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)

includeinductive coding, pattern matching, and thematic analysis. The data will also be analyzedwholistically, combining each participant’s quantitative and qualitative data and analyzing eachtheme (e.g., 4Cs) for agreement, elaboration (e.g., from quantitative to qualitative), and change. Together, these data points will provide triangulation for trustworthy conclusions aboutstudents’ growth throughout the course of a capstone project, adding to the body of literature inthe field. More directly, the results of this study could provide a deeper understanding ofstudents’ perspectives surrounding this specific university’s course, which can further inform theinnovative instruction taking place in the culminating course of the program.Preliminary

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)

undertaken via observations by the researchers. Essentialexperiential elements of each course were observed, with the researchers observing small groupsof students in the context of their projects (e.g., capstone for EDII, school outreach for SL).These observations triangulate the analysis of innovative teaching practices through studentlearning outcomes.Findings Six generative processing strategies were present in the experiential learning courses (seeTable 1) particularly through the course design in both EDII and SL. Both courses were found tobe rooted in contextual generative learning, particularly learning by teaching and enacting,considered the most high-leverage generative processes [3]. To further examine the context inwhich these

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

dedication from these students, along with their rigorousresearch endeavors, equates to the workload typically associated with two high school coursesper year. This level of commitment could readily qualify as capstone projects or independentstudy credits. Regrettably, very few school districts presently accommodate such research creditswithin their established curricula. Addressing this issue presents an emerging challenge foreducators and administrators: how to design supportive and flexible school curricula thatseamlessly integrate project-based and service-based learning initiatives into students' academiceducation. By developing an advanced school curriculum that incorporates these learningmethodologies, a ripple effect can occur, benefiting a

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Department of Electrical Engineering at University of South Florida’s RevolutionizingEngineering Departments grant support radical change in the training of undergraduateengineering students and help them establish identities as professional engineers with thenecessary technical and professional skills needed to solve the complex problems facing societytoday. At the department, the RED program consists of many changes to the departmentincluding new Professional Formation of Engineers (PFE) classes, the Take Responsibility toUnderstand Engineering (TRUE) Lecture series, Track-Focused advisory boards for differentelectrical engineering tracks, and the industry-focused, TRUE-Outreach Capstone Projects. ThePFE classes focus on preparation for

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Kaitlyn Anne Thomas, University of Nevada, Reno; Marie C. Paretti, Virginia Polytechnic Institute and State University; Kelly J Cross, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

projects are present infirst-year engineering courses, senior capstone projects, and more recently, second and third-year courses [4, 5, 6]. These team interactions demonstrate practical knowledge skills by taskinggroups of students with complex problems. While research on student engineering teams is ex-tensive, few studies to date have explored how students’ intersecting identities impact their expe-riences on teams, particularly at the intersection of race and gender. (Note: in discussing gender,we use the terms “man/men,” “woman/women,” “non-binary,” and “trans-men/women” for gen-eral discussions; when referencing previous research, we use the term used by the researchers;when referencing our participants, we use the term “female” because, as

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

. 11, 2023. [Online]. Available: https://peer.asee.org/story-driven-learning-in-biomedical-engineering-quantifying-empathy-in-the- context-of-prompts-and-perceptions[14] K. L. Morgan, C. L. Bell-Huff, J. Shaffer, and J. M. LeDoux, “Story-Driven Learning: A Pedagogical Approach for Promoting Students’ Self-Awareness and Empathy for Others,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Oct. 19, 2023. [Online]. Available: https://peer.asee.org/story-driven-learning-a-pedagogical-approach-for- promoting-students-self-awareness-and-empathy-for-others[15] G. Guanes, L. Wang, D. A. Delaine, and E. Dringenberg, “Empathic approaches in engineering capstone design projects: student

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica Deters, University of Nebraska, Lincoln

Tagged Divisions

Student Division (STDT)

difficult transition. To shed light on thechallenges faced by these students, Author 1 proposed the initial framework for this project toAuthor 3, who contributed to the comprehensive conceptualization of this exploratory study.Author 2 joined the team after most data analysis was completed and helped write the findingssection of the paper. Author 2 is a civil engineering undergraduate student and an undergraduateresearcher working under Author 3. All authors identify as white women.FindingsAfter conducting a thematic analysis on the data, we observed recurring themes that wereprevalent among professors with comparable levels of experience. As a result, our findings arestructured according to the experience levels of the participants. Table 2

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)

class. The Senior Capstone class was chosen based on their availability and their priorexperience with the engineering problem solving process and a few different problem-solvingmethods. The second session was with a group of 13 practicing engineers from a medium-sizedmanufacturing company in Hillsboro, OR. This group of engineers was chosen based onavailability and professional experience with problem solving in engineering applications. Thepresentation was part of a monthly meeting traditionally used to discuss new research related tothe company.Experimental Methods The data for this project was collected over the course of two different workshop sessionsfollowing procedures approved by the University of Portland institutional review

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

Tagged Divisions

Student Division (STDT)

://documents.worldbank.org/curated/en/167341467987876458/Incheon-declaration-e ducation-2030-towards-inclusive-and-equitable-quality-education-and-lifelong-learning-f or-all[33] Y.-R. Huang and S.-M. Chang, “Academic and Cocurricular Involvement: Their Relationship and the Best Combinations for Student Growth,” J. Coll. Stud. Dev., vol. 45, no. 4, pp. 391–406, Jul. 2004, doi: 10.1353/csd.2004.0049.[34] D. Perez, J. Gibson, and R. M. Lynch, “Utilizing A Capstone Project As A Catalyst For Reengineering, Recruitment And Retention,” in 2006 Annual Conference & Exposition Proceedings, Chicago, Illinois: ASEE Conferences, Jun. 2006. doi: 10.18260/1-2--334.[35] Denison University et al., “Leveraging the quantity and quality of