Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simon Zhang, Northeastern University; Joshua Dennis, Northeastern University; Haridas Kumarakuru, Northeastern University; Bala Maheswaran, Northeastern University

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Student Division (STDT)

[2]. 𝜕 2 𝑇 𝜕 2 𝑇 𝜌𝑐𝑝 𝜕𝑇 + = ∙ 𝜕𝑥 2 𝜕𝑧 2 𝑘 𝜕𝑥.While we anticipate that solving the heat equation for time would increase accuracy of TC++’s timeprediction, the cost of computing power and multiple thermocouples, used by solutions generated by finitedifference analysis, could potentially cause TC++ to be as expensive as current consumer smartthermometers.Our conclusion was to develop the time prediction via regression analysis performed on real timethermocouple data sent to an Arduino Uno. The tradeoff of accuracy is especially notable during the initialstages of cooking, but we anticipated

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jackson Clyde Smith; Ilham Kabir; Cassandra McCall, Utah State University

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Diversity

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Student Division (STDT)

Table 3, we provide a summary of identified themes for each researchquestion and further describe these findings in the following sections.Table 3: Research Questions and Identified Themes. Research Question Theme(s) Present RQ 1: How do undergraduate students’ • Prioritizing engineering-related interpretations of course performance experiences and relationships as indicators influence the formation of their professional of engineering identity identities? • Being a student versus becoming an engineer RQ 2: How do undergraduate students’ • Decreasing influence of

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Lynn Repp, University of Portland; Sean Lyle Gestson, University of Portland; Jacob P. Kimball, University of Portland

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Student Division (STDT)

me, helping me come up with challenge ideas for my workshops, andlearning alongside me as I discovered different ideation methods.Citations[1] American Society for Quality, “What is Problem Solving?,” 2023. https://asq.org/quality- resources/problem-solving (accessed Dec. 28, 2023).[2] “Job Outlook 2023,” naceweb.org, Oct. 2022. Accessed: Dec. 28, 2023. [Online]. Available: https://www.naceweb.org/store/2022/job-outlook-2023.[3] H. Besant, “The journey of brainstorming,” vol. 2, no. 1, pp. 1–7, 2016.[4] H. Al-Samarraie and S. Hurmuzan, “A review of brainstorming techniques in higher education,” vol. 27, pp. 78–91, 2018, doi: 10.1016/j.tsc.2017.12.002.[5] H.-H. Tang, Y.-L. Chen, and J. S. Gero, “The influence of

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sruthi Dasika, Purdue University; Anyerson Cuervo, Purdue University; Amena Shermadou, Purdue University

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Diversity

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Student Division (STDT)

develop my teaching skills without adding additional stress as other languages and other cultures. Teaching is sometimes stressful when we do not have preparation before starting. I surpassed the process and understood the role by myself." – AnyersonSruthi 's challenges led her to innovate in creating cultural awareness in her classroom, turningobstacles into opportunities for enriching the educational experience with diverse perspectives. "In overcoming cultural misunderstandings, I've learned to be more empathetic and patient, taking the time to understand different perspectives and finding common ground. These experiences, both supportive and challenging, have contributed to my development as an educator and

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Elizabeth Nortz, Cornell University; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Danielle V. Lewis; Kevin Jay Kaufman-Ortiz, Purdue University; Charlie Díaz, University of Pittsburgh; Carlie Laton Cooper, University of Georgia

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Diversity

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Student Division (STDT)

commitment is in place to sustain the implementation ofthe belonging intervention in first-year engineering classes. This continuous effort aims not onlyto validate the persistence of observed patterns but also to gauge the long-term effectiveness ofthe intervention in influencing students’ perceptions, self-efficacy, and overall experienceswithin the engineering curriculum.AcknowledgmentsThe authors would like to thank the participants for sharing their stories. This material is basedupon work supported by the National Science Foundation under Grant No. (2111114 and2111513). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette

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Student Division (STDT)

positionality from a first-person viewpoint, enabling our voices to shine more clearly.Author 1’s Positionality:I come to this work from a place of personal interest. I have always been interested in learning,teaching, and mentoring. I had the opportunity to engage with this process of becoming aprofessor in a much more structured, scaffolded, and safely strategic environment than iscommon for engineering faculty. I have a master's in chemical engineering; thus, I feel veryconfident in my engineering identity, ability to comprehend and communicate the material, andmy familiarity with both the difficulty of the learning process and the struggles of being a studentthrough an engineering program. I was co-teaching with my master’s advisor, who also

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cyra Anderson, University of Michigan; Joi-lynn Mondisa, University of Michigan; Nagash Clarke, University of Michigan

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Diversity

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Student Division (STDT)

. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.Byars-Winston, A., & Dahlberg, M. L. (2019). The Science of Effective Mentorship in STEMM. Consensus Study Report. National Academies Press. 500 Fifth Street NW, Washington, DC 20001.Eby, L. T., Rhodes, J. E., & Allen, T. D. (2007). Definition and evolution of mentoring. The Blackwell handbook of mentoring: A multiple perspectives approach, 7-20.Fisher, D. R. (2013). Educating engineers for the 21st century: a framework for skill development through co-curricular and extracurricular involvement (Doctoral dissertation, Massachusetts Institute of Technology).Fisher, D. R., Bagiati, A., & Sarma, S. (2014). Fostering 21st

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurel Lynn ONeill, Penn State University; Luis Delgado Jr., Penn State; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University

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Diversity

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Student Division (STDT)

discussed the changes that would make them feel more welcome and includedwithin academia and their department(s) (cultural and/or infrastructural changes). They alsoprovided advice and recommendations to future queer and trans graduate students. The panelreceived overwhelmingly positive feedback, and the audience expressed their willingness andenthusiasm to learn and support queer and trans graduate students. Overall, the lessons learnedfrom the Queer and Trans Graduate Students Panel are as follows: 1) Provided an opportunity to inform about the specific obstacles that many queer and trans students experience in graduate education. 2) Contributed to the knowledge of designing, facilitating, and conducting a student experiences

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University

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Student Division (STDT)

Certification, two Naval Achievement Medals, the Military Outstanding Volunteer Service Medal, and a Naval Commendation Medal for his work troubleshooting and repairing the Moored Training Ship 635’s reactor and electrical distribution faults. Following his transition from active duty, Bryan earned his PhD as a member of both the Computation and Advancement of Sustainable Systems Lab, where he developed a new method for distributed system demand estimation, and at the Sustainable Design and Manufacturing lab, where his work focused on increasing System of System resilience. Bryan’s work has been published in the Journal of Industrial Ecology, Journal of Mechanical Design, and IEEE’s Systems Journal. At Embry-Riddle

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorna Treffert, University at Buffalo, The State University of New York; Courtney June Faber, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville

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Student Division (STDT)

student, andthree undergraduate students. The meetings we observed took place over the course of fiveweeks. We used the Zoom recordings and transcriptions of these meetings as well as our team’sfield notes to create an ethnographic record. We used Spradley (1980)’s Developmental ResearchSequence (D.R.S.) to guide our analysis of the ethnographic record [5].First, we conducted a grand tour (i.e., high level) observation of the ethnographic record toidentify key components of Team Y’s culture. We focused our observations by identifying theactivities, places, goals, time frames, and feelings expressed in relation to the engagement of theundergraduate members of Team Y. Following this grand tour description, we conducted threedomain analyses: the

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aimee Sayster, Clemson University ; Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc

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Diversity

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Student Division (STDT)

women in engineering, though this type of study can enhancealready existing research. The capitals men and women utilize should be observed forresearchers to gain a better understanding of the different ways these demographics succeed inengineering.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1734347. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. Additionally, this work is partially supported by the Clemson University CreativeInquiry program.References[1] S. L. Dika and M. M. D'Amico, “Early experiences and integration in the persistence

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah Corbin; Noor Aulakh, Rowan University; Alex Herrman, Rowan University; Conor Peterson; Shahir Shariful Mollah; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

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Student Division (STDT)

: Bringing Students Together to Promote Learning,” GettingSmart, Oct. 11, 2018.https://www.gettingsmart.com/2018/10/11/collaboration-bringing-students-together-to-promote-learning-can-move/ (accessed Feb. 09, 2023).[2] “Collaborative Learning | Center for Teaching Innovation.”https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning (accessed Feb. 09, 2023).[3] C. H. Liu, S. Pinder-Amaker, H. “Chris” Hahm, and J. A. Chen, “Priorities for addressing theimpact of the COVID-19 pandemic on college student mental health,” Journal of AmericanCollege Health, vol. 70, no. 5, pp. 1356–1358, Jul. 2022, doi: 10.1080/07448481.2020.1803882.[4] V. D. Tran, “Does Cooperative Learning Increase Students’ Motivation in

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aadhy Parthasarathy, University of Illinois, Urbana-Champaign; Rupal Nigam, University of Illinois, Urbana-Champaign; Aanchal Gupta, University of Illinois, Urbana-Champaign; Tove Elisabeth Kopperstad, University of Illinois, Urbana-Champaign; Ani Pirosmanishvili, University of Illinois, Urbana-Champaign; Theresa Ann Saxton-Fox, University of Illinois, Urbana-Champaign

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Diversity

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Student Division (STDT)

specifically invited to participatein the events, though all people were welcome. Invitations for the events were sent out 1-3 weeksbefore each event through graduate college newsletters and with the help of staff graduatecoordinators and student volunteers from each department. Flyers were also put up on noticeboards in the engineering buildings. Three surveys were conducted throughout the program: onejust after the first event in the series, one at the end of the Fall 2022 semester, and the last one atthe end of the Spring 2023 semester.The program targeted three categories of intervention: belonging (B), advice and support (A), andskills and opportunities (S). The belonging intervention sought to promote a feeling of belongingin the participants

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlyn Pope, Utah State University; Cassandra McCall, Utah State University

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Diversity

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Student Division (STDT)

anchored in achievement but requires more than a checklist of academicaccomplishments. Understanding engineering course content and being able to apply thatknowledge in other contexts was the main priority for each student interviewed.Theme 4: Social Connections with Peers (supplement)Connie did not attribute engineering inspiration or motivation to family members, but rather toher peers. When asked about the most helpful resource for engineering students, she said, For me, the most helpful was the classmate[s] because seeing other people’s perspectives and also a lot of my classmates had internships already, and so, being able to talk to them like, hey, what is this like? What do you like about it? What do you not like

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Justin Jin; Parker Olkowski; Yu-Fang Jin, The University of Texas at San Antonio

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Diversity

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Student Division (STDT)

., "A Vision-Based Low-Cost Power Wheelchair Assistive Driving System for Smartphones," in 2022 IEEE 24th Int Conf on High Performance Computing & Communications; 8th Int Conf on Data Science & Systems; 20th Int Conf on Smart City; 8th Int Conf on Dependability in Sensor, Cloud & Big Data Systems & Application (HPCC/DSS/SmartCity/DependSys), 18-20 Dec. 2022 2022, pp. 1979-1986, doi: 10.1109/HPCC-DSS-SmartCity-DependSys57074.2022.00295.[5] S. Zhou, M. Xie, Y. Jin, F. Miao, and C. Ding, "An End-to-end Multi-task Object Detection using Embedded GPU in Autonomous Driving," in 2021 22nd International Symposium on Quality Electronic Design (ISQED), 7-9 April 2021 2021, pp. 122-128

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindsey Pegram, "Be A Maker (BeAM)" Makerspace in the Department of Applied Physical Sciences at the University of North Carolina at Chapel Hill ; Maria Christine Palmtag; Anna Engelke, UNC-Chapel Hill / North Carolina State University

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Student Division (STDT)

student in the Learning Design + Technology program at NC State University. Her research interests include communities of practice, professional development for students, and makerspace instructional design. ©American Society for Engineering Education, 2023 WIP: Staff Communities of Practice for Makerspace Professional DevelopmentIntroduction The “Be A Maker” (BeAM) Makerspace at the University of North Carolina at ChapelHill exemplifies an inclusive makerspace, where users are welcome to design, prototype, andcollaborate with others regardless of skill level, personal interests, academic major(s), and/orphysical abilities. The space employs 50-60

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University; Alexander V Struck Jannini, Purdue University

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Diversity

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Student Division (STDT)

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ella Kokinda, Clemson University; Makayla Moster, Clemson University; D. Matthew Boyer, Clemson University

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Diversity

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Student Division (STDT)

, and gendered pathways,” The Sociological Quarterly, vol. 64, no. 1, pp. 67–90, 2023.[4] J. Kim, Buffers and Barriers to Female First-Generation Students’ Career Development. PhD thesis, The University of Iowa, 2021.[5] J. S. Light, “When computers were women,” Technology and culture, vol. 40, no. 3, pp. 455–483, 1999.[6] S. N. Khan, “Qualitative research method: Grounded theory,” International journal of business and management, vol. 9, no. 11, pp. 224–233, 2014.

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica Deters, University of Nebraska, Lincoln

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Student Division (STDT)

(s) B A, D, E, & F CLevel I – Have the students changed, or have I?Professor B was the only professor with less than or equal to six years of experience as anengineering professor. Professor B was initially hesitant to participate in this study, as they felttheir lack of experience would hinder their ability to acknowledge differences in their studentspre- and post-pandemic. They said: When COVID hit, I was only in my third semester teaching [second-year Mechanical Engineering course] … I was still learning and trying to optimize my class. For some of the changes [in students] I have noticed over the years, I would be tempted to attribute them mostly to my

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philippa Eshun; Kacey Beddoes, San Jose State University

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Diversity

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Student Division (STDT)

. Schönborn, “Value Performance: On the Relation Between Corporate Culture andCorporate Success,” Zeitschrift für Psychologie/Journal of Psychology, vol. 218, no. 4, pp. 234-242, 2010, doi: 10.1027/0044-3409/a000033.[9] S. Beugelsdijk, C.I. Koen, and N.G. Noorderhaven, “Organizational Culture and RelationshipSkills,” Organization Studies, vol. 27, no. 6, pp. 833-854, Jun. 2006, doi:10.1177/0170840606064099[10] G. Hofstede, “Dimensionalizing Cultures: The Hofstede Model in Context,” OnlineReadings in Psychology and Culture, vol. 2, no. 1, Dec. 2011, doi: 10.9707/2307-0919.1014[11] C. Grau and J. Moormann, “Investigating the Relationship between Process Managementand Organizational Culture: Literature Review and Research Agenda,” Management

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Christopher, Grand Valley State University and Western Michigan University; C.J. Witherell, Grand Valley State University; Aziz Gram Sarhan

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Student Division (STDT)

terms like “reflection AND education” returnedmany more results.Students are suffering from a phenomenon exemplified by T. S. Elliot’s quote, “We had theexperience but missed the meaning” [23]. For students, the university experience today is aconstant cycle of attempting to absorb new information, learning just enough to completeassignments, turning in those assignments, and moving on to the next. Educators typically provideample opportunity to practice skills, but little opportunity to reflect upon them. Academia does notalways approach reflection with the most favorable perspective. It is often seen as a nonsensicaloutpour of emotions or a simple summary of events, neither of which are compatible with therigorous and “objective” world of

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claudia Vanessa Garcia, Society of Women Engineers; Roberta Rincon, Society of Women Engineers; Daniel E. Chand, Kent State University

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Diversity

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Student Division (STDT)

the college environment. Her research interest focuses on higher education policy, access, and representation of marginalized groups in STEM disciplines.Dr. Roberta Rincon, Society of Women Engineers Dr. Roberta Rincon is the Associate Director of Research with the Society of Women Engineers, where she oversees the organizationˆa C™s research activities around issues impacting girls and women from elementary through college and into the engineering workDaniel E. Chand, Kent State University Daniel E. Chand is an associate professor of political science and public administration at Kent State University. He earned his Ph.D. in Public Policy from the University of Arkansas in 2013. His research applies policy and

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noor Aulakh, Rowan University; JoyLynn Torelli, Rowan University; Alexandria Ordoveza, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

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Diversity

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Student Division (STDT)

analyze how they differ from one another, pending more survey respondents.References[1] Personal Communication between K. Mallouk and S. Chin. January 24, 2024.[2] A. M. Ogilvie and D. B. Knight, “Post-transfer Transition Experiences for Engineering Transfer Students,” Journal of College Student Retention: Research, Theory & Practice, p. 152102511882050, Jan. 2019, doi: https://doi.org/10.1177/1521025118820501.[3] N. L. Smith, J. R. Grohs, & E. M. Van Aken, (2021). "Comparison of transfer shock and graduation rates across engineering transfer student populations," Journal of Engineering Education, vol. 111. 10.1002/jee.20434.[4] M. J. Gray, S. A. Gunarathne, N. N. Nguyen, and E. E. Shortlidge, “Thriving

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Kaitlyn Anne Thomas, University of Nevada, Reno; Marie C. Paretti, Virginia Polytechnic Institute and State University; Kelly J Cross, Georgia Institute of Technology

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Diversity

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Student Division (STDT)

. Abet criteria for accrediting engineering programs. Balti- more, MD: Author, 2004. [2] Maura Borrego, Jennifer Karlin, Lisa D McNair, and Kacey Beddoes. Team effectiveness theory from indus- trial and organizational psychology applied to engineering student project teams: A research review. Journal of Engineering Education, 102(4):472–512, 2013. [3] Rosanna Martin, Bryan Maytham, Jennifer Case, and Duncan Fraser. Engineering graduates’ perceptions of how well they were prepared for work in industry. European journal of engineering education, 30(2):167–180, 2005. [4] Phillip C Wankat and Frank S Oreovicz. Teaching prospective engineering faculty how to teach. International Journal of Engineering Education, 21(5):925

Conference Session

Student Division (STDT) Technical Session 3: Student Innovative Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nigel Michael Caprotti, State University of New York, New Paltz; Ping-Chuan Wang, State University of New York, New Paltz

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Student Division (STDT)

teaching and support,” Journal of Engineering Education, 109 (3), pp. 508-555, 2020.[6] J. Williams, Analog Circuit Design: Art, Science and Personalities. Elsevier, 1991.[7] “Star H-Spice Manual,” Available: https://class.ece.uw.edu/cadta/hspice/chapter_14.pdf [Accessed: Jan. 10, 2023].[8] “Globalfoundries 0.18um 3.3V/(5V)6V MCU PDK,” GlobalFoundries GF180MCU PDK 0.0.0-105-g061b258 Documentation. [Online]. Available: https://gf180mcu- pdk.readthedocs.io/en/latest/ [Accessed: Jan. 1, 2023].[9] D. Zweidinger, S.-G. Lee, and R. Fox, “Compact modeling of BJT self-heating in circuit simulation,” IEEE Transaction on Computer-Aided Design of Integrated Circuits and Systems, 12 (9), pp. 1368-1375, 1994.[10

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini, Purdue University Library TSS

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Diversity

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Student Division (STDT)

. Kato, “Strategies to increase the 4-year graduation rate of engineering students at XXX university,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020, doi: 10.18260/1-2--35210.[8] National Academies of Sciences Engineering and Medicine, Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. National Academies Press, 2016.[9] K. Eagan, S. Hurtado, T. Figueroa, and B. Hughes, “Examining STEM pathways among students who begin college at four-year institutions,” 2014. [Online]. Available: http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_08883 4.pdf.[10] H. Thiry et al., Talking about Leaving

Conference Session

Student Division (STDT) Technical Session 2: Student Success and Resources

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isabel Anne Boyd, University of Tennessee, Knoxville; Chulin Chen, University of Tennessee, Knoxville; Lorna Treffert, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

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Student Division (STDT)

, it isimportant for researcher(s) to remain focused on their ”topic” when collecting and analyzing data.To stay focused on their topic, ethnographic researchers need to clearly define the social realitythey are investigating [6]. One approach researchers can use to define the social reality underinvestigation is the development of pictorial system maps [7]. These visual representations providea mechanism for researchers to closely consider the experiences of participants within their area ofinvestigation.In this WIP paper, we describe our process to develop a fieldnotes template that will be used tostudy the negotiation of epistemic differences in interdisciplinary engineering education researchteams participating in our research. This

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University

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Student Division (STDT)

, 2024. [Online]. Available: https://research.utwente.nl/en/publications/designing-for-competence-in-mozambique- towards-a-competence-based[8] C. Harishree, S. Mekala, and R. Geetha, “Promoting 21st century workplace preparedness of engineering students: teachers’ and students’ perceptions,” MIER Journal of Educational Studies Trends and Practices, pp. 212–230, 2023.[9] S. Mekala, C. Harishree, and R. Geetha, “Fostering 21st century skills of the students of engineering and technology,” Journal of Engineering Education Transformations, pp. 75–88, 2020.[10] J. Unni, “Skill Gaps and Employability: Higher Education in India,” Journal of Development Policy and Practice, vol. 1, no. 1, pp. 18–34, Jan

Conference Session

Student Division (STDT) Technical Session 2: Student Success and Resources

Collection

2023 ASEE Annual Conference & Exposition

Authors

Luke Raus, Olin College of Engineering; Katherine Mackowiak; Stephanos Matsumoto, Olin College of Engineering; Zachary Riggins del Rosario, Olin College of Engineering

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Student Division (STDT)

-9036-0.[15] R. Lesh, M. Hoover, B. Hole, A. Kelly, and T. Post, “Principles for developing thought-revealing activities for students and teachers,” in Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ: Lawrence Erlbaum, 2000, pp. 591–645.[16] H. A. Diefes-Dux, J. S. Zawojewski, M. Hjalmarson, and K. Bowman, “Quantifying Aluminum Crystal Size Part 1: The Model-Eliciting Activity,” J. STEM Educ., vol. 7, no. 1 & 2, pp. 51–63, 2006.[17] M. Somerville et al., “The Olin Curriculum: Thinking Toward the Future,” IEEE Trans. Educ., vol. 48, no. 1, pp. 198–205, Feb. 2005, doi: 10.1109/TE.2004.842905.[18] M. Hjalmarson, H. A. Diefes-Dux, K. Bowman, and J. S. Zawojewski, “Quantifying Aluminum Crystal Size

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, The Ohio State University; Julie P Martin, University of Georgia

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Student Division (STDT)

. References[1] A. C. Estrada and L. T. Brinton, “Tricks of the trade: Navigating teaching opportunities in the research-based engineering Ph.D.,” Proc. of the 2017 ASEE Annual Conference & Exposition, June 2017.[2] J. J. Pembridge and S. Cutler, “Assembling the ideal doctoral dissertation committee in engineering education,” Proc. of the 2013 ASEE Annual Conference & Exposition, June 2013.[3] S. Secules, “How to be a graduate student (before I forget): A collection of experiential wisdom,” Proc. of the 2020 ASEE Virtual Annual Conference, June 2020.[4] H. B. Brotherton and M. K. Orr, “Overcoming perfectionism: My journey with the binary mindset,” Proc. of the 2021 ASEE Virtual Annual Conference