Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alondra Gonzalez Quintana, City Colleges of Chicago; Alexis Alvarez, City Colleges of Chicago; Amara Moreno, City Colleges of Chicago; Alessandra Romero, City Colleges of Chicago; Lourdes Beatriz Johnson, City Colleges of Chicago; Bohan Ren, City Colleges of Chicago; Kendrit Tahiraj, City Colleges of Chicago; Anthony Jesus Huerta, City Colleges of Chicago; Doris J. Espiritu, City Colleges of Chicago

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Diversity

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Student Division (STDT)

Engineering Bridge, transferring to Illinois Tech for Biomedical Engineering and will be doing NSF REU: I-BEST, through University of California Merced.Bohan Ren, City Colleges of Chicago Bohan Ren completed his Associate in Engineering Science (AES) at City Colleges of Chicago-Wilbur Wright College. Bohan is pursuing his bachelor’s degree in Computer Engineering at the University of Illinois Urbana-Champaign. He attended the NSF HSI Building Bridges into Engineering Bridge. At Wright, Bohan served as a tutor and a research assistant.Kendrit Tahiraj, City Colleges of Chicago Kendrit Tahiraj was a bridge participant and research assistant of the NSF-HSI Building Bridges project. He earned his Associate Degree in Engineering

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinyi Ma, University of Toronto; Janet Lam, University of Toronto

Tagged Divisions

Student Division (STDT)

programming components intended for generalengineering students, Ronan and Erdil researched whether a first-year rotation-based surveycourse introducing various computer science and engineering topics would impact attitudes andbeliefs about computing of students but found no significant differences [9]. Meanwhile, asecond-year course including three computational projects using scaffolding pedagogy led topositive changes in programming self-efficacy for biomedical and agricultural engineeringundergraduates, while the results in other aspects like interest, anxiety, and mindset are mixed[10]. In another study, a significant positive change in attitudes in an introductory programmingcourse for students from non-programming majors was observed, as they

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sepehr Khorshid, University of Alabama; Siyuan Song, University of Alabama

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Diversity

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Student Division (STDT)

Ph.D. degree in Civil Engineering with a focus in construction engineering and management from UA. Her research interests include occupational safety and health, workforce training and development, engineering educa- tion, Building Information Modeling, machine learning and AI in construction, and construction progress monitoring and simulation. Dr. Song is leading research projects funded by the U.S. Department of Labor and NSF to advance worker safety training and workforce development. ©American Society for Engineering Education, 2023WIP: Assessing the Need for Mental Health Curricula for Civil, Architecture, and Construction Engineering: A Preliminary StudyAbstractThe mental health

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)

my country in order to even start thinking about things like the work we are doing in the Center. So as of now, I think our focus should be first on developing technology in the U.S., making sure it actually works. Still, this is a really complex task we have. It's nice and everything being the pioneer, but there's so many challenges to this because you're dealing with unknown variables the entire time, and new things to solve. First, we have to focus on specific things in order to—if we want to advance it even more. And after we have that, we can start thinking about how we can apply this in other places. Now, personally, I'm of the belief that this might be like, like COVID. We just need any one of these projects to work

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eisa A. Khawaja, Alpharetta High School; Hoda Ehsan, The Hill School

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Diversity

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Student Division (STDT)

, Yang et al. [24] developed ‘AI for Kids’ for kindergarten students. Thecurriculum highlights AI using an embodied project-based approach. The curriculum theme is“AI and Ocean Protection,” which was determined based on children's interests given theirlocation (Hong Kong). The learning activities within the curriculum integrate music, language,STEAM, and literacy. Children learned about AI by listening to stories and picture books andreviewing specific vocabulary in the stories. Children learned about AI's thinking and trainingprinciples through picture books and games with graphics cards and manual materials. Incontrast, Dai and colleagues [25] curriculum development was a collaborative project initiatedby six computer science teachers and an

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

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Diversity

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Student Division (STDT)

American Society of Civil Engineers (ASCE).Dr. David Hall, Louisiana Tech University David Hall develops and promotes project-based engineering courses. He believes that projects build intuition and confidence which are important for the effective application of engineering fundamentals and for the development of robust technology solutions.Dr. Krystal Corbett Cruse, Louisiana Tech University Dr. Krystal Corbett is the First-Year Engineering Programs Coordinator and Assistant Professor in the Mechanical Engineering Department at Louisiana Tech University. She is also the Co-Director of the Office for Women in Science and Engineering at Louisiana Tech. ©American Society for Engineering Education

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiffany Chan, University of California, Davis; Tate L Chatfield, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Divisions

Student Division (STDT)

surveys. We chose a significance level of 0.05 for all comparisons.Paired t-tests were performed on results in each Likert-scale question from pre- vs. post-surveyand pre- vs. one-month post-survey. Holm-Bonferroni corrections for multiple comparisons wereperformed in analysis of data involving the one-month post-survey. Python 3.11 was used toimplement the statistical routines and create the illustrations. Our IRB approved our project as anexempt study (IRB #2030008-2).ResultsThe demographics of student participants who responded to our post and one-month post-surveysare included in Table 1, which comprises of the data set that we analyzed in this study.Table 1. Demographics of responding students in the post-intervention survey (post-survey, 20

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne Victoria Wrobetz, Front Range Community College, Colorado

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Diversity

Tagged Divisions

Student Division (STDT)

., 2014), it is important that every interaction establishes an inclusive community. Informalcommunity-building and relationships with faculty and staff help students develop a sense ofbelonging in college (Myers et al., 2015). Additionally, students should be encouraged tointegrate their outside lives with academics. Community involvement in research projects canhelp engage students in problem-solving (Loeser et al., 2021). This is important particularly forstudents who have a strong sense of cultural and community identity. At United Tribes TechnicalCollege, a primarily residential college, the entire community gets involved in STEM education,joining in on environmental research projects led by students (Bahnson, 2020). Qaqish et al.(2020

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Utah State University; Ning Fang, Utah State University

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Diversity

Tagged Divisions

Student Division (STDT)

academicresources and maximizing opportunities in their college environment have a relationship withstudents’ academic achievement and the progress they make with their learning [1]–[3].Satisfaction with college outcomes has also been found to have a relationship with studentengagement in academic activities [4]. Active classroom learning strategies have facilitatedstudents’ involvement in course learning. Such pedagogical strategies that have improvedstudents’ engagement with course learning and academic achievement in engineering classroomsinclude project-based learning, problem-based learning, flipped classroom, cooperative learning,questions, and discussions [5], [6].Furthermore, it has been found that motivation has the strongest relationship with

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

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Diversity

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Student Division (STDT)

can sometimes overlook nuance. In this work-in-progresspaper, the quantitative analysis is the first step of a larger project. Future work will includequalitative data collection to explore details not revealed by quantitative methods. One limitationof using survey and quantitative methods in this context is the potential for self-report bias(Critchfield, 1994), which can lead to inaccurate data if participants do not accurately report theirexperiences. Another limitation is the Weidman Socialization of Doctoral Students survey, whichwas developed in 1989 and may not accurately reflect the current experiences of engineeringPh.D. students. Additionally, the survey primarily covers socialization factors and milestones,potentially missing other

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)

also a Graduate Administrative Assistant for the Bioengineering Department and assists with advising students throughout their academic careers.Dr. Catherine E. Brawner, Research Triangle Educational Consultants Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelorˆa C™Dr. Catherine Mobley, Clemson University Catherine Mobley, Ph.D., is a Professor of Sociology at Clemson University. She has over 30 years experience in project and program evaluation and has worked for a variety of consulting firms, non-profit agencies

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydney Rose Fitzgerald, Spackenkill High School; Hoda Ehsan, The Hill School

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Diversity

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Student Division (STDT)

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)

research assistant for the NSF HSI Building Bridges into Engineering at Wright. He also served as the Membership Chair for the American Society of Mechanical Engineers (ASME) Wright College Chapter.Guadalupe Pina-Castillo, City Colleges of Chicago Guadalupe Pina-Castillo completed his Associate in Engineering Science (AES) at Wright College. Guadalupe was a Bridge participant, tutor, ambassador and research assistant at the NSF HSI Building Bridges into Engineering Project at Wright College. He also served as the President of the Society of Hispanic Professional Engineers (SHPE), Wright College Chapter .Shlesha Patel, City Colleges of Chicago Shlesha Patel completed her Associates in Engineering Science (AES) at Wright

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mei-Yun Lin, University of Illinois, Urbana-Champaign; Hsinju Chen, University of Illinois, Urbana-Champaign; Holly M. Golecki, University of Illinois, Urbana-Champaign; Leah Espenhahn; Erin Marie Raftery; Alyssa Huang; Mayura Kulkarni

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Diversity

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Student Division (STDT)

theylearned. This post-event feedback was used to understand the influence of events on attendees’perspectives and improve the HUG events. Panel Discussions Time of Events Mean Std. Dev Start a Research Project Beginning of Fall 2022 4.7 0.46 Q1: How would you approach a professor about a research opportunity? Q2: What is your goal to have undergraduate research experience? Q3: How do you select students to join your research team? Q4: What is your expectation for an undergraduate researcher? Q5: Is it possible to get paid while doing undergraduate research? Graduate School Application Week 4 of Fall 2022 4.8 0.4 Q1: Why are you doing the graduate school? Q2: What

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Nosakhare Iyobosa Idiaghe, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica R Deters, University of Nebraska, Lincoln

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Diversity

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Student Division (STDT)

is a subset of a project focused on investigating minoritized engineeringundergraduate students at a large, public, land-grant university in the Midwest. Through detailed,hour-long, semi-structured interviews, participants shared their experiences as minoritizedengineering students, especially as their experiences relate to their own mental health. This paperspecifically explores the narratives of two participants, illustrating the contrast in perspectives ofa first-year and fourth-year first-generation student. This paper underscores the importance ofcontinual dialogue with first-generation students, emphasizing that true inclusivity in engineeringeducation extends beyond mere integration; it demands sustained understanding and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Tech; David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech

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Diversity

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Student Division (STDT)

; identifying differences in transfer students’ experiences incomparison to first-time-in-college students can offer specific areas in which colleges couldfocus their limited resources [5], [7], [23].Student Perspectives of Support Instrument (STEM-SPSI)Universities and academic institutions are becoming increasingly concerned about students’retention and students’ feelings related to success on their campuses [24]. Support resources notonly provide support for students inside their classes but also offer support outside of classes[25]. Such resources include, for example, student organizations and clubs, academic advising,tutoring, service projects, orientation activities, internships, co-ops, and other inside and outsidethe class activities [26], [27

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Fitzpatrick, University of Nebraska-Lincoln; Jessica Deters, University of Nebraska - Lincoln

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Diversity

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Student Division (STDT)

results by person.LimitationsThis study is not intended to definitively identify areas of learning loss, nor is it intended to begeneralizable to a broader population. Rather, this pilot study is intended to begin to explorepotential areas of learning loss in order to inform future larger-scale investigations into theimpact of pandemic learning loss on engineering readiness.Positionality of AuthorsAuthor 1 is a second-year undergraduate student studying mechanical engineering. Sheconceptualized this project with Author 2 as a result of her own experiences as a student affectedby the COVID-19 pandemic. During lockdown, Author 1 was a junior in high school and noticedthe great loss of content due to the emergency education strategies employed at

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

Tagged Divisions

Student Division (STDT)

questions to LGBTQ students”, and that “students’ personal identities can changeas a result of exposure or meeting role models with similar identities and identifying with them”.Third, we learned that participants indeed see themselves using aspects of the panel in the future.For example, they expressed that they would “introduce themselves with their names and pronounsto project that they are open to conversations,” “add an inclusive statement to their class syllabusesand/or research lab group guidelines” and will have confidence in allowing themselves to makemistakes when learning more about LGBTQ experiences. Finally, from participant feedback andinformal conversations afterwards, we learned that administrators and educators would like toattend

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Anna Brown, Utah State University; Marissa A Tsugawa, Utah State University

Tagged Divisions

Student Division (STDT)

has shown that problem-solving type gamessignificantly increased students' motivation, self-efficacy, and interest in the subject matter [9],[10]. Teachers implementing gamification have noticed an increase in complexity throughoutgamified computer science student projects [11].Currently, research has not made conclusions on effective educational frameworks for teachingcomputer science in K-12 spaces [12]. Unlike the NGSS guidelines for engineering, there are nonational standards for K-12 computer science education [4]. However, some researchers haveexplored the use of proper instructional technology when teaching computer science to K-12students. Researchers have found that manipulating physical objects (such as the LEGO®SPIKE™ robot) helps

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cody Petitt, Ohio University ; Greg Kremer, Ohio University; Timothy Cyders; Emily McCarty; Robert F. Lindsey; Ryan Pytosh, University of Florida

Tagged Divisions

Student Division (STDT)

paint pots. • Mind over mat(ter): A yoga event was created to give students the opportunity to explore the physical aspects of mental wellness. Yoga often helps encourage mindfulness and stress relief. • Box it out: This provided another physical pathway (boxing) for students who feel less comfortable being vulnerable. • Meet, Greet, & Treat: Tables offering mental health resources and cookies were set up to help increase student awareness of available resources, while also demonstrating that they are not alone. Counseling and Psychological Services (CPS), Bandana Project, and Russ College Student Services were involved. • Game Night: pizza was provided and students were told they could

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

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Diversity

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Student Division (STDT)

Paper ID #39558Engineering Pathways from High School to Workplace: A Review of theLiteratureD’Andre Jermaine Wilson-Ihejirika, University of Toronto, Canada D’Andre Wilson-Ihejirika is currently a PhD candidate at the University of Toronto within the Institute for Studies in Transdisciplinary Engineering Education & Practice (ISTEP). Prior to that she worked for many years as an engineer and project manager in the Oil & Gas industry. She is originally from Nassau, Bahamas, and completed her B.Eng in Chemical Engineering at McGill University and her MASc. from the Centre for Management of Technology and

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

Tagged Divisions

Student Division (STDT)

difficult transition. To shed light on thechallenges faced by these students, Author 1 proposed the initial framework for this project toAuthor 3, who contributed to the comprehensive conceptualization of this exploratory study.Author 2 joined the team after most data analysis was completed and helped write the findingssection of the paper. Author 2 is a civil engineering undergraduate student and an undergraduateresearcher working under Author 3. All authors identify as white women.FindingsAfter conducting a thematic analysis on the data, we observed recurring themes that wereprevalent among professors with comparable levels of experience. As a result, our findings arestructured according to the experience levels of the participants. Table 2

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)

transitionfrom undergraduate to graduate education can be a difficult transition regardless of gender.Significant differences exist between undergraduate and graduate engineering education in termsof the levels of technical expertise and independence expected of students. While it is part of mostundergraduate curricula to impart fundamental knowledge, teach problem-solving skills, anddevelop critical thinking, as soon as one enters a graduate program, these are assumed. First-yeargraduate students are expected to use their technical expertise and independence inadvanced-level courses and projects/scientific research, alongside older graduate students, withlittle mentoring or training to ease this transition. As a result, most students struggle to

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)

to answer whether the diversity of meme prevalence trajectories observed in the experimental results can emerge from a model with no explicit differences in meme desirability. Student work by Daniel Heitz and Trinity Lee; used with permission.We provide students with a working agent-based SIR model as a starting point in themid-semester, which they modify in a self-directed team project. The “default” path for thisproject is to modify the provided model to make their own abstraction choices, in order toanswer a scientific question related to disease spread. We presented modeling the Meme Game asan advanced option; this requires students to re-interpret the mathematics of the model torepresent different physical

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)

students often struggle to socially integrate into their new campuses, and so eitherover-prioritize social experiences (by “scheduling in” time at university-sponsoredco-curriculars) or entirely de-prioritize them due to a perception that failure is likely [22]. Therelationship seen here is likely the latter: transfer students over-prioritizing social activities,which causes them to suffer academically [23].ConclusionsIn this project, the goal was to compare the social networks of lateral and vertical transferstudents, and determine if there is a correlation between social networks and transfer shock. Toachieve this goal, a survey was created and distributed to undergraduate engineering students at amid-sized Mid-Atlantic university that included

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

Tagged Divisions

Student Division (STDT)

have the potential to be a very good student, and I just have issues getting there... Yes. I also would say I have a lot of different experiences than my peers. A lot of the people I’ve met, they either know nothing about engineering or they have done engineering before, but it’s more personal projects they’ve done or clubs they’ve been into where I have a very technical skill set. I don’t mean to brag, but honestly, I can build you anything you want… I could do that to where my peers have more of this theoretical knowledge about engineering, or they can code or things like that, their skill sets are pretty different because, honestly, most 19-year-olds could not just build you about

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Myers, Rowan University; Matthew Currey, Rowan University; Luciano Miles Miletta, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Student Division (STDT)

, race,gender, class year, and transfer status. The next section of the survey included a validatedself-efficacy instrument for engineering students. There are 30 of these questions and theycorrespond to a self-efficacy instrument designed by The Assessing Women and Men inEngineering Project (AWE) in partnership with the Society of Women Engineers [20]. Questionsrevolve around a student’s academic confidence level, the grades they have received, and theirfeelings of social inclusion. The answers for the questions use a Likert scale with an extra optionfor “Don’t Know”. The survey was scored on a scale of 0-6. A score of 0 indicates all "StronglyDisagree", and a score of 6 indicates all "Strongly Agree". The final section of the survey

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jun Zhu; SUN TIEMIN, Beijing Foreign Studies University; jiayao sun; Fangyuan Chai

Tagged Divisions

Student Division (STDT)

engineering students'perspectives on their future professions, employment opportunities, and overall careertrajectories. It is imperative to enhance their comprehension of engineering disciplines,fostering a talent pool that aligns with the evolving demands of national growth andscientific advancement. This entails deliberately directing and motivating graduatestowards actively pursuing employment and entrepreneurial ventures within pivotalindustries, landmark projects, and other impactful domains. To achieve this, it isessential to undertake comprehensive surveys on the employment patterns of collegestudents and organize career planning competitions. Complementing these efforts, theintroduction of career planning and employment guidance courses is

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micaha Dean Hughes, North Carolina State University, Raleigh; John Roberts, UK College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

significant barrier to belonging, and yetschool climate nor current or historical patterns of exclusion are incorporated into college andcareer choice models as depicted in the academic literature.Purpose of the StudyThe purpose of this rapid review is to conduct an investigation of the academic literature onexisting initiatives and models for attracting Black high school students to undergraduateengineering programs, which may also be referred to as “broadening participation” inengineering. This work is part of a larger project to understand the lived experiences of Blackhigh school students during the engineering admissions process and how those experiences alignwith the programs, practices and systems that are enacted within higher education today