Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Boyd, American Institutes for Research; Jing Yan, Tennessee State University; Taylor Lightner, QEM Network; Mercy Mugo; Ivory A. Toldson, Howard University; Lin Li P.E., Tennessee State University

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Educational Research and Methods Division (ERM)

(S-STEM) grant to increase engineering degree completion of low-income, high achievingundergraduate students. The project aims to increase engineering degree completion byimproving student engagement, boosting retention and academic performance, and enhancingstudent self-efficacy by providing useful programming, resources, and financial support (i.e.,scholarships). This work is part of a larger grant aimed at uncovering effective strategies tosupport low-income STEM students’ success at HBCUs. The next section will discuss thebackground of this work.Keywords: Historically black colleges/universities (HBCUs), learning environment,undergraduate, underrepresentationBackgroundA public historically black land-grant university in the southeastern

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Lauren Fogg, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Katie Evans, Houston Baptist University; Mitzi Desselles, Louisiana Tech University

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Educational Research and Methods Division (ERM)

by the National Science Foundation (NSF) underGrant No 1564768. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NSF.References[1] National Science Foundation, "Sophomore fast-forward: A summer bridge program to support retention in engineering," [Online]. Available: https://www.nsf.gov/awardsearch/showAward?AWDID = 1564768HistoricalAwards = false. [Accessed 10 5 2021].[2] K. Evans, M. K. Orr, D. E. Hall and M. Desselles, "S-STEM summer scholarship for a sophomore bridge: Year 1 in review," ASEE Annual Conference and Exposition, 2018.[3] K. Evans, M. Desselles and M. K. Orr, "Year 2 of an S-STEM Summer Scholarship for a

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelsey Louise Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Mackenzie C. Parker, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno

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Diversity

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Educational Research and Methods Division (ERM)

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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Diversity

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Educational Research and Methods Division (ERM)

. Thinking Skills and Creativity, 30, 103-115. https://doi.org/10.1016/j.tsc.2018.02.015Friday Institute for Educational Innovation. (2012b). Student Attitudes toward STEM Survey – Middle and High School Students. North Carolina State University Retrieved from: https://miso.fi.ncsu.edu/articles/s-stem-survey.Garner, J.K., Matheny, E., Rutledge, A. & Kuhn, M. (2021). Invention education as a context for children’s identity exploration. Journal of STEM Outreach 4, (1), 1-14. https://doi.org/10.15695/jstem/v4i1.07Gok, T. (2014). Students’ achievement, skill and confidence in using stepwise problem-solving strategies. EURASIA Journal of Mathematics, Science & Technology Education 10 (6), 617-624.Hushman

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

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Diversity

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Educational Research and Methods Division (ERM)

may not be meeting those challenges.MethodsContext: This research was conducted at a single large research intensive (RH-VH) public universitylocated in the mid-Atlantic region of the United States, as part of an NSF Funded S-STEM program. S-STEM programs are intended to support low-income students in their trajectories to and through school.While most funded SSTEM programs in the United States are aimed at undergraduate student support, thisSSTEM is unique in that it supports low income Master’s students to obtain thesis-based MS degrees.Students in the program are supported financially, have substantial professional development programming,regular mentorship meetings with faculty affiliated with the program, and peer/near-peer mentoring. At

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lily R. Liang, University of the District of Columbia; Briana Lowe Wellman, University of the District of Columbia; Rui Kang, Georgia College & State University

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Diversity

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Educational Research and Methods Division (ERM)

International Journal of Science and Mathematics Education, Journal of Social Studies Research, School Science and Mathe- matics, and Mathematics Teacher. She served as the Program Chair of the Special Interest Group (SIG) Democratic Citizenship in Education of the American Educational Research Association (AERA) from 2016 to 2018. She has taught high school mathematics and holds a clear renewable teaching certificate in mathematics in the state of Georgia. She currently serves as a Co-Principal Investigator (Co-PI) of a National Science Foundation (NSF) S-STEM grant. ©American Society for Engineering Education, 2023 Developing Post-pandemic Learning Community