Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, University of Arkansas at Little Rock; Kristin Dutcher Mann, University of Arkansas at Little Rock; Amar Shireesh Kanekar, University of Arkansas at Little Rock; Albert L Baker, University of Arkansas at Little Rock; Srikanth B Pidugu P.E., University of Arkansas at Little Rock

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

classes had to consent to participate in the survey and collection of thein-class assignment. Student participation in the survey was not incentivized, leading to arelatively small sample size. Survey data was examined by the research group once the fall 2023semester concluded and grades were posted.We used quantitative and qualitative analysis to examine the survey responses. Since this is apilot study, we will refine the survey questions based on this initial data and recruit additionalparticipants in 2024.ResultsThere were a total of 48 participants in this pilot study. A majority of the participants were first-year students (n=17 , 30%) while the next closest were juniors (n=15, 25% ). The majority of theparticipants were male (n=41, 75%) and

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seyedehsareh Hashemikamangar, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, The University of Memphis; Aaron Robinson, The University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

created by group events and activities suchas annual retreat, peer mentoring, group studying, and Boot Camp in which students, peers, andfaculties interact actively and meaningfully. It is shown that LLC has a positive impact on retentionrate and academic success of STEM students [26]. Peer relationships and peer mentoring are ofgreat importance in building a STEM community. A study focused on STEM identity among agroup of S-STEM engineering scholars who were ‘at risk’ for dropping out of STEM due to unmetfinancial need showed that peer mentoring relationships and informal peer relationships plays animportant role in scholars’ journeys into becoming engineers. Peer mentoring relationships ledthem to feel connected to and recognized by other STEM

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

repeated practice. This theoretical framing is the context for thisstudy's exploration of how students experience iteration, when iteration through design andlearning is embedded as part of a problem-based, mastery-assessed program.MethodsThis study includes preliminary qualitative data collection and analysis of the experiences of fourstudents who were enrolled in a semester-long, experimental, hands-on, problem-based, andmastery-assessed engineering program. An exploratory approach was taken in this pilot phase toclarify the nature of the research, determine research priorities, and collect data to narrow downon the novel elements of this work [20], [21]. Quality was considered and upheld throughreflexive engagement in the research design as

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Aikaterini Bagiati, Massachusetts Institute of Technology; Gregory L Long PhD, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

toprofessional information and networks, skills, and social networks [14]. [15] showed that STEMundergraduate students benefited from mentors who cultivated their metacognitive abilities andhigher order thinking skills. Studies of scientists, physicians, and science and engineering highereducation students found that social support, including role models, had promoted theiraspirations [16] and achievements [17,18].1.2. New Engineering Education Transformation at Massachusetts Institute of TechnologyLaunched in 2017 as a pilot initiative, the New Engineering Education Transformation (NEET)program emerged from an initiative at Massachusetts Institute of Technology (MIT) to revitalizeits undergraduate engineering education. As a cross-departmental