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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Paper ID #42369Weekly Professional Development Lunches to Build Community Among anS-STEM CohortCaroline Cresap, Louisiana Tech University Caroline Cresap is a second-year chemical engineering major from Zachary, Louisiana. She is a Louisiana Tech University College of Engineering and Science S-STEM SUCCESS Scholar with Ashtyne Monceaux. Along with her ASEE research, she is also an undergraduate researcher in Dr. Yang Xiao’s Reaction Engineering and Catalysis Science Laboratory. Caroline enjoys staying involved in her university and is a member of the American Institute of Chemical Engineers (AIChE), the Honors Student

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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. 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

2023 ASEE Annual Conference & Exposition

Authors

Candice W. Bolding, Clemson University; Robert M O'Hara, Clemson University; Penny S Edwards; Katherine Mulholland, Clemson University

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students.Penny S EdwardsKatherine Mulholland, Clemson University ©American Society for Engineering Education, 2023 Exploring Neurodivergent Undergraduate Engineering Students’ Sense of Belonging: A Proposed Mixed Methods StudyBACKGROUND STUDY TIMELINE RESULTS • Recent increase in enrollment of neurodivergent students enrolling in undergraduate engineering programs • Neurodivergent students in engineering

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Luke Morrison, University of South Florida; Chris S Ferekides, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University

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Paper ID #44125Examining Imposter Syndrome and Self-Efficacy Among Electrical EngineeringStudents and Changes Resulting After Engagement in Department’s RevolutionaryInterventionsMr. Jeffrey Luke Morrison, University of South Florida Jeffrey Luke Morrison is an undergraduate student pursuing his bachelors in Electrical Engineering at the University of South Florida with focuses in wireless circuits and nano-scale systems. He is an IEEE member and also a member of the USF Honor’s College. In addition to pursuing his EE degree, he is also pursuing a BS in Quantitative Economics and Econometrics.Dr. Chris S Ferekides, University

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brigid McCormack, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York

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Paper ID #44337Team Dynamics in Student Engineering Design Teams: Correlations to WomenRetention and Careers in Mechanical and Motorsport ProfessionsBrigid McCormack, University at Buffalo, The State University of New York Brigid McCormack, University at Buffalo, The State University of New York Brigid McCormack is an undergraduate student studying Mechanical Engineering at the University at Buffalo.Dr. Jessica E S Swenson, University at Buffalo, The State University of New York Jessica Swenson is an Assistant Professor at the University at Buffalo. She was awarded her doctorate and masters from Tufts University in mechanical

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Usinski, University at Buffalo, The State University of New York; Alyndra Plagge, Trinity University; Emma Treadway, Trinity University; Jessica E S Swenson, University at Buffalo, The State University of New York

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identities that complement andstrengthen engineering identity has the potential to increase retention of students who possessindicators of a weak engineering identity within engineering contexts.AcknowledgementsThe first two authors listed on this paper contributed equally to this work and therefore should beconsidered co-first authors.This material is based upon work supported by the National Science Foundation under Grant No.2204726. 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.References[1] S. Simms and J. M. Fraser, “Qualitative research methods to improve engineering retention,” presented at the 2000

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

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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 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yujiro Iwata, Shibaura Institute of Technology; Leo Kimura, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology; Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology

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against MGUDS-S global competence scores, also using MATLAB.⚫ To propose methods for identifying key factors for enhancing levels of student engagement and satisfaction in group activities, in the context of international, collaborative workshop involving students from diverse backgrounds.During the online robotics workshops in AY2022 and 2023, the study's authors, Iwata andKimura, were undergraduate students in the Department of Engineering Science andMechanics at the College of Engineering at SIT, and had been serving as Student TeachingAssistants (TAs) on the Online Robotics workshop; they were then chosen to also be part ofthe team carrying out Slack-based evaluation. They worked under the supervision of thestudy authors, Prof. Nagasawa and

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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Lab., 2019.[3] D. S. Touretzky, C. Gardner-McCune, F. L. Martin, and D. Seehorn, “Envisioning AI for K-12: What Should Every Child Know about AI?,” In Proceedings of the Thirty-Third AAAI Conference on Artificial Intelligence, Palo Alto, CA: AAAI Press, 2019.[4] J. McCarthy, “From here to human-level AI,” Artificial Intelligence, vol. 171, no. 18, pp. 1174–1182, 2017.[5] S. Akgun, and C. Greenhow, “Artificial intelligence in education: Addressing ethical challenges in K-12 settings, AI and Ethics, pp. 1-10, 2021.[6] J. Su, and Y. Zhong, “Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions,” Computers and Education: Artificial Intelligence, vol. 3, 2022.[7

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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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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maintaining transfer momentum - full-time student status was oneof the strongest predictors of transfer in an analysis of 2003-2009 data from community collegesacross the U.S., doubling the probability that a student will transfer to a 4-year program (LaSotaand Zumeta, 2016). While maintaining academic momentum is a factor in improving graduationrates, scholarships also allow for greater opportunity to engage in campus activities outside ofclass, increasing students’ engagement with their institution (Marra et al., 2015). Several studiesat the Community College of Baltimore County showed that targeted scholarship programs (likeNSF’s Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM))can increase the number of

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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from a variety of sources such as faculty members, counseling centers, andindustry professionals could be beneficial. Furthermore, to create a curriculum that has asignificant impact with measurable outcomes on a particular subject, it is essential to determinethe most appropriate delivery method for the target audience.References[1] American College Health Association (ACHA), “NCHA- II_Fall_2017_Reference_Group_Executive_Summary.pdf.” Accessed: Nov. 13, 2022. [Online]. Available: https://www.acha.org/documents/ncha/NCHA[2] Lipson, S. K., Zhou, S., Abelson, S., Heinze, J., Jirsa, M., Morigney, J., ... & Eisenberg, D., “Trends in college student mental health and help-seeking by race/ethnicity: Findings from the national healthy

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

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Student Division (STDT)

to an over-representation of 104% (percent change) compared to anover-representation of whites by just 4.8% (percent change)” (p. 271). While this seems to be,and arguably is, problematic, as Pippert and colleagues point out, this could potentially be aresult of the aspirations of IHEs – by depicting greater diversity, more diverse students may wantto enroll, which will create more diverse campuses. To that notion, Gibbs [68] argues – and weagree – that “persuasive marketing” by IHEs is unethical, and that colleges should resistemploying such strategies.This concept of disingenuous marketing was reproduced in Henslee et al.’s 2017 mixed methodsstudy examining undergraduate, first-year student perceptions of the college viewbook at

Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leo Kimura, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., SHIBAURA INSTITUTE OF TECHNOLOGY; Sumito Nagasawa Ph.D. in Engineering, Shibaura

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Student Division (STDT)

-based evaluation, Student engagement in the group project, Face-to-face/Online global project-based learning, Miville-Guzman Universality-Diversity Scale(MGUDS-S), Group activity analysis, Accurate grading1. Introduction1.1 Research ObjectivesThis study aims to experimentally introduce peer assessment as a complementary method toaddress the limitations of Slack-based engagement evaluation in face-to-face group work, andto examine its effectiveness. In particular, the study investigates whether combining activityscores derived from Slack posts with peer-assessed scores can enable objective evaluation ofstudent engagement, even in a face-to-face setting. In this context, "Slack-based evaluation"refers to a method of assessing student engagement

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

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Student Division (STDT)

informal interactions between students and faculty. Our research uses Driscoll et al.'s[14] student-faculty interaction assessment model to evaluate students' sense of belonging,incorporating Likert-scale questions and free-response inquiries to capture nuanced aspects oftheir experiences. By focusing on both immediate and lasting impacts, our investigation seeks toidentify improvements in students' perceptions and assess the sustainability of these positiveoutcomes over time.This study contributes to the broader discourse on student engagement, community building, andretention strategies in engineering or higher education in general with the translation from BMEeducation. The findings not only provide insights into the effectiveness of informal

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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Student Division (STDT)

Assessment Program, 2003.[2] C. R. Pace and G. G. Stern, “An approach to the measurement of psychological characteristics of college environments,” Journal of Educational Psychology, vol. 49, no. 5, pp. 269–277, Oct. 1958, doi: http://dx.doi.org/10.1037/h0047828.[3] P. T. Terenzini and E. T. Pascarella, “Twenty Years of Research on College Students: Lessons for Future Research,” Research in Higher Education, vol. 32, no. 1, pp. 83–92, 1991.[4] C. Kandiko Howson and F. Matos, “Student Surveys: Measuring the Relationship between Satisfaction and Engagement,” Education Sciences, vol. 11, no. 6, Art. no. 6, Jun. 2021, doi: 10.3390/educsci11060297.[5] P. C. Wankat and F. S. Oreovicz, Teaching Engineering

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Finn Morton, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia

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. 10.18260/1-2--21641[2] Zarske, M. S., & Gallipo, M. J., & Yowell, J. L., & Reamon, D. T. (2014, June), STEM High School: Do Multiple Years of High School Engineering Impact Student Choices and Teacher Instruction? Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23035[3] Weis, S., & Yakubovsky, M., & René Coté, B. B., & Kelly, J. (2021, December), Integrating Engineering Ideas into High School and Middle School Curricula Paper presented at 2009 GSW, unknown. 10.18260/1-2-370-38622[4]Wang, M., & Degol, J. (2020). Gender and STEM: Understanding the persistence gap through expectancy-value theory. Journal of Educational

Conference Session

Tools, Identities, and Personality in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Paper ID #48914How Personality Impacts Academic, Professional, and Social Activity Preferencesof Engineering StudentsAshtyne Klair Monceaux, Louisiana Tech University Ashtyne Monceaux, from Crowley, Louisiana, is a third-year undergraduate student at Louisiana Tech University, currently pursuing a Bachelor’s Degree in Civil Engineering. She hopes to pursue a career in Water Resources Engineering. Ashtyne’s involvement with her university’s own NSF S-STEM Success Scholars Program lead to her research in engineering education. Ashtyne is a member of Louisiana Tech’s Honors College, an ambassador for the College of Engineering

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

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Student Division (STDT)

Teachers Association (NSTA), 2016. https://ngss.nsta.org/About.aspx (accessed Aug. 12, 2023).[2] Next Generation Science Standards Lead States, Next generation science standards: For states, by states. Washington DC: The National Academies Press, 2013.[3] W. Aminger et al., “Preservice secondary science teachers’ implementation of an NGSS practice: Using mathematics and computational thinking,” J. Sci. Teacher Educ., vol. 32, no. 2, pp. 188–209, Feb. 2021.[4] R. S. N. Lindberg, T. H. Laine, and L. Haaranen, “Gamifying programming education in K‐ 12: A review of programming curricula in seven countries and programming games,” Br. J. Educ. Technol., vol. 50, no. 4, pp. 1979–1995, Jul. 2019.[5] Bureau of Labor Statistics, U.S

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Skylar Hubbarth, Clemson University; Anna Grace Hunter; Shannon Conner, Clemson University; D. Matthew Boyer, Clemson University

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Significance of Scholarship Programs in STEMIntroductionIn this Work-in-Progress paper, we share our ongoing work with an NSF Scholarships in STEM(S-STEM) program related to an iteration of analysis that looked across specific aspects in amore summative manner than our typical analyses during the five years of the project that aremore formative. As the project will soon enter an extension into a sixth year to use existingscholarship funds, we took this opportunity to begin to reflect on overarching goals toward thedevelopment and submission of a new S-STEM proposal to continue this work. The StudentPathways in Engineering and Computing for Transfers (SPECTRA) program in the ClemsonUniversity College of Computing, Engineering

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

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importance of creating theseopportunities for college retention.VII. ACKNOWLEDGEMENTThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1832553. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors would like to acknowledge Jason Osei-Tutu, Dr. RuzicaTodorovic and Bridget O’ Connell for supporting our research and facilitating the Center ofExcellence for Engineering and Computer Science at Wilbur Wright College, City Colleges ofChicago. This research is derived from the research “Building Bridges into Engineering andComputer Science” that is approved by the City

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

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Foundation, 2018.[2] T. Jungert and M. Rosander, “Self-efficacy and strategies to influence the study environment,” Teaching in Higher Education, vol. 15, no. 6, pp. 647–659, Dec. 2010. https://doi.org/10.1080/13562517.2010.522080[3] A. Ahmad and T. Safaria, “Effects of Self-Efficacy on Students’ Academic Performance,” Journal of Educational, Health and Community Psychology, vol. 2, no. 1, 2013.[4] R. W. Lent, S. D. Brown, J. Schmidt, B. Brenner, H. Lyons, & D. Treistman, "Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models," Journal of Counseling Psychology, vol. 50, no. 4, pp. 458–465, 2003.[5] D. R. Schaefer, S

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

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only to benefit engineering retention as a whole, but alsoto begin to close the retention gap for underrepresented minorities in engineering. Our resultssupport our hypothesis, suggesting that interdisciplinary studies are appealing to URMs and mayhelp alleviate the push-pull pressure by bridging engineering with careers they better identifywith. These interdisciplinary interventions have not yet been implemented or assessed for actualimpact on URM recruitment and retention.References[1] M. M. Camacho and S. M. Lord, “‘Microaggressions’ in engineering education: Climate for Asian, Latina and White women,” in 2011 Frontiers in Education Conference (FIE), Oct. 2011, pp. S3H-1- S3H-6. doi: 10.1109/FIE.2011.6142970.[2] A. J. Koch, P. R

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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Education, vol. 14, no. 3, pp. 340–352, 09 2021. [Online]. Available: https: //www.proquest.com/scholarly-journals/s-dude-culture-students-with-minoritized/docview/2348348625/se-2[13] J. Misra, J. H. Lundquist, E. Holmes, S. Agiomavritis et al., “The ivory ceiling of service work,” Academe, vol. 97, no. 1, pp. 22–26, 2011.[14] N. A. Fouad, W.-H. Chang, M. Wan, and R. Singh, “Women’s reasons for leaving the engineering field,” Frontiers in psychology, p. 875, 2017.[15] J. Walther, N. W. Sochacka, and N. N. Kellam, “Quality in interpretive engineering education research: Reflections on an example study,” Journal of engineering education, vol. 102, no. 4, pp. 626–659, 2013.[16] K. J. Cross, S. Farrell, and B. Hughes, Queering STEM

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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]. Available: https://files.eric.ed.gov/fulltext/ED531255.pdf[2] V. Y. T. Liu, “The Road Less Traveled: Degree Completion and Labor Market Impact of Reverse Transfer on Non-High-Achieving Students,” The Review of Higher Education, vol. 45, no. 1, pp. 1–29, 2021, Doi: https://doi.org/10.1353/rhe.2021.0006.[3] L. Anderson, “Reverse Transfer: The Path Less Traveled,” May 2015. https://www.ecs.org/clearinghouse/01/18/77/11877.pdf (accessed Oct. 08, 2023).[4] National Center for Education Statistics, “National Center for Education Statistics,” nces.ed.gov, Jul. 27, 2020. https://nces.ed.gov/fastfacts/display.aspid=900[5] S. Devilbiss, “DigitalCommons@University of Nebraska –Lincoln: The Transition

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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application.IV. ACKNOWLEDGMENTSThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1832553. 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 Foundation. This research is part of the research “Building Bridges into Engineering andComputer Science” that is approved by the City Colleges of Chicago District IRB protocolIRB2018007.The researchers would also like to acknowledge Ahmed Sozzer, Dominika Panek, Zhiyi Zhu fortheir contributions.REFERENCES[1] G. Crisp and I. Cruz, “Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007,” Research in Higher

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Naqash Gerard, University of Florida; Idalis Villanueva Alarcón, University of Florida; Isabella Victoria, University of Florida; Minji Yun, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida

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first three authors).The second study was conducted as a focus group with seven Black faculty mentors speakingabout their experiences mentoring Black Ph.D. students in engineering. A parallel studyexploring the experiences of these Black Ph.D. mentees is underway and will be presented ina future publication.2.2 Research Quality The validation process incorporated multiple rounds of evidence gathering, informed byHall et al.'s perspectives on multidisciplinary approaches to understanding complex socialrelationships [33]. This included peer debriefing sessions, member-checking, and thoroughdocumentation of the research process. The data analysis phase employed systematic codingand theme development, with all team members participating to

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mandana Ashouripashaki, The Ohio State University; Krista M Kecskemety, The Ohio State University

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Student Division (STDT)

behaviors.The foundation of the MBTI lies in four fundamental dimensions, each represented by a pair ofopposing traits: • Extraversion (E) – Introversion (I): This dimension focuses on where individuals direct their attention and energy. Extraverts gain their energy from external sources and thrive on social interaction, while introverts find solace in their inner world and prefer reflection. • Sensing (S) – Intuition (N): This aspect relates to how individuals process information. Sensing types rely on concrete details and present realities, while intuitive types prioritize abstract concepts and future possibilities. • Thinking (T) – Feeling (F): This dimension highlights decision-making styles. Thinkers

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fangyuan Chai; Yi Wang; Zhaoping Feng; Jing Jin; Jun Zhu

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Student Division (STDT)

Psicología/Annals of Psychology, vol. 31, no. 1, pp. 268-279, 2015.[11] L. Hsu, “Work motivation, job burnout, and employment aspiration in hospitality and tourism students—An exploration using the self-determination theory,” J. Hosp. Leis. Sport Tour. Educ., vol. 13, pp. 180–189, 2013.[12] W. Bao, “The Measurement and Determinants of Student Satisfaction in Higher Education Institution,” Res. Educ. Dev., vol. 34, no. 3, pp. 22–29+55, 2014.[13] Z. Abdullah, S. A. Alsagoff, M. F. Ramlan, and M. S. Sabran, “Measuring student performance, student satisfaction and its impact on graduate employability,” Int. J. Acad. Res. Bus. Soc. Sci., vol. 4, no. 4, pp. 108–124, 2014.[14] W. Bao, “The Measurement and Determinants of Student

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abigail Nichole Lehto, American Society of Engineering Education (ASEE); Ning Fang, Utah State University

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. 3, pp. 276–300, 2005.[2] G. M. Bettencourt, C. A. Manly, E. Kimball, and R. S. Wells, “STEM Degree Completion and First-Generation College Students: A Cumulative Disadvantage Approach to the Outcomes Gap,” The Review of Higher Education, vol. 43, no. 3, pp. 753–779, 2020.[3] “About NSSE,” Evidence-Based Improvement in Higher Education. https://nsse.indiana.edu/nsse/about-nsse/index.html[4] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton. “Persistence, engagement, and migration in engineering programs,” Journal of Engineering Education, vol. 97, no. 3, pp. 259-278.[5] S. Hopkins, J. Workman, and W. Truby, “The Out-of-Classroom Engagement Experiences of First