Conference Session

Chemical Engineering Division (ChED) Technical Session 6: First-Year & Sophomore Year Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois, Chicago; Hasiya Najmin Isa; Emily Seriruk; Cody Wade Mischel

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

end-of-semester presentations with direct feedback from mentors. Based on thefeedback from Fall 2021, the implementation was redesigned and introduced in Spring 2022.Two problems were assigned in Spring 2022 along with mentor interactions and students’presentations.Instrument Development and EmploymentThe study used two survey instruments to measure self-efficacy and engineering identity, whichwere chosen based on literature and piloted in two different courses. The surveys wereimplemented at the beginning and end of the Spring 2021, Fall 2021 and Spring 2022 semesters.Additionally, the study conducted interviews with randomly selected students, stratified bygender, at the beginning and end of both semesters, as well as with two mentors and

Conference Session

WiP: Student Identity, Support, and Success

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie G Wettstein, Montana State University - Bozeman; Jennifer R Brown, Montana State University - Bozeman; Eva Chi, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

engineering education [8-10]. Context is important since self-efficacy is dependent on the topic; however, in the case of agency, contextualization is not to afield, but rather to the consequentiality of the decision. We found that the most significantdomain was Domain 3, analyzing data and interpreting results, which contributed to students’identities as engineers more than other domains and, since the tasks are more relevant to the fieldof engineering, the students’ identities develop more [11]. Other recent publications in chemicalengineering education also discuss ways to provide more opportunities for students to experienceagency, from using data science tutorials that make it possible for more students to participate inauthentic laboratory

Conference Session

WIP: Student Success and Sustainability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Glaucia Prado P.E., University of California, Davis

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

, students’ SB within a university includes their social andacademic belonging. Social belonging relates to positive social interactions with peers, faculty,and campus community, whereas academic belonging relates to academic performance,academic self-efficacy, curriculum motivation, and perceptions of belonging within aprofessional discipline [4, 5]. SB is, therefore, one of the main contributors to students’ academicsuccess, persistence, and overall well-being. The literature reports that the lack of SB isperceived differently by different student groups and is critical for underrepresented students(e.g., first-generation and low socioeconomic status) to persist in college after the first year ofstudy [6]. In engineering, women and

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Penn State University; Katharine Getz, Penn State University; Mechteld Veltman Hillsley, Penn State University

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

achievement in engineering. Journal of Educational Psychology.Zabriskie, C., R. Henderson, and J. Stewart. 2018. “The Importance of Belonging and Self-Efficacy in Engineering Identity.” AERA Open, January. https://par.nsf.gov/biblio/10058182-importance- belonging-self-efficacy-engineering-identity. 12Does endorsement of masculine ideals predict sense of belonging and identity over performance and peer interactions?Appendix A:Questions from each of the five instruments used in this paper in the order presented here. Allquestions had a 7-point Likert scale. Strongly Somewhat

Conference Session

Innovative Pedagogies and Assessment Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Spencer Johnathan Sabatino, Cornell University; Allison Godwin, Cornell University; Trevor Franklin, University of Colorado Boulder

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

: 10.1109/TALE.2018.8615271.[2] I. Ngambeki, O. Dalrymple, and D. Evangelou, “Decision Making In First Year Engineering: Exploring How Students Decide About Future Studies And Career Pathways,” in 2008 Annual Conference & Exposition Proceedings, Pittsburgh, Pennsylvania: ASEE Conferences, Jun. 2008, p. 13.351.1-13.351.12. doi: 10.18260/1-2--4247.[3] J. Sperling, M. Mburi, M. Gray, L. Schmid, and A. Saterbak, “Effects of a first-year undergraduate engineering design course: survey study of implications for student self- efficacy and professional skills, with focus on gender/sex and race/ethnicity,” IJ STEM Ed, vol. 11, no. 1, p. 8, Feb. 2024, doi: 10.1186/s40594-024-00467-6.[4] J. R. Power, D. Tanner, and J. Buckley, “Self

Conference Session

Honoring the Legacy of Lisa Bullard: A View of the Present and Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

chemical engineering.The paper delves into key aspects such as how students engage in decision-making concerningsocial and environmental challenges in specific geographical contexts, how they integrate DEIinto company practices and teamwork dynamics, and how they assess the necessity andimplications of sustainable technologies. The analysis also evaluates the redesign’s impact onstudent self-efficacy, learning outcomes, and the quality of their projects.2. BackgroundThere has been an increased focus to address sustainability and social impacts in engineeringeducation. So much as that ABET has updated its 2022-2023 Student Outcome 2 to reflect thisby emphasizing “an ability to apply engineering design to produce solutions that meet specifiedneeds

Conference Session

Preparing Future Chemical Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sourojeet Chakraborty Ph.D., EIT, Johns Hopkins University; Daniela Galatro, University of Toronto

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

development of interpersonal skills towards Industry 5.0. Cogent Education, 11(1),2375184.[25] Joko, J., Putra, A. A. P., & Isnawan, B. H. (2023). Implementation of IoT-Based Human Machine Interface-Learning Media and Problem-Based Learning to Increase Students' Abilities, Skills, and Innovative Behaviors ofIndustry 4.0 and Society 5.0. TEM Journal, 12(1).[26] Karagül, A., & Kinay, İ. (2024). Education 5.0 Digital Learning Technologies Self-Efficacy Scale for Pre-ServiceTeachers: A Validity and Reliability Study. Cumhuriyet Uluslararası Eğitim Dergisi, 13(2), 527-542.[27] Keidanren (Japan Business Federation), "Toward realization of the new economy and society. Reform of theeconomy and society by the deepening of “Society 5.0”, 2016.[28] KOÇ

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

science, students, and teaching,” Science Education, vol. 102, no. 4, pp. 771–795, 2018, doi: 10.1002/sce.21343.[25] J. Watkins, D. Hammer, J. Radoff, L. Z. Jaber, and A. M. Phillips, “Positioning as not- understanding: The value of showing uncertainty for engaging in science,” Journal of Research in Science Teaching, vol. 55, no. 4, pp. 573–599, 2018, doi: 10.1002/tea.21431.[26] J. E. Dowd, I. Araujo, and E. Mazur, “Making sense of confusion: Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class,” Phys. Rev. ST Phys. Educ. Res., vol. 11, no. 1, p. 010107, Mar. 2015, doi: 10.1103/PhysRevSTPER.11.010107.[27] P. K. Lai, A. Portolese, and M. J. Jacobson, “Does