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

Tagged Divisions

Student Division (STDT)

direction, but provided a mechanism for each of us todiscuss, vent, and work on solutions collaboratively.Rachel: Similarly, I had co-writing meetings in my early years with peer faculty from outside myunit. These were truly accountability sessions where we could each make progress on ourindividual and collective projects (when applicable). While the focus was writing, these types ofsessions also provided opportunities to discuss institutional challenges and understand how otherorganizations approached the issues.Rachel: While I received strong disciplinary peer support, I was in a new department and did nothave near peer faculty within my own unit (i.e., there were no recently tenured faculty). Thus, itwas immensely valuable that I engaged with

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

these issues are not aresult of aptitude or preparation for foundational skills such as mathematics [3]. As such,researchers have focused more on examining differences in women’s attitudinal andpsychological variables than their men peers in areas of self-concept, confidence in theirengineering skills and ability to succeed, belonging, and career goals, among other factors [4],[5], [6]. These studies have created a descriptive understanding of gender differences and haveprovided numerous suggestions for support for women to navigate an often “chilly climate” inengineering [7]. Recent research points to the double threat of negative stereotypes about womenin STEM and being underrepresented presents to academic and career experiences

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

professionaldevelopment opportunities, including career/internship preparation such as interview skills,writing a resume, and applying for jobs.Mentors. The cohort was assigned two peer mentors at the beginning of our S-STEM Program.The students were also assigned a faculty mentor toward the end of their first year based on theirchosen discipline. “Peer mentors have a greater impact in the early years of an S-STEM student’sacademic career, while faculty mentors become more influential in later years [22].” Facultymentors have proven to be successful in helping students achieve their academic goals [23]. Thegoal was that the students would interact regularly with their peer mentors during the first yearand then be supported more heavily by their faculty mentor

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

on First Doctoral Degree Milestones Work In Progress: Bridging the Gap in Doctoral Engineering Education: Critically Investigating Factors Influencing Performance Outcomes on First Doctoral Degree MilestonesAbstract It is well documented that Black students tend to enroll and complete engineering Ph.D.sat disproportionately lower rates than their peers. What is less understood are the most criticalfactors influencing their success at critical junctures in the Ph.D. program. Existing scholarshipon the socialization processes embedded in pursuing a graduate degree are based on the premisethat transitioning into a hyper-specialized area is challenging. One of the most challengingaspects of

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindsey Pegram, "Be A Maker (BeAM)" Makerspace in the Department of Applied Physical Sciences at the University of North Carolina at Chapel Hill ; Maria Christine Palmtag; Anna Engelke, UNC-Chapel Hill / North Carolina State University

Tagged Divisions

Student Division (STDT)

. Each community cohort consists of an experienced Program Specialist facilitator andthree to four new Program Assistants. In total, 18 new staff members have participated for a fullyear in the program. Each cohort meets weekly for three hours in the Makerspace, and new staffrotate to a new tool domain every six weeks. During the sessions, the participants would practicenew skills through structured projects, design activities, and opportunities for peer teaching. Atthe time of writing this publication, new staff had completed two successful six-week rotationsof the CoP program and a third rotation is in process. CoP facilitators monitored the programthrough multiple assessment methods, including participant self-assessment through pre- andpost

Conference Session

Student Division (STDT) Technical Session 2: Student Success and Resources

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Duke University; Karis Boyd-Sinkler, Duke University; Rebecca Simmons, Duke University

Tagged Divisions

Student Division (STDT)

should join, and any differences between the two.The research questions that guided this study were: RQ1: How do undergraduate engineering students perceive the amount of time spent engaging in engineering clubs? RQ2: Why are undergraduate engineering students motivated to join engineering clubs? RQ3: What are the perceived benefits of engineering club participation?Students are motivated to join engineering clubs to find community with peers [3], applyknowledge to real-world settings [4], prepare for their careers [5], develop new skills [6], [7],and pursue personal interests [8]. Design clubs (both competition and impact-focused teams)provide additional opportunities to practice the design process [9], manufacture parts

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Paper ID #44485Board 174: Fostering Inclusivity and Engagement while Learning by Doing:A New Paradigm in Engineering Education Based on Student-Designed, Student-TaughtCoursesMr. Eliot Nathaniel Wachtel, University of California, Santa Cruz Eliot Wachtel is a fourth year Robotics Engineering Student, Student Instructor, Undergraduate Researcher, and Club leader at UC Santa Cruz. He has been involved in teaching and mentoring undergraduate peers in engineering concepts for three years, acting as the formal lead instructor for two undergraduate courses. When not teaching, or learning, he is doing research in the Braingeneers

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Christopher, Grand Valley State University and Western Michigan University; C.J. Witherell, Grand Valley State University; Aziz Gram Sarhan

Tagged Divisions

Student Division (STDT)

classrooms to help with student engagement andknowledge retention.IntroductionResearch shows that student success in science, technology, engineering, and mathematics(STEM) fields can be correlated not only to their innate ability and intelligence but also to theirself-efficacy and implicit beliefs (growth mindset) [1, 2]. Many students enter their courses at theuniversity level with the belief that their peers are only doing well because they are more intelligentor more naturally gifted. While there may always a few students with greater natural ability, thereason for most engineering students’ success appears to be their ability to learn, grow, and adjustbased on feedback and criticism instead of crumbling under pressure.Providing students with

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

Tagged Topics

Diversity

Tagged Divisions

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

David Myers, Rowan University; Matthew Currey, Rowan University; Luciano Miles Miletta, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Student Division (STDT)

-efficacy is likely significantbecause having a network of study buddies can provide mutual support. Previous research hasfound that “social support from peers will make individuals more resilient in dealing withproblems and foster academic self-confidence” [21]. This suggests that individuals feelsupported and encouraged by their study buddies, leading to a belief in their academic abilities.Furthermore, interacting with study buddies can facilitate constructive criticism and feedback.Interactions with colleagues around teaching and learning, including conversations aboutinstruction, peer observation and feedback, and advice seeking about instruction, illustrate thatcollaborative interactions with study buddies can increase an individual's belief

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

Tagged Divisions

Student Division (STDT)

examines the student perception and experience of solving open-endedmodeling problems (OEMPs) through an autoethnographic account of the student-authors’personal reflections about an OEMP completed during an introductory level statics course.Currently, the student perspective is not represented in literature about engineering problemsolving. This is significant as the student perspective is integral to understanding how studentslearn and develop an engineering mindset. By incorporating the student voice throughautoethnographic techniques, this study can begin to fill this gap and provide meaningful insightsabout the student experience and perceived benefits surrounding an OEMP.Autoethnography is an approach to research and writing that

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)

able to make the most impact. 5DATA CONSTRUCTION & COLLECTIONWe studied our experiences across one semester as faculty apprentices. At the beginning of thesemester, we decided to write individual weekly reflections and meet monthly via videoconference to co-write joint reflections. In addition, we co-created a list of guiding writingprompts focused on our learning experience and metacognitive reflections.In our monthly meetings, we discussed and reflected on our experiences. These meetingsallowed us to have the unique perspective of a peer who was in the same space. We recordedthese Zoom meetings, which served as a primary data source for our

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)

, for every meeting.Practice of Non-Technical Knowledge and Skills from Learning SessionsThe team's business manager oversaw fundraising activities and delegated a team member toengage and follow up with potential donors. Communication templates, including initial contact,follow-up, and appreciation letters, were developed for team members to use. A team memberdocumented a report for each team event, capturing event objectives, activities, attendeenumbers, volunteer/service hours dedicated to event preparation, event photos, outcomes, andfollow-up arrangements. Team members took turns writing event reports.For judge room presentations and interviews, the team collaborated on organizing event reports,refining engineering notebooks, evaluating

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

Tagged Divisions

Student Division (STDT)

students visualize code more effectively compared to their 2Dcounterparts (e.g. Scratch) [13], [14]. Not only was the visualization of components effective, butstudents reported higher levels of active listening, active learning, and peer collaboration whenusing LEGO® robotics.Using a LEGO® SPIKE™ robot and block-based coding, teachers can overcome challenges theyface such as motivating students by giving them a physical tool that represents visual codingpractices [13], [14]. This physical and visual tool can also assist in structuring game-basedproblem-solving challenges while minimizing syntax and code structure difficulties [15]. Using aproper game-based approach to teaching computer science using a LEGO® SPIKE™ robot, willsupport high school

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)

initial survey where students were given prescribed topics ofinterest such as undergraduate research, career advice, or graduate school. Students were giventhe option to write their own topics of interest in case the prescribed ones did not match what thestudents would like to discuss during the lunch. Confirmed students completed an anonymouspre-intervention survey of ten (10) questions, with 8 Likert-scale questions (1: strongly disagree,5: strongly agree) derived from the Driscoll model [14] and Leibowitz et al.’s validated survey[22] and 2 free response questions to understand the students’ motivation for attending the lunch.The 8 Likert-scale questions (shown in Table 2) explore dimensions of belonging includingknowledge and satisfaction of