 x 20 inches and 20 inches high, located at the bottom Recirculating pump to recirculate water between the reservoir and the small tank. Peristaltic

Conference Session

Computing and Information Technology Division (CIT) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University-Purdue University, Indianapolis; Xiao Luo, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

often encounter in their communities. These students' low sense of belonging and self-efficacy are critical factors for not choosing computing as a career path and retaining computingdisciplines [3, 6, 7, 8]. Research [2, 3] also indicates that attracting and retaining underrepresentedstudents, including women, is challenging without role models and mentoring. Studies [5] alsofound that mentoring is the most effective intervention to improve the self-efficacy ofunderrepresented students, leading to their commitment to pursue computing careers. Our previouswork [1] also found that mentoring helps improve students' sense of belonging, self-efficacy, andcomputing identity. In this study, we investigate whether course-level-specific mentoring is