Displaying all 12 results
- 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
- Collaborative Learning in Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments. ©American Society for Engineering Education, 2025Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams 1
- 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
- Tools, Identities, and Personality in Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kylee Shiekh, Virginia Polytechnic Institute and State University; Ernesto Cuesta Alvear, Virginia Polytechnic Institute and State University; Summer S. Stevens, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
andimproved health. However, their dual roles often come with big challenges, particularly in fields likeengineering, where academic demands are notably rigorous. The intersection of these roles – parent andstudent – raises critical questions about how institutions can better support this population, whose successhas implications far beyond individual achievement. The journey of a student-parent is unlike that of their peers. Time is insufficient, resources arestretched, and the stakes are high – not just for themselves but for the future of their children. Theirmotivations to persist are powerful, driven by the promise of better opportunities. Yet, the obstacles theyface often undermine their aspirations. In engineering programs, where time
- 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 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
- Motivation and Engagement in Engineering Students
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Autumn Cuellar, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
steps outlined in Borrego et al.’s [9] paper.Multiple databases were examined using the Utah State’s database directory. The author selectedthree databases for the paper selection phase: Scopus, ASEE Peer Directory, and Google Scholar.Autumn Cuellar selected these databases because they were the only ones that produced validpaper entries when using specialized keywords. Other databases did not produce any papers thatmatched the inclusion criteria outlined below. Most articles came from Scopus and the ASEEPeer Directory. A few articles were discovered on Google Scholar.The first author used multiple keywords in conjunction with each other for the search. Thekeywords used were UDL, universal design for learning, stem, engineering, students
- Conference Session
- Engineering Education Methods and Reflections
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ruidong Ma, University of Washington; Renee M. Desing, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
. I have critically analyzed my self-reflections and evaluations to assess my personal andprofessional growth as an instructor over the last three years. In this paper, I present the results ofmy critical self-reflection through a set of lessons learned and how my teaching philosophy hasevolved, including improvements in teaching skills, time management, career development, andDiversity, equity, and inclusion (DEI) in the classroom. Based on my personal experience, thispaper aims to share a journal with peers who are interested in teaching while pursuing a Ph.D.degree and to bridge the teaching experience with career development.Keywords: self-reflection, graduate student instructors, improvement of teaching skills 1. Introduction
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Brandon Wilson, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
, someengineering students shoo this responsibility, recognizing that unethical situations and practicesexist in industry but choosing to write them off as a necessary or justifiable part of the field [9].What’s more, the importance engineering students place on public welfare in general is seen todecline as they progress through their undergraduate education [10].This study seeks to build off of these latter two findings in an attempt to further improve thecharacterization of ethical and political disengagement among engineering students. Through alongitudinal mixed-methods survey given to engineering students at multiple California StateUniversity (CSU) campuses, which serve primarily working class students and Students ofColor, this study will
- Conference Session
- Student Success and Support Mechanisms in Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jemal Bedane Halkiyo, Arizona State University; Abdisa Bedane Halkiyu, Bule Hora University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
to the absence of immediate feedback from instructors and peers, making the understandingof demographic influences on self-regulated learning essential for recognizing the specificchallenges diverse learners face. Additionally, Tinto’s Model of Student Retention underscoresthe significance of institutional support and personal commitments in influencing students’academic persistence [10]. This model is especially pertinent when considering the timemanagement challenges experienced by students from various demographic backgrounds, asminority students frequently encounter unique pressures related to cultural expectations andresponsibilities, complicating their capacity to allocate time for academic pursuits [11]. Bysituating this research