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

Tagged Divisions

Student Division (STDT)

integrate into the scientific community at the same rate as non-URM students. When URMs do integrate into the scientific community, such as by formingstudy groups, participating in undergraduate research, and getting involved in clubs ororganizations, their likelihood of completing an engineering degree increases [9], [31]. URMswho leave engineering fields cite a lack of sense of belonging or engineering identity, furtherdemonstrating the importance of becoming integrated into the field [32]–[35].Beyond factors such as these that push URMs away from engineering, research has indicated thatURMs may be pulled towards other careers, particularly by an interest in altruistic and socially-relevant work, which can be difficult to fulfill in a STEM field

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

" instead of identifying tasks they can do. Also often at busy times, it's hard to prioritize what needs to be done first.And a third participant echoed that her biggest challenge in this phase had been “Becoming a tasklead for an intern, and two junior engineers. Delegating work, answering questions, checking workwhile managing my own workload.”While the particular focus of each phase of learning varied, what remained constant was thesalience of needing to learn how to establish, navigate, manage and overcome challenges relatedto new processes and relationships. This integrated relationship among processes, relationships,and outcomes is depicted in Figure 2. Outcomes

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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Diversity

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Student Division (STDT)

to as the old boys club [14].This ideology stems back to when certain behaviors, derogatory language, and interactions wereaccepted as the norm and received no backlash from society. Studies found that some of theparticipants described their professional workplaces as boys clubs as they were run by agedwhite heterosexual men who do not know how to interact with women and integrate women intothe community of a company. This lack of ability to integrate women into the culture andaccepted practices within an organization has been observed to negatively and positively impactwomen experiences in the workplace. Positively women expressed the ability for them tosurprise their supervisors with their technical abilities. On the contrary women also

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)

culturalidentities and formal teaching experiences. This work is guided by the research question: How docultural identities influence the self-determination of international doctoral students inengineering to pursue careers in engineering education?BackgroundTeaching experiences are an integral part of the professional development of graduate students inengineering. Research on graduate students' experiences reveals that engaging in teachingpractices can influence the professional development of graduate students [5]. This engagementhas been shown to enhance communication skills [6], [7] as well as facilitate self-efficacy toteach [8], [9]. Engaging in teaching as a graduate student also contributes to buildingrelationships with faculty and peers, which

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) 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)

fully context-driven model presentedalongside a case study for empathy education in a BME design curriculum. This framework is particularlyuseful when developing and evaluating a program curriculum. The pillars of this model encouragepedagogy that not only equips students with empathic design skills, but also facilitates valuesdevelopment. The pillars can be traced throughout a curriculum to ensure empathy education iscontinuously integrated. Therefore, each model can be used to the advantage of engineering educators in avariety of ways and course context should be considered for the selection of a given model.Pedagogical StrategiesIn this section, instructional activities for empathy education that have been implemented in BME coursesare

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)

: 10.1177/0706743716686919.[39] M. A. Khan and L. S. Law, “An Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework,” IES, vol. 8, no. 3, p. p66, Feb. 2015, doi: 10.5539/ies.v8n3p66.[40] T. Simpson, “CPWR, Suicide Prevention Resources,” CPWR. https://www.cpwr.com/research/research-to-practice-r2p/r2p-library/other-resources-for- stakeholders/mental-health-addiction/suicide-prevention-resources/ (accessed Feb. 09, 2023).Appendix Stress evaluation and preliminary need assessment for mental health curricula in engineering educationDemographic Information:What is your age?○ Below 20○ 20-25○ 26-30○Above 30Gender:○ Female○ Male○ Transgender○ Non-/binary○ Prefer Not to

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)

-thermal characterization as well as the design of learner-centered experiential curriculum. She is currently working to develop an inclusion-centered first-year design program in hands on design and problem-based learning to better support students as they enter the engineering fields. ©American Society for Engineering Education, 2024 Fostering Inclusivity and Engagement while Learning by Doing: A New Paradigm in Engineering Education based on Student-Designed, Student-Taught CoursesIntroductionWhat if students were the teachers? Inspired by the skill-building workshops organized by ourundergraduate science and engineering clubs and our Sustainability Minor’s

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 (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)

Entrepreneurship (CMTE) at the University of Toronto. She also currently sits as the President of the Board for BrainSTEM Alliance and is the Executive Director of Work Integrated Learning at the Calgary Economic Development.Dr. Qin Liu, University of Toronto, Canada Dr. Qin Liu is a Senior Research Associate with the Institute for Studies in Transdisciplinary Engineering Education and Practice (known as ISTEP), Faculty of Applied Science and Engineering, University of Toronto, Canada. Her research areas include engineering student experiences and outcomes, including competency development and educational / career pathways, and scholarship of teaching and learning.Joanna Meihui Li, University of Toronto, Canada Joanna Li is an

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

“interventions that center predominately onequipping, changing, and fixing the student, rather than on doing the more challenging work ofassessing the ways institutions and departments are perpetrating racism and other “isms” inSTEM, which leaves these structures under- or unexplained” (p. 634). For example, summerbridge programs are commonly hosted by predominantly white institutions (PWIs) to “prepare”students for integration into the engineering curriculum, usually focusing on academic and socialimprovement, offering workshops like math tutoring sessions or interview panels with currentengineers [14], [15], [16]. In developing programs that focus on “fixing” the student to fit thecurrent and historical engineering culture, we foster problematic

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

Tagged Divisions

Student Division (STDT)

potential area of involvement. The findings of this studymay not only demonstrate how limited and inaccessible these instruments currently are due to alack of widespread attention and development, but also outline what the major areas of concernare when designing these instruments. Inclusion of adapted instruments in the breadth ofengineering education curriculums and research can not only improve the experience ofphysically disabled musicians but also enable engineering students to develop a broaderunderstanding of how engineering can be used to close gaps in equity.Upon reviewing the survey of adaptive instruments, we were able to identify 9 major categoriesof design characteristics that appear to most contribute to an adapted instrument's

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

D'andre Jermaine Wilson-Ihejirika P.Eng., University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Paper ID #44217Identifying the Skills and Student Activities that Influence Career Pathwaysfor Black vs. non- Black Engineering GraduatesD’andre Jermaine Wilson-Ihejirika P.Eng., University of Toronto D’Andre Wilson-Ihejirika is currently a PhD candidate at the University of Toronto within the Institute for Studies in Transdisciplinary Engineering Education & Practice (ISTEP). Prior to that she worked for many years as an engineer and project manager in the Oil & Gas industry. She is originally from Nassau, Bahamas, and completed her B.Eng in Chemical Engineering at McGill University and her MASc. from the Centre