Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maham A Godil, Purdue University West Lafayette; Jennifer Deboer, Purdue University at West Lafayette (COE); Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (COE)

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educational environments forDr. Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (COE) Dhinesh Radhakrishnan is a research scientist in the School of Engineering Education at Purdue Univer- sity. ©American Society for Engineering Education, 2023How do engineering attitudes of learners who are displaced change after exposure to a relevant and localized engineering curriculum?IntroductionEngineering education, and STEM education more broadly, has long been recognized as acritical field for addressing global challenges and promoting economic development [1].However, access to relevant engineering education remains a major barrier for many learners,particularly those who have been

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ifeoluwa Priscilla Babalola, Texas A&M University; Victor M. Ugaz, Texas A&M University; Bugrahan Yalvac, Texas A&M University

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education, 21st century skills, and design and evaluation of learning environments informed by the How People Learn framework. ©American Society for Engineering Education, 2023 Switching research labs: A phenomenological study of international graduate students. AbstractInternational graduate students in engineering and science deal with cultural shock as theynavigate and try to adapt to a new educational system in the United States of America (US) [1].Many international graduate students deal with multiple challenges which some of their USnational peers may not deal with [2]. For different reasons, graduate students may request tochange from one research group to

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, Texas A&M University; Olukayode E. Apata, Texas A&M University; Syahrul Amin, Texas A&M University; Blaine Austin Pedersen, Texas A&M University; Camille S. Burnett, Prairie View A&M University; Bimal P. Nepal, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University

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. ©American Society for Engineering Education, 2023 Student Persistence in Engineering Majors: A Description of Engineering Students at Two Universities Before and During COVID-19 Karen E. Rambo-Hernandez, Olukayode Apata, Syahrul Amin, Blaine Pedersen, Camille S. Burnett, Bimal Nepal, Noemi V Mendoza Diaz Texas A&M UniversityIntroduction This work-in-progress study describes persistence rates using institutional data todetermine which student demographic groups were more impacted by COVID-19 interruptions.Several have indicated the need for more engineers to address the urgent needs of industry andpublic safety [1]. Unfortunately, when compared to other majors

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon M. Clancy, University of Michigan; Berenice A. Cabrera, University of Michigan; Sarah Jane (SJ) Bork, University of Michigan; Kayleigh Merz, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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. IntroductionEngineering curriculum frequently focuses on technical, analytical, and decision makingknowledge and skills, evident by the common focus of courses on math and physics principles[1]–[3]. Course problem sets and projects routinely focus on determining variables and solvingequations where there is one “right” answer [4]. However, engineering work is inherently bothtechnical and social [5], [6]. To address major problems of today’s world, engineering studentsneed to develop contextual and cultural competencies, ethical responsibility, and socialengagement knowledge and skills, as well as the ability to work across disciplinary boundaries[7]–[10]. Engagement in these skills, which we collectively call “comprehensive engineeringknowledge and skills”, are

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

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religiosity and serviceutilization among college students, with a particular focus on international undergraduateengineering students in the US. It seeks to answer several research questions: 1) What is theprevalence of mental health conditions and help-seeking among international engineeringundergraduates? 2) Are there gender differences in help-seeking among international engineeringundergraduates? 3) How do help-seeking (formal and informal) tendencies vary amongengineering undergraduates with different levels of religiosity?Design/Method: The study uses a logistic regression model to analyze data from engineeringundergraduate students participating in the Healthy Minds Study (HMS) for 2021-2022 toaddress research questions. The study considers

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

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into smaller parts, andable to explain or determine what the root cause of a problem is.Keywords: affective domain, attitudes, undergraduate engineeringIntroductionLearning is an integral part of our lives. Each one of us learns the same things differently based onour preferred way of learning. We can learn by building mental models; through feelings,emotions, attitudes; and by physical movements. Based on this, the domains of learning are broadlycategorized as cognitive (knowledge), affective (attitudes), and psychomotor (skills) [1]. Eachdomain of learning focuses on one of three ways the brain can be engaged in learning. Thecognitive domain is focused on mental processes or thinking, the affective domain focuses onfeelings, attitudes, and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angel Guillermo Ortega, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Angel Flores Abad, University of Texas at El Paso; Victor Manuel Bonilla, University of Texas at El Paso; Louis J. Everett, University of Texas at El Paso

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† Angel Flores-Abad5*† 1 Post-Doctoral Research Fellow 2 Undergraduate Researcher 3 Associate Professor 4 Professor 5 Assistant Professor afloresabad@utep.edu * Aerospace Center ** Engineering Education and Leadership Department † Aerospace and Mechanical Engineering Department The University of Texas at El Paso, El Paso, Texas 79968, USAAbstractAcademic intervention in underrepresented students during the early years of their engineeringprogram plays a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

about a newconcept. In creating a mental model through the application hierarchical level, participants wouldassess similarities and differences between concepts, test ideas, and conduct further research asneeded. Within the analysis hierarchical level, participants would use mental models by breakingdown information into (1) what was given or what was known (2) additional information wasneeded and (3) steps needed to solve the problem. If participants used the synthesis hierarchicallevel to build a mental model, information would be connected to old mental models to create alarger mental model or wider understanding of a topic. Finally, when asked about use of mentalmodels within the evaluation hierarchical level, four participants had a clear

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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decision-making. Overall, the literature review has uncovered several research gaps that the engineeringeducation should begin addressing.Conceptual Framework The conceptual framework for the larger study is based on Eccles’ Situated Expectancy-Value Theory (SEVT), a motivation theory that focuses on understanding student achievement-related choices through expectancy and subjective task values (Eccles, 1983; Eccles & Wigfield,2020; M. Te Wang & Eccles, 2013; Wigfield & Eccles, 2000). We employed the socializerperspective with which Eccles and colleagues argued that student expectancy and subjective taskvalues are influenced by their surroundings, including the instructors and learning environments(Eccles, 2007). Figure 1 shows

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sakshi Solanki, Utah State University; kiana kheiri; Marissa A Tsugawa, Utah State University ; Hamid Karimi, Utah State University

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be leveraged inengineering education research and provide a step-by-step method for social media analytics.People around the world use social media platforms (e.g., Facebook, Reddit, SnapChat, TikTok,and Twitter) to share content that express their personal and professional identities and connectwith others like them [1]–[4]. Social media is a public space full of rich information andconversations that can show how and who people interact with and what people publicly shareabout themselves. Particularly, social media has served as a platform for marginalizedcommunities to connect, organize and collaborate, disseminate information, and negotiate theiridentities [5]–[11]. Social media is a rich and vast source of information that

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney S. Green, P.E., University of North Carolina at Charlotte; Sandra Loree Dika, University of North Carolina at Charlotte

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-influenced, and factors considered to be influenced by bothstudent and institution. Smith and Van Aken’s conceptual model was based on a review ofprevious research on engineering transfer student persistence which included a few studieslimited to ET majors. In our study, persistence is designated as baccalaureate ET degreecompletion. The variables included in the study were informed by a review of the literature onengineering transfer student persistence- see Figure 1.Methods In this study, we examined the influence of student characteristics, academic factors, andinstitutional factors on the academic performance and persistence of ET transfer students whotransferred from two-year institutions to four-year institutions in North Carolina from

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Biester; Ian Stewart; Laura Hirshfield, University of Michigan; Rada Mihalcea; Sara Pozzi

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fine-grained,as overall sentiment scores may not capture teaching-related qualities and do not differentiatebetween fine-grained teaching qualities such as helpfulness and clarity.LEEQ can be used by the research community to allow for full analyses of teaching evaluations,rather than focusing solely on quantitative metrics; in this paper, we perform a case study thathighlights one such analysis. Prior work has found that course evaluations can easily be biasedagainst certain identity groups; for example, female instructors and instructors of color tend to berated lower or more harshly compared to white male instructors [1, 2]. The switch fromtraditional in-person learning to hybrid or remote learning during the COVID-19 pandemic alsolikely

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Carlos Luis Perez, Arizona State University; Sharona Krinsky, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

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Mindsets Over the Course of a Semester: A Longitudinal Study AbstractStudents, like all people, have elements of both growth and fixed mindsets. We studied shifts inboth types of student mindsets over three one-semester courses. We found no significant changein students’ growth mindset at the beginning of the semester compared to the end of the semester.However, students’ fixed mindsets showed a statistically significant increase of 0.37-points fromthe beginning of the semester to the end of the semester, with an effect size of 0.43. Two multilevelmodels were used to understand why students’ fixed mindsets may have increased 1) personalsources¾mastery goal, performance

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Michelle Soledad, Virginia Tech

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instructors as to how theyshould guide a team that is struggling with interpersonal conflict and/or difficulty in completingproject work cooperatively.BackgroundIt is widely agreed that the ability to function productively on a team is an important engineeringskill [1]. This ability is also a common learning outcome in project-based introductoryengineering courses [2]. Quite often, student teams are not self-selected, in order to simulatesimilar situations in the engineering workplace, and to prompt students to develop additionalflexibility and objectivity toward fellow team members’ diverse educational, cultural, andbehavioral orientations. Since these courses and teams often last for only one semester, theamount of time to develop this ability is

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yi Cao, Virginia Tech; Qin Zhu, Virginia Tech; Jennifer M. Case, Virginia Tech

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contexts. Third, we compare the methods and tools used to assess teamworkin engineering in the two cultures. Finally, we briefly discuss the implications of such acomparative literature review for constructing a more comprehensive, culturally responsiveapproach to defining, developing, and assessing teamwork.1. IntroductionThere has been increasing pressure on higher education institutions to be accountable forprofessional outcomes since approximately the mid-1980s [1]. Especially since the 1990s and theintensification of globalization, higher engineering education in the United States hasexperienced numerous calls for increased accountability due to public concerns about the qualityof engineering and engineers [2]. The ABET (incorporated as the

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xingchen Xu, Arizona State University ; Li Tan

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. BackgroundRound Robin Design The format of student feedback and evaluation data collected from team collaborations inengineering education settings usually coincides with a round-robin format, where each studentwithin a particular team provides feedback to every other team member, as illustrated in Figure1. In this example, there are four students, students 1, 2, 3, and 4. Each student provides feedbackto others, as the arrows show. Specifically, student 1 gives feedback to students 2, 3, and 4;meanwhile, student 2 provides feedback to students 1, 3, and 4; the same goes for students 3 and4.Figure 1An Example Illustrating Round-Robin Design with Four Participants The use of round-robin data in engineering education applications is often

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Stephanie Claussen, San Francisco State University; Ana Karen Biviano

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Hawaiian, or Pacific Islander.The summary statistics of the survey items were shown in Table A.1 (a) and (b) in the Appendix.Analysis and ResultsOur data, mostly consisted of Likert scores, or qualitative ranking, did not meet the normalityassumption that underpinned Pearson correlation analysis. Instead, we used the Spearman’scorrelation coefficients (Knapp 2018) to describe the associations within EI, teamworkdisagreement/conflict, and behaviors each, but also the cross correlation when they were paired. 3Spearman’s rho explained the monotonic correlation between two variables, producing a positivevalue when one variable always increased as the other rose, a negative value when one variablealways

Conference Session

Framework Studies

Collection

2023 ASEE Annual Conference & Exposition

Authors

Monica McGill, CSEdResearch.org; Angelica Thompson, CSEdResearch.org; Darius Ellis James

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1,5 CSEdResearch.org 2 CSforALL 3,4 CodeCrew 1 monica@csedresearch.org, 2 stephanie@csforall.org, 3 meka@code-crew.org, 4 darius@code-crew.org Abstract In this evidence-based practice paper, we explore a method for evaluating the effectiveness of Research Practice Partnerships (RPPs), which are an expanding way for computer science (CS) education researchers and practitioners to work together to address problems of practice. RPPs in

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew David Moffat, University of Michigan; Robin Fowler, University of Michigan; Rebecca L. Matz, University of Michigan; Spencer JaQuay, University of California, Irvine

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©American Society for Engineering Education, 2023 Work in Progress: Approaches to Evidencing Intra-Team Equity in Student Collaborative Design Decision-Making InteractionsIntroductionThis work-in-progress paper reports progress on our goal to find a means of identifying andevidencing behavior change in undergraduate engineering student teamwork following anequity-focused intervention. The intervention in question is implemented by Tandem, anin-house software platform that provides students with a space to give frequent feedbackregarding their teamwork experience, and then offers customized instructional material to theteam to change behaviors and improve the team dynamic [1]. The project on which this paperreports is part of a wider

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie Evans, University of Virginia; Jessica Scoville, University of Virginia; Jamie J. Jirout, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Elizabeth Opila

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, Technology and Society in the University of Vir- ginia’s School of Engineering and Applied Science.Elizabeth Opila ©American Society for Engineering Education, 2023 Student curiosity in engineering courses and researchexperiences: “I'm kind of torn between being a decent student and a decent engineer.”Abstract:This mixed-methods research paper investigates how classes and research experiences affectundergraduate engineering students’ curiosity. Students become curious when they recognize agap in their knowledge and seek to resolve this uncertainty [1]. When students are curious abouta topic, their learning better generalizes to new material and contexts [2]. Both the classroom andthe

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

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identified as male and four as female. The representation of the sample’s race and ethnicity makeup include: Black (n=1), Hispanic or Latino (n=1), Middle Eastern (n=2), and white (n=6). Table 1 provides additional co-researcher demographic information, as reported in the screening survey. Table 1 Co-researcher Demographic InformationPseudonym Race Gender Disability(s) Engineering Year-in-School International Major Student (Y/N)Joe Middle Male Learning Civil First-year Y EasternSammy Middle Male Cognitive

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Mao; Sharon Ferguson, University of Toronto; James N. Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto

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and the importance of close mentorship.We motivate further persistence research in ML/AI with particular focus on social belonging andclose mentorship, the role of intersectional identity, and introductory ML/AI courses.IntroductionArtificial intelligence (AI) is now used in almost every industry [1]. As such, ML/AI courses, majorsand careers are increasingly sought out by university graduates. While ML/AI falls within theboundaries of Science, Technology, Engineering and Math (STEM), there are elements of this newfield, industry and type of work which set it apart; Thus, a study dedicated to understanding thedynamics of student perceptions of ML/AI can help us better evaluate how the field may beencouraging or discouraging broad

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joanna K. Garner, Old Dominion University; Melissa G. Kuhn, Old Dominion University; Jayme M. Cellitioci; Matthew Carter

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perceptions of their own capacities; self-perceptions of STEM and engineering related strengths are predictive of persistence incoursework, participation in relevant co-curricular activities, and career exploration (Cabell,2021; Simon et al, 2015). Invention education includes a transdisciplinary range of pedagogical strategies that aredesigned to improve children’s inventive habits of mind as well as their awareness ofcommercialization related topics such as intellectual property and business model development(National Inventors Hall of Fame, 2019). Programs often teach invention processes such asidentifying problems, ideating, designing and testing prototype solutions, and sharing the ideawith others 1. Common formats for invention education

Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org

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evidence-basedpractices to achieve transformative, systemic and sustainable change that will increase thegrowth rate in the number of BIPOC and women obtaining undergraduate/graduate engineeringdegrees and establish a future growth rate that can substantially close the participation gaps. Theshare of engineering degrees awarded to women and/or those who are Black, Indigenous andPeople of Color (BIPOC) in the United States over the past decade reflects only slow progress inthe efforts to increase representation of these groups at the undergraduate and graduate levels.And for men who identify as Black, Indigenous, and/or People of Color, the percentage ofmaster’s and doctoral engineering degrees being awarded has actually declined in recent years[1

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madeline Roth, Bucknell University; Elif Miskioglu, Bucknell University; Adam R. Carberry, Arizona State University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott

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Educational Research and Methods Division (ERM)

diverse experiences in engineering education may be critical to fosterintuition development.IntroductionThe idea of using intuition in professional practice has been established in nursing, businessmanagement, and the judicial system [1]-[5]. Recent work has extended the acknowledgement ofdiscipline-specific intuition to engineering [6]. Intuition use in the workforce supports quickerand more efficient outcomes [1]-[7]. In engineering, intuition allows practitioners to navigateconstraints and ambiguity in problem solving [6].In models of expertise development, intuition is a skill specifically held by the expert and is usedfor making informed and accurate decisions without the need for time consuming analysis andconsideration of alternatives [8

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie A Damas, Clemson University; Lisa Benson, Clemson University

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they set out at the onset of everyacademic year.In a previous conceptual paper, we proposed a new framework, Black Student Thriving in Engineering(BSTiE, pronounced “bestie”), to describe what factors contribute to the thriving process based onseveral existing theories. Six components emerged: (1) internal environment, (2) competence, (3)motivation, (4) belongingness, (5) assimilation, and (6) external environment. The internal environmentprovides individual context – one’s cultural commitment and identity. Competence is how studentsperceive engineering concepts and their ability to achieve them. Motivation is a student's willingness tosucceed in engineering. Belonging is a student’s perception that they belong in their engineeringprogram at a

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Tugba Karabiyik, Purdue University at West Lafayette (COE); Lan Jin; Kris Acheson-Clair, Purdue University Programs

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PIM? RQ2:What communication challenges are shown while working in a diverse team? RQ3: Whatstrategies did students learn from the PIM to overcome the communication challenges inteamwork? The data for the study were collected in the form of student reflections. The studentreflections were analyzed using both deductive and inductive thematic analysis. The Associationof American Colleges and Universities (AAC&U) Intercultural Knowledge and Competence(IKC) rubric was used to conduct deductive thematic analysis and answer RQ 1. The intent was toidentify the domains of intercultural competence reflected in two reflection questions. For both,the reflection questions following domains of IKC rubrics were identified they are, verbal and non-verbal

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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goals that may translate to thesuccess of alumni and their professional advancement. For the National Academy ofEngineering’s The Engineer of 2020 [1] project, for example, emphasis areas for thecharacteristics of future engineer included to-be-expected aspects such as technical expertise.Additional qualities like creativity, flexibility, practical ingenuity are also of note. In consideringhow making can be infused into engineering curricula, one can map some aspects of making inthe Maker Community [2], to The Engineer of 2020 [1], to 21st Century Skills [3] to ABETstudent outcomes [4]. This is summarized in Table 1 below. Table 1: Learning Traits Summarized from Different Community Resources maker community [2] engineer

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Kostolansky, Tufts University; Kristen B Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University

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navigate team dynamics [1], [2]. Positiveaffect and motivation have been proven to correlate with learners’ ability and desire to engage inlearning [3], [4]. Recent literature in the learning sciences expands on this evidence bypositioning affect and motivation as epistemic [5]. That is, the emotions that engineersexperience in the doing of engineering are themselves entangled with acts of building knowledgein engineering. By necessity, learning engineering must also attend to learning how one feelswhen doing engineering [6]. Therefore, the learning that undergraduate students engage in is aninherently emotional, or affective, process. For example, undergraduate students mightexperience frustration as they struggle to understand concepts, pride as

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago; Renata A. Revelo, The University of Illinois, Chicago; Musab Kazi; Betul Bilgin, The University of Illinois, Chicago; Justin Merchan; Houshang Darabi, The University of Illinois, Chicago

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Background/MotivationStudents from low-income backgrounds (hereafter referred to as low-income students) have highaspirations, drive, motivation, and interest in attaining college degrees [1]–[3], yet, they are alsomore likely to have attended underserved primary and secondary schools and therefore morelikely to be underprepared for engineering studies in higher education [4], [5]. The financial needto complete higher education in the field of engineering is high for these students [6]. However,it is not the only variable necessary for their success. Aside from financial support, low-incomestudents may need academic, professional, social, and emotional support [7]–[9]. Without thesesupports, low-income students are more likely to leave higher