Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tris Utschig, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Margaret L. Lowder, Kennesaw State University; Chan Ham, Kennesaw State University; Renee Butler, Kennesaw State University

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Diversity

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Educational Research and Methods

Paper ID #34016Using Motivational Theory to Implement S-STEM Activities SupportingStudent SuccessDr. Tris Utschig, Kennesaw State University Dr. Tristan T. Utschig is Director for Scholarly Teaching in the Center for Excellence in Teaching and Learning (CETL) and is Associate Professor of Nuclear Engineering at Kennesaw State University. For- merly, he was Assistant Director for CETL and the Office of Assessment at Georgia Tech, and prior to that was a tenured Associate Professor of Engineering Physics at Lewis-Clark State College. Dr. Utschig consults with faculty across the university about bringing scholarly teaching

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar, New York City College of Technology and the City University of New York; Diana Samaroo, New York City College of Technology and the Graduate Center of the City University of New York; Armando Dominguez Solis; Sandie Han, New York City College of Technology

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Diversity

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Educational Research and Methods

area of drug discovery, therapeutics and nanomaterials.Dr. Armando Dominguez SolisDr. Sandie Han, New York City College of Technology Sandie Han is a Professor of Mathematics at New York City College of Technology. She has extensive experience in program design and administration, including administrative responsibilities as the chair of the math department, Computer Science program coordinator, high school program coordinator, as well as PI on the U.S. Department of Education MSEIP grant and Co-PI on the NSF-S-STEM grants. She has several publications on the theory and practice of Self-Regulated Learning, Mathematics Self-Efficacy, PLTL. Her work in Self-Regulated Learning and self-efficacy has won the 2013 CUNY

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University

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Diversity

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Educational Research and Methods

. She received undergraduate and graduate degrees in mechanical engineering from Duke and NC State, respectively. Her research interests include engineering education and precision manufacturing. American c Society for Engineering Education, 2021 Use of Personas in Rating Scholarship ApplicationsIntroductionThis evidence-based practice paper introduces a method for creating subjective, holistic rubricsbased on the human-centered design concept of personas. It can be difficult to align assessmentmetrics with subjective artifacts, especially when the goal of the artifact itself is subjective. Thefaculty team who collaborated on an NSF S-STEM project faced

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner, Campbell University; Michele Miller, Campbell University

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Diversity

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Educational Research and Methods

paperreviews the findings from the subset of longitudinal data to add to the literature related to thisinstrument and to gather feedback related to future directions for this project.BackgroundThe Campbell University’s School of Engineering is able to offer students need-basedscholarships through an NSF S-STEM grant. As part of this program, students are expected totake part in a variety of professional development activities including faculty and peermentoring, industry tours, tutoring, and internship preparation assistance. This institution islocated in a rural area with many first-generation college students in the engineering studentpopulation. The institution also accepts many students into the engineering program who mayneed an additional

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Bovee, Michigan State University; Amalia Krystal Lira, Michigan State University; Harrison Douglas Lawson, Michigan State University; Daina Briedis, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University

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Diversity

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Educational Research and Methods

-income students are also more likely to take on debt than their counterparts [1], [5]. Thereis evidence that receiving financial aid is related to increased academic achievement andpersistence [5], but the precise nature of the relation between financial aid and persistence isunclear. Although student loans are readily available, receiving student loan aid had astatistically significant negative effect on persistence for high-need (Pell-eligible) students [6].Thus, it is important to examine whether scholarships - as opposed to loan aid - exert a uniqueeffect on student persistence in engineering, as a variety of programs, including federally-fundedprograms such as the NSF Scholarships in STEM (S-STEM) program, have sought to enhanceengineering

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xiang Zhao, Alabama A&M University; Showkat Chowdhury, Alabama A&M University; Tamara Chowdhury, Alabama A&M University

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Diversity

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Educational Research and Methods

, dissemination of the resultsof this work is expected to provide a model for institutional implementation of evidence-basedpractices at colleges or universities of similar size and/or student body demographics as AAMU,a land-granted minority serving university.AcknowledgmentThis study has been supported by the S-STEM program of National Science Foundation (NSF)and MSEIP program of Department of Education (DOEd). The authors greatly appreciate thesupport and encouragement from the NSF and DOEd program officers and university colleagues.References 1. Chang, M. J., Cerna, O., Han, J., & Sáenz, V. The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors. The Review of