Displaying all 11 results
- Conference Session
- Student Division (STDT) Technical Session 6: Underserved Student Experiences
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Anastasia M. K. Schauer, Georgia Institute of Technology; August Kohls, Carnegie Mellon University; Katherine Fu, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
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 2: Student Success and Resources
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Hao Li, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology
- Tagged Divisions
- Student Division (STDT)
wasobserved that students were unwilling to make rough estimates before and after performingFinite Element Analysis, often trusting the computer simulations without reservation [9].Furthermore, these deficiencies in estimation ability were observed from undergraduate fourth-year students [7] [9].Given the lack of emphasis on estimation in the curriculum and the observed shortcomings instudents' estimation ability, we sought to answer the question: How would a student select from arange of low complexity to high complexity methods if given the freedom to choose, and howwould this choice affect their problem solving outcome? In this paper, we address this questionin two ways. First, we conducted an experiment with student participants to give an
- 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 (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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Sepehr Khorshid, University of Alabama; Siyuan Song, University of Alabama
- Tagged Topics
- Diversity
- Tagged Divisions
- 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) Technical Session 1: Student Success and Mentoring
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette
- Tagged Divisions
- Student Division (STDT)
lectures. Despite the increasing availability ofresources and research studies reporting its benefits, active learning has been slowly embraced incore engineering courses. One principal reason is the difficulty of enacting these active learningprinciples. Because these are skills gained and refined while performing them, without practice,many engineering graduate students do not have the opportunity to acquire them. Further,graduate students are also often deprived of the lessons, experiences, and other productiveoutcomes gained through teaching.In this paper, we shared our experiences, reflections, and growth as apprentice faculty at two USR1 institutions. In Fall 2022, we had the opportunity to teach an introductory, core chemicalengineering
- Conference Session
- Student Division (STDT) Technical Session 2: Student Success and Resources
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Luke Raus, Olin College of Engineering; Katherine Mackowiak; Stephanos Matsumoto, Olin College of Engineering; Zachary Riggins del Rosario, Olin College of Engineering
- Tagged Divisions
- Student Division (STDT)
is ever considered available for replication. 6. Successive rounds continue like Round 3 until the game is concluded (at a round of the instructor’s choosing). Figure 1 - Illustration of a doodle exchange in Round 1. Presented to explain the rules.We instrumented the game as follows to track the prevalence of each doodle across time: 1. Each “datasheet” is marked with a unique identifier number (ID). Additionally, the sheets have numbered spaces for recording IDs as described in step 4. 2. When students create their initial doodle, they copy this ID into the corner of the sticky. Henceforth, this ID uniquely identifies that particular doodle and is considered an integral part of the doodle itself. 3. During
- Conference Session
- Student Division (STDT) Technical Session 5: Motivation and Support for Success
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- D'Andre Jermaine Wilson-Ihejirika, University of Toronto, Canada; Qin Liu, University of Toronto, Canada; Joanna Meihui Li, University of Toronto, Canada; Mustafa Nisar, University of Toronto, Canada; Jiawen Lin, University of Toronto, Canada
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
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 (STDT) Technical Session 3: Student Innovative Practice
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Adam J Murrison, Worcester Polytechnic Institute; Cameron Wian, Worcester Polytechnic Institute; Sydney Kerivan, Worcester Polytechnic Institute; Jakob Sperry, Worcester Polytechnic Institute
- Tagged Divisions
- Student Division (STDT)
workshops held at WPI’s Makerspace and Prototyping Lab, while collaborating with clubs and organizations on campus to bring new workshops into the space.Cameron Wian, Worcester Polytechnic Institute Robotics Engineering and Computer Science Student Makerspace Workshop CoordinatorSydney Kerivan, Worcester Polytechnic Institute Sydney Kerivan is an Environmental Engineering student at the Worcester Polytechnic Institute (WPI) in Worcester MA. Her position as Workshop Coordinator at the WPI Innovation Studio focuses on leading a team of facilitators to develop and teach educational workshops for the WPI community. She is currently focusing on the training systems for the workshop team and is responsible for weekly events and