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

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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 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)

professional identity with the student and helping them in ways that didnot violate the ethical principles of engineering and teaching. The results of this interaction werethat the student made it successfully through the semester and is finishing their program in goodstanding. The final takeaways from this experience are the use of empathic mentoring, being thechange that one wishes to be in engineering education, and taking extreme ownership of one’smentoring role to develop and guide their mentees.IntroductionEngineering as a discipline has had a reputation for having a difficult curriculum where manystudents do not succeed [1]–[7]. The most recent numbers regarding engineering retention ratesfor United States universities show that approximately

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)

pursuing STEM baccalaureate degrees lies in examining and addressing theculture of the engineering classroom and the engineering laboratory (Ibarra, 1999). The methods throughwhich engineering faculty choose to enrich and mentor students makes just a significant impact in whatthey are being taught. Brown Jr. offers fours components needed for strengthening the relationshipbetween underrepresented students and STEM baccalaureate degree pursual: (1) prioritizing diversity; (2)providing mentoring; (3) involving students in professional development activities; and (4) incorporatingreal cultural context within the framing of research (2011). Implementation of such elements within thestudy’s Biomechatronic Learning Laboratory for rehabilitation robotics

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 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)

Transfer ShockAbstractIn this full student-led research paper, we investigate the social networks of both lateral andvertical engineering transfer students to determine how integrated they are at their currentinstitution, and how their social connectedness can affect the extent of their transfer shock.Transfer shock is a decrease in GPA that a transfer student might experience at their receivinginstitution and can affect student retention and likelihood of graduation. The research questionswe aim to answer are: 1) How do the social networks of lateral and vertical transfer studentsdiffer from one another? and 2) What is the correlation between a transfer student’s socialnetwork and their experience of transfer shock?To answer the research

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)

further valued and supported by university administrators.IntroductionThere is a persistent concern surrounding representing diverse groups in science, technology,engineering, and mathematics (STEM) in the United States [1]. Additionally, ABET’saccreditation is aimed at producing graduates who are prepared to enter the global workforcewith the ability to succeed and thrive in diverse and inclusive environments [2]. STEMprofessions require imagination and innovation which is easier to achieve when persons withdiverse backgrounds and experiences collaborate and work toward a common goal. Theseunderrepresented minority students face special challenges in these fields [3]. These challengesrequire an asset-based, cultural capital approach to analyze

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)

research at the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. ©American Society for Engineering Education, 2023A Comparative Analysis of Support Perceptions between Transfer and First- Time-in-College Students in Engineering, Science, and Mathematics ProgramsIntroductionAn important mechanism for retaining engineering students is offering support programs at thecollege level, which includes, for example, formal structures such as living-learning communitiesas well as both formal or informal opportunities for mentoring by faculty and peers. However,traditional student retention theories concentrate primarily on the institutional level [1]–[5]. TheSTEM

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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Diversity

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Student Division (STDT)

existing research in science, technology, engineering and mathematics (STEM) fieldsdemonstrates two trends: 1) the demand for STEM jobs has outpaced the current supply ofSTEM workers in the United States; and 2) the demand for STEM jobs has outpaced the futuresupply of STEM workers, i.e. current degree-seeking college students [6], [7], [8], [9]. The lackof representation of Black students in undergraduate engineering programs is particularlypronounced. Black Americans make up approximately 13% of the population but less than 5% ofengineering graduates year-over-year [10]. In recent years, engineering education literatureacknowledges the fact that Black students and other minoritized groups have been systemicallyexcluded from engineering over time

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

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Student Division (STDT)

following research questions: 1) What types of programs are offered to support community college students in engineering-for-transfer programs? 2) What aspects of these programs contribute to the success of students who have responsibilities like employment or caretaking of another person? The systematized literature review resulted in nineteen peer-reviewed journal articles,published after 2010, collected from the Compendex and ERIC databases. These papers werethematically analyzed and results compared. These papers all addressed, to some extent, theexperiences and transfer outcomes of working or caretaking community college students inScience, Technology, Engineering, and Mathematics (STEM) degrees. Results

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

Tagged Topics

Diversity

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Student Division (STDT)

electronic instruments and audiotechnology in music venues, it is vital that accessibility and equity is ensured for performers ofall sectors; from classical performers, to pop artists, to digital music performers and beyond. Asoutlined in Article 27 of the United Nations’ Declaration of Human Rights [1], “Everyone hasthe right to freely participate in the cultural life of the community, to enjoy the arts and to sharein scientific advancements and its benefits”. Furthermore, Article 19 of this document states that“Everyone has the right to freedom of opinion and expression (.. . )”. An increase in globalawareness of diversity inclusion has led the United Nations among other leadinghumanity-driven organizations to emphasize a need for unrestricted

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)

acrossindividual faculty based on the type of assessment practices they choose to adopt in their courses.In addition to traditional formative and summative assessments, prior literature has identifiedother forms of assessment including standards-based, competency-based, mastery-based, andadaptive [1]. More recently, the practice of ungrading has become more prominent in thehumanities and social sciences and is slowly being adopted by engineering education. In coursesthat utilize ungrading, students are required to develop a portfolio of writing intensive or othertypes of projects in lieu of traditional assignments [2]. Students are expected to submit their workfor review, obtain feedback from the instructor, and implement that feedback over the course

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)

growth [1], so engineering pathways have emerged as a topic of engineeringeducation research [2].Two major endeavors made over the past two decades have considerably shaped ourunderstandings about engineering pathways. One was the U.S.-based Academic Pathways Studyconducted in the 2000s by the Center for Advancement of Engineering Education of theUniversity of Washington. The project investigated the experiences of engineeringundergraduates and early-career engineers, with a focus on four aspects of becoming anengineer—skills, identity, education, and workplace [3]. The other was the report“Understanding Educational and Career Pathways of Engineers” produced by U.S. NationalAcademy of Engineering in 2018 [4]. The report provides an informative

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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Diversity

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Student Division (STDT)

Comparisons with Tukey’s HSD Adjustment course)? Pairwise Comparison M∆ SE p 95% CIPARTICIPANTS University Belongingness Table 1 Neurodivergent & No Disability -0.36 .102 .002 [-0.596, -0.116] DISCUSSION & NEXT STEPS No Disability & Other

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)

. ©American Society for Engineering Education, 2023 Work in Progress: A Pilot Study on Faculty Perceptions of the Impact of COVID-19 on Undergraduate Engineering Student ReadinessIntroductionThe COVID-19 pandemic resulted in widespread school closures across all levels, beginning inMarch 2020. Since then, K–12 schools and higher education institutions across the globe havebeen forced to alter their content delivery in order to maintain safe learning environments andcomply with local, state, and federal regulations [1]. During 2020 and 2021, many K–12 schoolsand higher education institutions implemented virtual learning, lost critical instruction time, andwere unable to cover the same amount of content as a typical pre-COVID-19 school year [2

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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Diversity

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Student Division (STDT)

environment to be less supportiveoverall [1]. In terms of science, technology, engineering, and mathematics (STEM) majors,studies have also found that first-generation students are 6% less likely to complete a degree inthese fields compared to their continuing-generation peers [2]. Research focusing on theengagement of first-generation college students in engineering is a topic that has not been widelyexplored up to this point. Because of the present battles that first-generation students face, moreresearch on their engagement is essential to aid them in achieving their educational goals.This work-in-progress (WIP) research utilizes the National Survey of Student Engagement(NSSE) as the main data collection instrument [3]. This survey is 40 questions

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)

initially, followed by two sets of questions to assessthe participants' stress levels related to job-seeking and future career challenges. These questionswill be categorized as personal and work-related stressors. Furthermore, this study aims to gatheropinions on the necessary skills that should be integrated into a mental health educationalprogram. This will provide insights into the required educational content for future mental healthcurricula targeted towards engineering students.Introduction According to the recent survey by American College Health Association (ACHA) among26,000 undergraduate students in the US, nearly 40% reported experiencing depression andanxiety [1]. Another research project, which examined mental health among more than

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)

and practices. The preliminary findings revealed that manydeveloped resources and curricula focused on secondary education, specifically middle school.However, recently there has been an increase in curriculum development for primary education.IntroductionArtificial Intelligence (AI) has gained significant attention in recent years across all sectors andfields [1]. In the past, AI was traditionally limited to industry. However, the integration ofengineering and computer science (CS) in pre-college education has led AI to emerge as the nextimperative topic in K-12 education [1], [2], [3]. With new technologies emerging rapidly, such asAlexa and Tesla’s self-driving cars, students must understand these tools and their utilizationstarting in

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)

of Academic Culture on Engineering Graduates’ Workforce Expectations and Subsequent BehaviorsIntroductionThe supply of civil engineering graduates has yet to meet the demand of civil engineeringindustries within the United States [1]. The Bureau of Labor Statistics predicted a 7 percent growthwithin the 2021-2031 decade with about 24,200 job openings available each year [2], but only anestimated 21,561 civil engineering degrees were awarded in the U.S. in 2020 [3]. Furthermore, theCOVID-19 pandemic has resulted in employees quitting their jobs at higher rates than everhistorically recorded [4]; this has been further observed in the civil engineering industry [5]. Aresearch survey conducted by the Future World

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)

listservs at the prospective institution. The goal is to have arelatively diverse pool of participants so we can compare engineering PhD students’ experienceacross demographic groups. If the pool is less diverse than expected, I will utilize snowballsampling, reach out to network connections, and contact demographic-specific clubs/organizations/affinity groups.Data Collection Data for this study will be collected using a quantitative survey of Ph.D. students inengineering at an American Research-1 institution. The survey instrument will be adapted fromWeidman’s (2003) socialization of doctoral students survey to elicit responses to socializationfactors and milestones. The survey sections will include Likert scale, multiple choice, yes-no

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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Diversity

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Student Division (STDT)

various stages of their careers, and found thatwhen URMs leave the engineering field for a non-engineering career, they not only face less biasand discrimination, but also feel as if they are more positively impacting the world. We suggestsome methods for retaining URMs in engineering by leveraging interdisciplinary studies to offerbetter identity coherence by incorporating complex, impactful problem solving into their fields.All participants, especially URMs, expressed interest in the following methods of introducinginterdisciplinary aspects to engineering: (1) promoting interdisciplinary internships andintracollegiate research, (2) a revised first-year curriculum to introduce meaningfulinterdisciplinary-based projects, and (3) facilitation 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)

innovativetechnologies benefiting our society. Unfortunately, a gender gap persists in most STEMdisciplines even though men and women comprise a similar proportion of the total U.S.workforce[1]. In engineering, while there has been an increase in degrees awarded to women,they continue to earn fewer undergraduate and graduate degrees than their male counterparts [1]and comprise approximately 16.1% of the U.S. engineering workforce in 2022 [2].To address the problem of female underrepresentation in STEM fields, researchers have beeninterested in learning how faculty can serve as potential role models or mentors to studentsinterested in obtaining degrees in STEM [3]–[5] . The research proposes that a higherrepresentation of female faculty can positively influence

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)

genderminorities in science and engineering fields for decades [1]. As of Spring of 2023, women andother gender minorities make up only 13% of Master’s students, 16% of Ph.D. students, and 18%of undergraduate students in the Aerospace Engineering department at the University of Illinois atUrbana-Champaign, for example [2]. Recruitment and retention efforts for gender minorities areongoing at every level for K-12, undergraduate, graduate, and faculty positions across academiaand STEM. The efforts of the current initiative focus on the transition from undergraduate tograduate education, which was identified as one of three critical points in a woman’s engineeringcareer, defined as a time when significant numbers of women leave the field [3, 4]. The

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)

Technology, only 25% of engineering degrees, includingBachelor’s, Master’s, and Ph.D., were awarded to women in US institutions [1]. Theunderrepresentation of women in engineering may be due to a lack of diversity when recruitingstudents, as well as the fact that women have higher attrition rates than their men peers, so-called“the leaky pipeline” [2, 3, 4].Many studies have attempted to understand this high attrition rate of women students inengineering careers. Some suggest that women students have fewer opportunities to develop theirengineering interests or chances to be recognized as engineers compared with their mencounterparts [5, 6, 7, 8, 9]. Others note that women students face additional professionaldevaluation and chilly climates in

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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Diversity

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Student Division (STDT)

theundergraduate researchers (first author) on undergraduate electrical engineering students’perceived self-efficacy and Impostor Syndrome during their participation in RED programactivities.Self-efficacy refers to the “students' beliefs in their ability to achieve tasks,” [1] while ImpostorSyndrome is defined as a “psychological term that refers to a pattern of behavior wherein people(even those with adequate external evidence of success) doubt their abilities and have a persistentfear of being exposed as a fraud,” [2]. Impostor Syndrome is known to occur more frequently inscientific communities, along with marginalized communities and communities frequently facingmental health issues, such as anxiety and depression [3]. For this project, the goal is to

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)

engineering identity development,contributing to our understanding of this important, complex, and dynamic process.IntroductionSeveral factors have been shown to influence an engineering student’s ability to recognize andidentify themselves as an engineer, including personal academic achievement, experience in theengineering field, acceptance of family legacies, or a combination of other factors [1], [2], [3].As an engineering student experiences and accepts these factors, they can better envision andrealize their potential as an engineer. However, due to their diverse backgrounds and priorknowledge, we know that students have differing definitions of what it means to be a ‘successfulengineer’ [4], [5]. While some students base their definitions on

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

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Diversity

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Student Division (STDT)

engineering design. However, perspective-taking is only one facetof empathy. This work reviews models of empathy, pedagogical strategies for empathy education, andempathy assessments that have been employed in the context of BME education to enable BMEinstructors to integrate empathy education in their individual course contexts and continue to developempathy education within BME education.Keywords: Empathy, Biomedical Engineering, UndergraduateIntroductionAs the world has become increasingly global, so too has engineering become a global practice, requiringengineers to have diverse social and technical skillsets [1]. This is particularly important as modern-dayengineers are expected to participate and problem-solve within sociotechnical challenges

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

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Student Division (STDT)

moresupportive communities, and specific transfer pathways. Academic pathways provided bycurricular maps affect students' likelihood of persisting in their studies. [18]. The newexperiences have been significant in providing a clear sense of direction and an increase in self-efficacy [19].V. FUTURE WORKFigure 1: The complete process of our research including future work.All the interviewed participants are enrolled in an engineering program at Wright College.Picking reverse transfer students that are not in any pathway, and non-engineering students willgive us two reverse transfer populations to compare. The next group of interviews will berandomly chosen from reverse transfer students who are not involved in a program but are onlytaking courses to be

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)

Development of a Research-Based Application for Effective Mentor-Mentee MatchingI. INTRODUCTIONMentoring is a relationship between two individuals, wherein a mentor, an experienced andknowledgeable individual, provides guidance and support to a less experienced mentee. Thisrelationship is established with the objective of imparting knowledge, skills, and expertise tofacilitate the mentee’s personal and professional growth [1]-[5]. Currently, there are severalmodels of mentoring relationships. Mentoring can happen on a one-to-one basis. It can besituational, group or peer-based [6]. It can also occur in formal or informal contexts [4]. An idealmentoring relationship must happen organically [7].Mentoring is an essential tool for

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

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Student Division (STDT)

to be taught in a subse-quent quarter. Successful teaching teams are hired to teach their quarter long class, with the optionto come back and mentor others and/or teach their class again. We began piloting this students-teaching-students concept in 2020, and have since run 15 instances of quarter-long, nine learnerhours/week courses in a wide range of topics: Robot Operating System, Graphical User Interfaces,Embedded Programming, Hacking, Creative Virtual Reality, among others. This proceeding is adiscussion of two of the original classes taught as part of this program: Introduction to ElectronicDesign and Introduction to 3D Design & Fabrication (examples of student work from these classesare shown in Figure 1).Figure 1: (Left) Ten of

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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Student Division (STDT)

internalization of certain valuesover others.IntroductionGraduate students engaging in research education are vying for admission to a community ofscholars, learning to operate within specific requirements, regulations, and expectations in eachfield of study [1]. Shifts in how doctoral students view themselves and their peers, their mentors,the field, and generated knowledge occur throughout the research education process.Simultaneously, students proceed through the process of taking on or rejecting values and valuesystems (axiology) that are proliferated and perpetuated in their professional field of study. Inaddition to messages conveyed from graduate development within engineering environments,graduate students also bring their beliefs about knowledge