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

Tagged Divisions

Student Division (STDT)

) transistor degradationmechanism termed hot-carrier injection (HCI), and one involving the modeling of a back-end-of-line (BEOL) metal interconnect wear-out mechanism called electromigration (EM). In eachassignment, raw data was provided to students for analysis and establishment of an empiricalmodel, in which equation parameters were extracted and projected product lifetime wasdetermined. Though, in accordance with the planned learning outcomes, the individual projectsproved to be effective in acquiring the technical knowledge outside the majored disciplines [2],they did not encourage partnership across disciplines. Also, students were only asked to analyzethe reliability of a device from the experimental data collected under specific conditions

Conference Session

Student Division (STDT) Technical Session 6: Underserved Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Adia Jefferson, Virginia Tech ; Jeremi S. London, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

. I am excited about having the opportunity to become a better ENGR/ENGE researcher. In the future, I aspire to be an engineering education policy advocate and have plans to develop a research preparation consortium.Dr. Jeremi S. London, Virginia Tech Dr. Jeremi London is an Associate Professor in the Engineering Education Department at Virginia Poly- technic Institute and State University. London is a mixed methods researcher with interests in research impact, broadening participation and instructional change. ©American Society for Engineering Education, 2023Work in Progress: Bridging the Gap in Doctoral Engineering Education: Critically Investigating Factors InfluencingPerformance Outcomes

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Perla Abigail Bran, City Colleges of Chicago; Casey Mikaela Tan, City Colleges of Chicago; Jason Kwame Frimpong Osei-Tutu, City Colleges of Chicago; Luis Vicente Villanueva, City Colleges of Chicago; Brenda Najjuma, City Colleges of Chicago; Doris J. Espiritu, City Colleges of Chicago

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Diversity

Tagged Divisions

Student Division (STDT)

able to transfer back to 4-year institutions and complete a degree. The samecase study question will be used for consistency. It will be interesting to see if reverse transferstudents enrolled in the same college but not involved in a programmatic approach would feelthe same way. These two populations should have the same demographics to eliminate thedifferences in demographics.To further our research, we will also conduct a comprehensive survey among reverse transferstudents in the college to understand their experiences, challenges, and aspirations. The aim is tofurther explore the identified themes across a larger demographic by advancing towards a largerquantitative investigation [18]. Our plan involves conducting consequential interviews

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

Tagged Divisions

Student Division (STDT)

faculty about how the students contributed. In future work, we hope toobserve both the main Team Y meetings and the student project meetings. As we conduct moreobservations, we will look for more instances when the assertion of power-over and the sharingof knowledge with the students helps to bolster the students’ ability to engage in researchactivities. We will also look to see how the student researchers share their unique insights andcontribute to the team’s research efforts. We plan to conduct ethnographic interviews of thestudents and their faculty advisors. These interviews will allow us to capture how the studentsand faculty made meaning out of the expressions of power within their team’s culture. Inparticular, we want to understand how

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hao Li, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology

Tagged Divisions

Student Division (STDT)

Understanding Problem Solving using Multiple Solution Methods Hao Li (WL11@mit.edu) and A. E. Hosoi (peko@mit.edu) Department of Mechanical Engineering Massachusetts Institute of TechnologyBackgroundOne of the key challenges of Engineering Education is developing students’ ability to navigateand solve moderately- or ill-structured problems with multiple solution paths. Existingtheoretical and conceptual frameworks can provide a basis for understanding this challenge. Theframework of self-regulated learning can be applied to problem solving. In self-regulatedlearning, the problem solver (or learner) first plans, sets goals, and lays out strategies

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Narangoo Tumur, Southern Illinois University, Edwardsville; Amardeep Kaur, Southern Illinois University, Edwardsville

Tagged Divisions

Student Division (STDT)

meaningful discussions. We werefortunate that the schedule worked in Spring 2024 to allow us preparation time before each labsession. In the future, we plan to request scheduling so that we have an ample amount ofpreparation and troubleshooting time.Student FeedbackStudent surveys are an important tool to gather different types of feedback. The feedback couldinclude student impressions about the content, facilities, quality of instruction, mode ofinstruction, etc. [9][10][11] Long-term use of surveys also provides data for continuousimprovement [12] of activities and provides information about whether the changes result in apositive outcome. Our objective was to collect information that would help us improve thestudent learning experience in the

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Cresap, Louisiana Tech University; Ashtyne Klair Monceaux; David Hall, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

during the remainder of theiracademic experience. Our faculty mentors engage with students during the weekly lunches andprovide educational support through assistance with scheduling and navigating availableresources.Lunches. The lunches were a weekly event in the engineering building, a central location wheremost students had classes. Each week, the faculty mentors planned a lunch served at no cost tothe students. Once the students arrived and made their plates, they would socialize with theirclassmates and faculty mentors, sitting at tables with six chairs. A professional developmentnugget would be delivered after 20-25 minutes of eating and socializing. The professionaldevelopment nugget would be a 10-15 minute long discussion from industry

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

Tagged Divisions

Student Division (STDT)

Python. 9 Washburn Ave Needham MA 02492: Green Tea Press, 2017. [Online]. Available: https://greenteapress.com/modsimpy/ModSimPy3.pdf[8] J. Gainsburg, “Learning to Model in Engineering,” Math. Think. Learn., vol. 15, no. 4, pp. 259–290, Oct. 2013, doi: 10.1080/10986065.2013.830947.[9] J. Gainsburg, “The Mathematical Disposition of Structural Engineers,” J. Res. Math. Educ., vol. 38, no. 5, pp. 477–506, 2007.[10] R. Rogers, “Planning for independent software verification and validation,” in 3rd Computers in Aerospace Conference, San Diego,CA,U.S.A.: American Institute of Aeronautics and Astronautics, Oct. 1981. doi: 10.2514/6.1981-2100.[11] O. Balci, “Verification, Validation, and Testing,” in Handbook of Simulation, J. Banks

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

lateral transfers, which made this group underrepresented. Having a small samplesize reduced the number of ego networks that could be analyzed and made it difficult to make acomparison of the social networks between the two types of transfer students. In addition, therewas a lack of specific subpopulations, with respect to lateral and vertical transfer students andwhether they were either in-state or out-of-state transfers. This might have skewed the egonetworks by not treating each subpopulation as an entity on its own. These limitations can befurther addressed with more individualized survey questions and in the next round of dataanalysis.For the next phase of this study we plan to separate the different subpopulations of transferstudents and

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

,when asked about other identifying characteristics of engineers, participants talked aboutsupplementary connections and experiences that further defined them as engineers.The findings from this study lead us to believe that students move through a set of learning andexperience milestones throughout their academic career, initiated and supplemented by socialconnections. As students find themselves going in a different direction than originally planned,they compensate for a lack of experience in one area with additional experience or interpersonalconnections in another. Students’ perceptions of success stemmed from a culmination ofexperiences and connections that are valued by them as individuals. While many studentsfollowed a prescribed

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vivian H Nguyen, City Colleges of Chicago ; Anthony Jesus Blanco, City Colleges of Chicago; Andrew Steppan, City Colleges of Chicago; Juan Munoz, City Colleges of Chicago ; Guadalupe Pina-Castillo, City Colleges of Chicago; Shlesha Patel, City Colleges of Chicago; Melvin Cabrera, City Colleges of Chicago; Tobias Wimmer; Doris J. Espiritu, City Colleges of Chicago

Tagged Divisions

Student Division (STDT)

a case study research: plan, design, preparation, data collection,analysis and reporting [8], [51]. This process allowed us to consider the nuances of theundergraduate’s experience in a CoP that were not apparent in the survey, as well as how theirself-efficacy changed based on modeling and observational learning [27], [52], [53], [29], [54].The case-study interviews assessed the potential of student involvement in cultivating acommunity of practice, which, in alignment to Wenger’s Theory, is expected to enhance aperson’s sense of belonging and self-efficacy [35].III. RESULTS 1. DemographicsThree hundred forty-nine (349) participants responded to the survey. Two hundred eighty-three(283) students are in a community college, sixty-four (64

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eliot Nathaniel Wachtel, University of California, Santa Cruz; Qingyuan Cao, University of California, Santa Cruz; Matthew Kaltman, University of California, Santa Cruz; Khanh Tran, University of California, Santa Cruz; Miguel Robles Hernandez, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

board routing sions. Identifying tools and techniques Basics of 3D CAD, sketching, Professional documentation to model parts modeling. practices; ability to read profes- sional documents Notebook drafting, CAD de- Iterative design cycle Time management, task plan- sign, slicing, tolerancing, 3D ning, and estimating task dura- printing tionWeekly StructureA typical week begins by flipping the classroom; it starts with a prelab

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

and left engineering, one who didnot receive the intervention and stayed in engineering, and one who did not receive theintervention and left engineering—and their descriptions of their self-efficacy for beingsuccessful in their engineering major.Theoretical FrameworkSelf-efficacy is the belief in one’s capacity to execute behaviors necessary to produce specificperformance attainments (e.g., engineering degree attainment). Self-efficacy has been related towomen’s plans to persist in engineering. Women who have higher self-efficacy, especiallyBlack, Latina/x, and Indigenous women, are more likely to persist in engineering careers [23].Conversely, research has demonstrated that women who have lower self-efficacy are more likelyto drop out of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

D'Andre Jermaine Wilson-Ihejirika, University of Toronto, Canada; Qin Liu, University of Toronto, Canada; Joanna Meihui Li, University of Toronto, Canada; Mustafa Nisar, University of Toronto, Canada; Jiawen Lin, University of Toronto, Canada

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

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

Tagged Divisions

Student Division (STDT)

just always have to take a second and then engage (in) teacher mode.Author 1 described a difficult conversation with a student who was not meeting up with theiracademic expectations halfway into the semester (1AA). Because this student cried during thisconversation, she had to be empathic and sensitive while offering advice about changing theiracademic outcome. Both authors also recalled the challenge of effectively communicating valuablelearning objectives to the students through conversations and the types of assessments andstructure of the classroom (2AA, 2DM).Flexibility: This sub-theme describes the instructor’s willingness to deviate from set plans andadapt in real-time to unexpected situations

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katelyn Churakos, University at Buffalo, The State University of New York; Jayden Mitchell, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Divisions

Student Division (STDT)

Paper ID #42562An Autoethnography of the Student Experience Solving an Open-Ended StaticsProblemKatelyn Churakos, University at Buffalo, The State University of New York Katelyn Churakos is an undergraduate research assistant in the Department of Engineering Education at the University at Buffalo. She is majoring in Mechanical Engineering with a minor in Law and is expected to graduate in December 2025. After graduation, Katelyn plans to pursue employment in the mechanical engineering field, preferably in project management.Jayden Mitchell, University at Buffalo, The State University of New YorkDr. Jessica E S Swenson

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

bring change. So, I would say that to be honest, that's one of the biggest driving forces for me to pursue engineering, the kinds of things that I want to generate in my country at some point because there are changes, and at a large scale, not just like local changes. It's still within my plans to go to my home country at some point and make those changes, but I don’t know if I would describe my work right now as fully related. Right now, it's mostly about developing myself so I can be fully prepared, and someday we'll go back. But for the work I’m doing, I'm kind of like realistic in that it isn’t fully towards my goal—sadly, my country is really poor. There are a lot of other structural issues that we have to solve first in