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)

terms of development of soft skills and technical self-efficacy [50]; and social and academicnetworks for women contribute to student success through providing sources of social capital[51], [52].In addition, the broad institutional environment, such as university type (for example, historicallyblack colleges and universities or HBCUs versus predominantly white universities in the U.S.context), institutional culture, and admission policy all affect student pathways in significantways. Universities with stricter admission policies tend to “weed out” students, thus contributingto differences in persistence [37]. A gender bias can exist in the results of an admission process,which can be traced back to the admission policy[53]. Black students

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

Tagged Divisions

Student Division (STDT)

facilitationand teaching, learning basic maintenance, and contributing to the Makerspace community.Program Specialists with domain-specific expertise facilitated the CoP programs with supportfrom full-time supervisors. Before launching the program in Fall 2022, the CoP facilitators and supervisors engagedin comprehensive planning sessions to determine the most critical tools and skills to be taughtduring the community sessions, as well as opportunities to practice these skills. They alsodeveloped facilitator rubrics to evaluate the community members' competencies. These rubrics,given in Appendix A, organized the hard and soft skills of each tool area associated with each ofthe aforementioned outcome goals into 5-point Likert scales. Following the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anastasia M. K. Schauer, Georgia Institute of Technology; August Kohls, Carnegie Mellon University; Katherine Fu, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

high attrition, one method ofimproving retention is to better prepare students for coursework through summer bridgeprograms [15], engineering support centers [16], and supplemental instruction [17]. Theseprograms not only allow minority students to overcome academic hurdles, but they also improvetheir sense of belonging by creating communities, which leads to higher success in completingtheir stem degree. Nevertheless, these efforts are largely limited by a lack of institutionalfunding. Moreover, these programs are mostly driven by student commitment, thus placing theburden on students, which is problematic for an already disadvantaged population. Mentoringhas also been shown to improve the technical, professional, and soft skills necessary to