Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

or deductive coding. This manual theming was supplemented using theNVIVO software to identify common words and phrases leading to any additional or missedthemes. Throughout this process, discussions and checks were conducted with the research teamfor agreement on final themes. Table 1: Interview questions with faculty Question Question No. Q.1 Tell me about yourself. Q.2 Explain how and why COVID pandemic impacted the functioning and behavior of your STEM students. Q.3 Explain how and why COVID pandemic impacted the performance of your STEM students. Q.4 Explain how and why you responded to changes in STEM student

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pearl Elizabeth Ortega-Darwin, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Student

available for four weeks in order togive students adequate time to take the exam, review their material, and remediate any mathknowledge that the students would need to know for the course.Competency-based assessments give students equal opportunities to be successful in their classesas many students have different backgrounds of learning. Flagging “at-risk” students and givingthem the tools they need to learn the course prerequisite material can help build their sense ofbelonging and positive attitude in the classroom. Similar competency and remedial assessmentsfrom other departments and universities have proved to be helpful to their students by loweringthe D/F/Q rates, creating shifts in letter grades, and increasing the rate of students

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

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Diversity

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Student

-9411- y.[26] J. M. Holland, D. A. Major, and K. A. Orvis, “Understanding How Peer Mentoring and Capitalization Link STEM Students to Their Majors,” Career Dev. Q., vol. 60, no. 4, pp. 343–354, Dec. 2012, doi: 10.1002/j.2161-0045.2012.00026.x.[27] R. T. Fitch, “Characteristics and Motivations of College Students Volunteering for Community Service.,” J. Coll. Student Pers., vol. 28, no. 5, pp. 424–31, 1987.[28] J. L. Holland, The self-directed search professional manual. Odessa, FL: Psychological Assessment Resources., 1985.[29] I. Simon Rampasso et al., “Preparing future professionals to act towards sustainable development: an analysis of undergraduate students’ motivations towards voluntary

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Shaffer Brown, Clemson University

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Diversity

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Student

. 144–152, 2013.[10] I. Drewelow, “Exploring graduate teaching assistants’ perspectives on their roles in a foreign language hybrid course,” System, vol. 41, no. 4, pp. 1006–1022, 2013.[11] J. Paulsen and A. C. McCormick, “Reassessing Disparities in Online Learner Student Engagement in Higher Education,” Educ. Res., vol. 49, no. 1, pp. 20–29, 2020.[12] K. Sobel, S. Avery, and I. J. Ferrer-Vinent, “Teaching Them to Teach: Programmatic Evaluation of Graduate Assistants’ Teaching Performance,” Public Serv. Q., vol. 12, no. 3, pp. 189–213, 2016.[13] B. C. O. Neal, M. Wright, T. Perorazio, and J. Purkiss, “The Impact of Teaching on Student Retention in the Sciences,” 2002.[14] B. Melton and Y. Bodur, “Effects of a

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak

Tagged Topics

Diversity

Tagged Divisions

Student

“Yes” was observed for Q . Lastly, for Q5, hada positive shift towards “Yes” in survey data. In addition to awareness, pre- and post-survey data was used to gauge student’s familiarity on SDOH (Figure 3A) and theimportance of SDOH (Figure 3B). Students (response count N = 25) were as ed, “How familiar are you with socialdeterminants of health?” using a 5-point Likert scale of familiarity (Figure 3A, 1-notfamiliar, 2- slightly familiar, 3 – moderately familiar, 4- very familiar, and 5 – extremelyfamiliar). A positive trend toward familiarity was observed when comparing pre surveydata (N = 4) to post survey data (N = 16) for students indicating they were “veryfamiliar” and “e tremely familiar”. When prompted in the post survey “Here is a