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 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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Student Division (STDT)

meaningful knowledge they constructed after course completion.Implications for this work include providing information to instructors on how students viewinnovative, problem-based work and the benefits to their development as novice engineers. Thisstudy also suggests that autoethnography can serve as a valuable research method in engineeringeducation, allowing for a direct examination of students’ own experiences and perceptions.IntroductionThe student perspective provides valuable insight that can be leveraged to improve engineeringcurriculum and retention rates. [1], [2], [3]. The engineering curriculum at the university levelserves to engage students in activities that meet university requirements, as well as satisfy theAccreditation Board for

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)

population of undergraduate biomedical engineers (BMEs).Establishing a strong sense of belonging is inextricably linked with student engagement [1, 2],community building [3, 4], and retention of college students [5]. Students who feel like theybelong to their university, their major, or at least feel a sense of belonging in their highereducation are not only more likely to stay with their field of study [1] but also perform betteracademically [6], engage more attentively in their classes [7], and become more persistent [8].Strategies for improving the sense of belonging have documented an increase in the performanceof students and successful graduation from their respective engineering major, which translatesinto improved success in setting and

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorna Treffert, University at Buffalo, The State University of New York; Courtney June Faber, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville

Tagged Divisions

Student Division (STDT)

-methods research projects centered around diversity and inclusion in engineering. She will begin a Ph.D. in Biomedical Engineering with a focus on Engineering Education at the Georgia Institute of Technology in Fall 2024. ©American Society for Engineering Education, 2024 Work-In-Progress: How an Engineering Education Research Team’s Culture Impacts the Undergraduate Research ExperienceIntroductionThe impact of undergraduate research experiences (URE’s) on students' development asresearchers and STEM professionals has been studied since the early 2000s [1]. Students whoparticipate in UREs have reported that such experiences helped them clarify and confirm theircareer choices and

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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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

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

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Student Division (STDT)

and involving students in design choices during thelab, coupled with their feedback fosters a more innovative and well-organized lab creationprocess [1].The level of structure in laboratory courses may vary depending on the learning objectives of thecourse or curriculum and the academic level of students enrolled in the course, i.e., lowerdivision vs upper division [2]. For example, a highly structured laboratory may be used tointroduce students to laboratory analysis techniques and the use of laboratory equipment. At theother extreme is the unstructured laboratory which may be used at the senior level, requiringstudents to apply and synthesize skills to design and test a large-scale or multi-componentsystem. For sophomores and juniors

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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Student Division (STDT)

Society for Engineering Education, 2024 FOSTERING COMMUNITY OF PRACTICE (CoP): THE IMPACT ON SELF-EFFICACY AND BELONGING OF UNDERGRADUATE STUDENTSI. INTRODUCTIONAs of July 2021, 40.4 million students have attended college and dropped out without earning acredential—referred to as the “Some College, No Credential” (SCNC) population [1]. Out of the40.4 million SCNC population, only 2.1% re-enroll into a degree program. Student retention isrecognized as remaining in a college or university program until the course of study is complete,regardless of whether they pass or not, or until the students gain a degree [2]. Students whocancel their enrollment are classified as dropouts [3]. The six most prevalent factors thatcontribute to a lack

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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Diversity

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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 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)

theory to the field of engineering,considering how these frameworks can inform career paths, transitions, and professionaldevelopment within this specialized domain.Maslow's Hierarchy of Needs: A Lens for Understanding Career MotivationsWhile not explicitly a career theory, Abraham Maslow's Hierarchy of Needs [1], [2] sheds lighton the motivational forces driven by different levels of human needs. Maslow's model proposes apyramid structure, where individuals progress through five levels of needs, each requiringfulfillment before moving to the next: • Physiological Needs: These fundamental survival needs include air, food, water, shelter, and warmth. • Safety and Security Needs: This level focuses on the desire for protection

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)

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

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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Student Division (STDT)

Research Grants 24K06133 and the Shibaura Institute of Technology Grants for Educational Reform and Research Activity in the AY2024. Her current main research interests are: 1) how including humanities courses in an engineering education curriculum can help students to gain flexibility, and an appreciation of equity, and a greater richness of ideas; and 2) systematic issues impacting the effectiveness of engineering education, specifically in the context of project-based learnings for the engineering education. Below are her recent presentations at international conferences: ASEE 2023, WERA 2023, 2022, 2019, APAIE 2023, 2022, IIAI DSIR 2021, 2020. She obtained the Multidisciplinary Engineering Division’s Best Diversity

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University

Tagged Divisions

Student Division (STDT)

Developing KSAs in Engineering Capstone Students (WIP) This work-in-progress research analyzes undergraduate outcomes after participation in anengineering design capstone course. In this context, knowledge, skills, and abilities (KSAs) areintegrated within a competency-based educational (CBE) [1] model with an emphasis onformative assessment and feedback throughout the semester. Mirroring work in industry, thecourse also incorporates elements of new-product design (e.g., pre-work, definition, iterations)[2]. The course provides authentic learning through community and industry partnerships forteams of mixed-major engineering students (e.g., electrical, mechanical), exemplifying integratedlearning experiences [3] in pursuit of real-world

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)

andexplores the subjective perspectives and experiences about programming. In the context of athird-year quality control course with a computing lab component involving both mechanical andindustrial engineering students, we aim to answer the following research questions: (1) How dodifferences in the programs’ curricula impact students’ attitudes and self-efficacy towardprogramming? (2) How do the computing lab activities affect the students’ attitudes and self-efficacy toward programming? Three surveys are distributed across the semester, collectingstudents’ programming backgrounds, perceived interests, usefulness, and self-efficacy, alongwith their engagement with lab activities. Initial findings indicate that industrial engineeringstudents have

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Lynn Repp, University of Portland; Sean Lyle Gestson, University of Portland; Jacob P. Kimball, University of Portland

Tagged Divisions

Student Division (STDT)

be most useful.Background According to the American Society of Quality, problem solving is the process of defining,determining the cause, creating or identifying a variety of solutions, and then selecting andimplementing one of the solutions to a problem [1]. The ability to problem-solve is consistentlyone of the most sought-after competencies that a prospective employee can have [2].Additionally, the ability to problem-solve impacts critical thinking, teamwork, and leadershipskills, all of which are also considered important competencies needed for career readiness.However, despite their importance, many employers note a proficiency gap in several of thesecompetencies in recent graduates [2]. One of the most important parts

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simon Zhang, Northeastern University; Joshua Dennis, Northeastern University; Haridas Kumarakuru, Northeastern University; Bala Maheswaran, Northeastern University

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Student Division (STDT)

subtleties around recipe optimization, such as combining ingredients that finish cookingaround the same time, only develops with experience and intuition. There are smart thermometers on themarket such as Yummly, Meater, and more but the price of these products ranges from $80-$370. TC++aims to deliver reliable results for a lower price.There are many tools used to measure temperature, one of the tools is the thermocouple. In 1821, ThomasJohann Seebeck was able to use his discovery of the Seebeck effect to create a thermocouple. The Seebeckeffect is the thermoelectric phenomenon where when a junction is heated between two dissimilar materialsit creates a change in the electrical operation of the integrated circuit [1]. A thermocouple uses this

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University

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Student Division (STDT)

enrolled full-time in engineeringprograms in higher education in the United States [1]. Yet the American Society for EngineeringEducation (ASEE) found that engineering has a dropout rate of 40-50% [2]. ASEE also foundthat most engineering students do not complete the degree within the expected four years, withmany needing closer to six years [2]. Poor advising, substandard teaching, difficulty of thecurriculum, and lack of a sense of belonging in engineering are all significant contributingfactors to the high dropout rate [3]. While understanding some of these reasons why students donot stay in engineering programs is important, an approach that focuses on barriers to success isfundamentally different from one that focuses on engineering students

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Justin Jin; Parker Olkowski; Yu-Fang Jin, The University of Texas at San Antonio

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Diversity

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Student Division (STDT)

framework's impact relied on servicehours, outreach scales, and feedback collected during the summer camps.The analysis confirmed the framework's effectiveness in enhancing students'technical and soft skills, sustaining their interest in STEM, improving teamperformances, and fostering an inclusive community for collaboration. The LPSframework offers students flexibility in developing their skill sets and has beenproven to be sustainable, transformable, and scalable for integration into K-12thengineering curriculum and extracurricular programs.IntroductionRobotics has been identified as an interdisciplinary field encompassing electrical components,computer vision, mechanics, cognitive science, and artificial intelligence [1-5]. Innovation inrobotics

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)

we willobserve their teaching when implementing the game lesson. Data will then be coded andanalyzed using thematic analysis to find out the change in preparedness and engagement towardsteaching computer science.IntroductionIn response to the lack of engineering and computer science education in high school, the NextGeneration Science Standards (NGSS) were created in 2014 by twenty-six states with twentystates adopting these standards [1]. The NGSS shifted science instruction to incorporate cross-cutting (utilizing common themes among STEM disciplines) engineering standards and expandon computational thinking skills [2]. However, as technology and computing have advanced, theNGSS do not reflect the modern skills needed for computing to

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sruthi Dasika, Purdue University; Anyerson Cuervo, Purdue University; Amena Shermadou, Purdue University

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Diversity

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Student Division (STDT)

journey.Their experiences are influenced by learning to navigate a foreign educational system while alsonegotiating their own cultural backgrounds in the process. Existing studies have indicated thatinternational students grapple with their experiences of adjusting to a new culture, managinglanguage barriers, and challenges with feelings of belonging within their academic environments[1], [2], [3], [4]. However, there remains a notable gap in understanding how the culturalidentities of doctoral students influence their professional development experiences, such asgraduate teaching roles. As such, this collaborative reflection between the first two authors aimsto explore their teaching motivation and identity development through the lens of their

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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Student Division (STDT)

engineers was 8.5% [1] of the professionin the United States, Mechanical Engineering degrees rank the highest awarded at thebaccalaureate level, with only 17.6 % awarded to women [2]. One factor that aids recentgraduates in obtaining employment is experience, such as internships, co-ops, researchopportunities or participating in design and build engineering teams. Many of the design andbuild teams that engage mechanical engineering students are run through the Society ofAutomotive Engineers (SAE). These include eight collegiate design series SAE Aero Design,AutoDrive Challenge ll, Baja SAE, SAE Clean Snowmobile Challenge, Formula Hybrid,Formula SAE, Formula SAE Electric, and Mission Autono that provide undergraduate andgraduate students with pre

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)

to selectedstudents. In addition to the scholarship funds, S-STEM programs offer additional activities andresources [1]-[4]. For example, Southern Methodist University provided their S-STEM studentswith weekly seminars and block scheduling which positively impacted the students and theirability to excel academically. While various academic and support resources are included in theimplementation of the S-STEM Program discussed here, this paper’s focus is the impact ofweekly lunches on our students.Student retention is typically influenced by feelings of self-efficacy and inclusion in engineeringspaces [5]-[6]. Reasons for attrition include classroom and academic climate, grades andconceptual understanding, self-efficacy and self-confidence

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, The Ohio State University; Julie P Martin, University of Georgia

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Student Division (STDT)

receiving high-quality mentoring duringour doctoral work, we ourselves did not receive the hidden curriculum we offer here, and weknow that doctoral programs in engineering and engineering education focus on training studentsto be independent researchers rather than to develop research agendas and manage researchgroups as faculty. We hope to support the next generation of faculty by offering practical adviceabout three aspects of earning tenure at a research institution that are rarely explicitly discussed:(1) developing and disseminating a compelling narrative about your work, (2) promoting theimpact of your work, (3) leading a research group, and (4) creating an internal and externalsupport team.We structured this paper to highlight both our

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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Student Division (STDT)

, and Applied Sciences launched in the Fall of2019, with the first students to receive financial support and SPECTRA-based programming inthe Spring of 2020. Since then, the SPECTRA program has provided financial support to nearlyone hundred undergraduate Scholars who are transfer students in the college. While the Scholars have consistently reported the SPECTRA program’s main sellingpoint is its monetary value, other evidence indicates that transfer scholars in STEM often havemyriad unmet needs beyond financial assistance [1]. Our research has shown this to be accurate;Scholars have demonstrated that their primary appreciation of the SPECTRA program camefrom a need for additional funding, but other aspects also contribute. Similar to

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

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Student Division (STDT)

degree in Psychology from UGA (2017) and a Master of Education in Higher Education Administration from Georgia Southern University (2021). She has higher education experience in business affairs and academic advising. She researches structures that contribute to underrepresentation in STEM majors and is currently a Graduate Assistant for the UBelong Collaborative. ©American Society for Engineering Education, 2024 First-Year Women’s Interpretations of Self-Efficacy After an Ecological Belonging InterventionIntroductionFor decades, engineering education research has documented the persistent underrepresentationof women in engineering [1], [2]. Numerous findings have shown that

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University

Tagged Divisions

Student Division (STDT)

Engineering Education, 2024 Generative Learning in Two Community-Based Experiential Undergraduate Courses This research to practice paper analyzes the innovative teaching elements of twocommunity-based experiential undergraduate courses. Experiential learning on its own shifts aclass from a more traditional format to “an approach that is semi-structured and requires studentsto cooperate and learn from one another through direct experiences tied to real world problems”[1, p. 4]. When engaging with the community through experiential learning, additionalperspectives are integrated into learning with the intent that all parties will benefit. This can beachieved through multiple course designs, two of