Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia

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Student Division (STDT)

Paper ID #47337Bridging the Gap: Autoethnographic Insights into Project-Based Learning inElectrical EngineeringWylam Patrick DeSimone, University of Georgia Wylam Desimone is an Electrical Engineering student at the Georgia Institute of Technology, having transferred from the University of Georgia. He focuses on hardware development, product ideation, and rapid prototyping, creating innovative solutions for technical challenges. At the University of Georgia’s Cultivate Lab, Wylam worked on a robotic guitar project as well as other studies focused on engineering education. He plans to continue research at the Georgia

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yujiro Iwata, Shibaura Institute of Technology; Leo Kimura, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology; Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology

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Paper ID #41294Enhancing Student Participation in Online Global Project-Based Learnings(gPBLs) Through a Slack-Based Evaluation: A Student PerspectiveMr. Yujiro Iwata, Shibaura Institute of Technology Yujiro Iwata received his Bachelor of Engineering in Science and Mechanics from the Shibaura Institute of Technology, Japan, in March 2024. He is currently a master’s program student at the Shibaura Institute of Technology, majoring in Mechanical Engineering. His main research area is the fields of micro-fabrication and micro sensors.Mr. Leo Kimura, Shibaura Institute of Technology Leo Kimura received his Bachelor of

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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Paper ID #42817Cultivating Robotic Professionals: A Learning-Practice-Service EducationalFrameworkJames Chengda Lu, BASIS Shavano James Chengda Lu is currently a junior at BASIS San Antonio Shavano. He has been an active member of the FIRST Tech Challenge community for 4 years. His interests include mechatronics and robotics. Through interning with the NASA SEES (STEM Enhancement in Earth Science) Program, he has recently completed a CubeSAT project under the support of the Twiggs Space Labs. He has advocated for STEM education through organizing international outreaches, attending national conferences, and creating and

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

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Student Division (STDT)

its effect on student’s feelings of impostorsyndrome and perceived self-efficacy. Impostor syndrome has been found to occur morefrequently in scientific communities and found more prevalently in marginalized communities.Context: In 2020, USF’s D-EE was awarded the Revolutionizing Engineering Departments(RED) grant by the National Science Foundation (NSF). The ongoing grant supportsorganizational and cultural revolutions to improve the current Research-Teaching-Service modelto a Research-Students-Practice model. Research efforts within the grant include sections onParticipatory Action Research (PAR) in which students within the department could launch theirown research projects into the effectiveness of the changes within the department, such

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

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Paper ID #42097Breaking Barriers in Engineering Teams: Exploring the Experiences of AfricanAmerican Female StudentsMs. Isabel A Boyd, University of Tennessee, Knoxville Isabel recently graduated from the University of Tennessee, Knoxville earning her Bachelor’s of Science in Biomedical Engineering with Honors. She has assisted with several qualitative and mixed-methods research projects centered around diversity and inclusion in engineering. She will begin a Ph.D. in Biomedical Engineering with a focus on Engineering Education at the Georgia Institute of Technology in Fall 2024.Kaitlyn Anne Thomas, University of Nevada, Reno

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Skylar Hubbarth, Clemson University; Anna Grace Hunter; Shannon Conner, Clemson University; D. Matthew Boyer, Clemson University

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Student Division (STDT)

Significance of Scholarship Programs in STEMIntroductionIn this Work-in-Progress paper, we share our ongoing work with an NSF Scholarships in STEM(S-STEM) program related to an iteration of analysis that looked across specific aspects in amore summative manner than our typical analyses during the five years of the project that aremore formative. As the project will soon enter an extension into a sixth year to use existingscholarship funds, we took this opportunity to begin to reflect on overarching goals toward thedevelopment and submission of a new S-STEM proposal to continue this work. The StudentPathways in Engineering and Computing for Transfers (SPECTRA) program in the ClemsonUniversity College of Computing, Engineering

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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Student Division (STDT)

sense of belonging [5]. This is reflectedlocally in a university-wide survey conducted at our university, where more than 80% of studentsfelt they needed more support from faculty and around 64% felt they needed more opportunitiesto participate in classes [4]. From the authors’ experience, the lack of opportunity for engineeringpractice has a clear and notably negative effect on undergraduate clubs, impacting students’ con-fidence and ability to materially contribute to applied projects and pursue other independent andextracurricular educational opportunities. We found that the time constraints of a third or fourthyear engineering student dissuade them from joining clubs, leaving the majority of new club mem-bers as first or second year. With

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

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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

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

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Diversity

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Student Division (STDT)

expression, focuses on how to assess students’knowledge. An example of this is allowing students to choose how to demonstrate theirknowledge, either through a test or a hands-on project. Teachers can integrate UDL principles byusing the tips and tricks provided by the CAST ((Center for Applied Special Technology)website [6].While UDL has mainly been implemented in K-12 contexts [8], non-STEM higher educationinstructors have incorporated UDL into their pedagogical practices and interviewed studentsabout UDL in fields such as the Arts, Education, Humanities, and Business. The implementationof UDL in higher education has been shown to improve students’ learning [5]. Furthermore,students can enhance their understanding of the material by using

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

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Student Division (STDT)

findings underscore the entrenched gender stereotypes shaping women's perceptionsin engineering teams, highlighting the need for more inclusive and supportive environments. Byunderstanding these dynamics, we propose actionable steps to improve team experiences forContext of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams ​ 2women in engineering. Future research will explore strategies to empower women to recognizeand counteract marginalizing behaviors, even when isolated within teams. Introduction Team-based or project-based design courses are common in engineering programs

Conference Session

Engineering Education Methods and Reflections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jad El Harake, Vanderbilt University; gina yu, Vanderbilt University; Kaden Jorge Tro; Jonathan Ehrman, Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, USA

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Survey DesignStudents in the SyBBURE Searle Undergraduate Research Program completed self-evaluationsurveys and received mentor feedback at the halfway point and at the end of every term(Summer, Fall, and Spring). This study focuses solely on end-of-summer self-evaluations andfeedback, as students worked full-time during the summer, and this time point allowed them toreflect on the entire experience. The survey defines the scoring criteria as shown in Table 1 andpresents the same criteria to students and mentors to improve the validity of comparison betweenstudent and mentor responses. Students are asked to reflect on several aspects of their researchperformance (including project progress, accountability, independence, etc…) Table 2 lists

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hang Zhang, Jining Normal University; Xinyao Song; Ming Li, Beijing Foreign Studies University

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Diversity

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Student Division (STDT)

CommunicativeCompetence of Chinese Engineering and Technological Talents under the “Belt and Road” InitiativeAbstractWith the continuous promotion of the “Belt and Road” initiative, the economic,political, cultural and other cooperation between China and countries along the “Beltand Road” have been increasingly deepened. The engineering and technologicaltalents involved in the construction of engineering projects in countries along the“Belt and Road” are the core stakeholders. The cultivation of interculturalcommunicative competence for engineering and technological talents is conducive tothe orderly and high-quality implementation of initiative. However, due to thedifferent cultures of countries along the “Belt and Road”, most countries

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

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Student Division (STDT)

design projects. Students were required to incorporate ethicsinto their design projects by developing and applying ethics-based and standards-based requirements fortheir projects and explain how the concept of equity applied to their designs. While this case study did notemploy systematic qualitative data collection, researchers observed that students in this cohort hadincreased empathetic design decision making skills compared to students in previous iterations of thecourse. More research specifically examining student empathy development due to these instructionalmethods would support the efficacy of the pedagogy, however, Howcroft et al. [5] present an interestingway to embed empathy instruction in a common BME course. In fact, Howcroft et al

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini, Purdue University Library TSS

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Diversity

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Student Division (STDT)

students, either asteaching assistants or as mentors during a semester. In this latter role, we are tasked with guidingstudents through research endeavors and giving them an introduction to engineeringinvestigations. While in some instances this can be a straightforward task, there are times whenthe role of a mentor can be physically, mentally, and emotionally taxing. Some students have aharder time being able to grasp the research method or process, and it can lead to moredrawbacks than benefits to the project. But what of the instances outside of the laboratory?Certainly, our role as a mentor is to guide students and give them advice and mentorshipregarding their research endeavors. Do we just tell them that their problems are outside of

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

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Student Division (STDT)

Paper ID #39833Work in Progress: An Investigation of the Influence of Academic Cultureon Engineering Graduates’ Workforce Expectations and Subsequent WorkBehaviorsPhilippa EshunDr. Kacey Beddoes, San Jose State University Kacey Beddoes is a Project Director in the College of Engineering Dean’s Office at San Jose State Univer- sity. She holds a Ph.D. in Science and Technology Studies (STS) from Virginia Tech. Further information about her work can be found at www.sociologyofengineering.org. ©American Society for Engineering Education, 2023 Work in Progress: An Investigation of the Influence

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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projects have included the study of heuristics as education tools, and academic makerspaces as opportunities to increase diversity, equity, and inclusion in engineering. *Both authors contributed equally to this work as co-first authors.August Kohls, Carnegie Mellon University August Kohls is pursuing his PhD in Electrical Engineering at Carnegie Mellon University. He earned his MS in Electrical Engineering from Carnegie Mellon University in 2022 and his BS in Electrical Engineer- ing from the University of Cincinnati in 2020. His academic research focuses on fabricating novel nano- material integrated microdevices for cancer and viral diagnostics. His other personal research projects include investigating methods

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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brokenup into three competitions located in the East, Midwest, and West with annual location rotationswithin regions [21].The secondary competition in which the design and build team participates is also run by theSAE International Design Series. This competition takes place annually in the upper midwest ofthe United States and its participating teams come from the United States and Canada. Theobjective of SAE International Design Series is to provide design and build team members withthe challenge and opportunity of working on projects that involve design, planning, andmanufacturing of current projects outside of the traditional academic setting [22].Purple University, a large R1 public university, has a unique organizational structure comparedto

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jackson Clyde Smith; Ilham Kabir; Cassandra McCall, Utah State University

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Diversity

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Student Division (STDT)

acrossindividual faculty based on the type of assessment practices they choose to adopt in their courses.In addition to traditional formative and summative assessments, prior literature has identifiedother forms of assessment including standards-based, competency-based, mastery-based, andadaptive [1]. More recently, the practice of ungrading has become more prominent in thehumanities and social sciences and is slowly being adopted by engineering education. In coursesthat utilize ungrading, students are required to develop a portfolio of writing intensive or othertypes of projects in lieu of traditional assignments [2]. Students are expected to submit their workfor review, obtain feedback from the instructor, and implement that feedback over the course

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cyra Anderson, University of Michigan; Joi-lynn Mondisa, University of Michigan; Nagash Clarke, University of Michigan

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Diversity

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Student Division (STDT)

& McComb 2015). Inthis work, we provide details about a group of faculty and students that coalesced into an informalcommunity over a brief period of time. This community included formal and informal activities such asengaging in discussions in breakout rooms on Zoom, as well as attending a group dinner during an annualconference in 2022. During the program, social community elements emerged in that participants hadaccess to more experienced individuals through mentoring and engagement, and they were exposed toinformation relative to careers, graduate school, and networking opportunities.Researchers’ PositionalitiesThe project team consisted of three researchers: 1 Black man and 2 Black women. The first and secondauthors served as primary

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alondra Gonzalez Quintana, City Colleges of Chicago; Alexis Alvarez, City Colleges of Chicago; Amara Moreno, City Colleges of Chicago; Alessandra Romero, City Colleges of Chicago; Lourdes Beatriz Johnson, City Colleges of Chicago; Bohan Ren, City Colleges of Chicago; Kendrit Tahiraj, City Colleges of Chicago; Anthony Jesus Huerta, City Colleges of Chicago; Doris J. Espiritu, City Colleges of Chicago

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Student Division (STDT)

Engineering Bridge, transferring to Illinois Tech for Biomedical Engineering and will be doing NSF REU: I-BEST, through University of California Merced.Bohan Ren, City Colleges of Chicago Bohan Ren completed his Associate in Engineering Science (AES) at City Colleges of Chicago-Wilbur Wright College. Bohan is pursuing his bachelor’s degree in Computer Engineering at the University of Illinois Urbana-Champaign. He attended the NSF HSI Building Bridges into Engineering Bridge. At Wright, Bohan served as a tutor and a research assistant.Kendrit Tahiraj, City Colleges of Chicago Kendrit Tahiraj was a bridge participant and research assistant of the NSF-HSI Building Bridges project. He earned his Associate Degree in Engineering

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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Student Division (STDT)

Ph.D. degree in Civil Engineering with a focus in construction engineering and management from UA. Her research interests include occupational safety and health, workforce training and development, engineering educa- tion, Building Information Modeling, machine learning and AI in construction, and construction progress monitoring and simulation. Dr. Song is leading research projects funded by the U.S. Department of Labor and NSF to advance worker safety training and workforce development. ©American Society for Engineering Education, 2023WIP: Assessing the Need for Mental Health Curricula for Civil, Architecture, and Construction Engineering: A Preliminary StudyAbstractThe mental health

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University; Alexander V Struck Jannini, Purdue University

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Student Division (STDT)

my country in order to even start thinking about things like the work we are doing in the Center. So as of now, I think our focus should be first on developing technology in the U.S., making sure it actually works. Still, this is a really complex task we have. It's nice and everything being the pioneer, but there's so many challenges to this because you're dealing with unknown variables the entire time, and new things to solve. First, we have to focus on specific things in order to—if we want to advance it even more. And after we have that, we can start thinking about how we can apply this in other places. Now, personally, I'm of the belief that this might be like, like COVID. We just need any one of these projects to work

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)

, Yang et al. [24] developed ‘AI for Kids’ for kindergarten students. Thecurriculum highlights AI using an embodied project-based approach. The curriculum theme is“AI and Ocean Protection,” which was determined based on children's interests given theirlocation (Hong Kong). The learning activities within the curriculum integrate music, language,STEAM, and literacy. Children learned about AI by listening to stories and picture books andreviewing specific vocabulary in the stories. Children learned about AI's thinking and trainingprinciples through picture books and games with graphics cards and manual materials. Incontrast, Dai and colleagues [25] curriculum development was a collaborative project initiatedby six computer science teachers and an

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

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Student Division (STDT)

American Society of Civil Engineers (ASCE).Dr. David Hall, Louisiana Tech University David Hall develops and promotes project-based engineering courses. He believes that projects build intuition and confidence which are important for the effective application of engineering fundamentals and for the development of robust technology solutions.Dr. Krystal Corbett Cruse, Louisiana Tech University Dr. Krystal Corbett is the First-Year Engineering Programs Coordinator and Assistant Professor in the Mechanical Engineering Department at Louisiana Tech University. She is also the Co-Director of the Office for Women in Science and Engineering at Louisiana Tech. ©American Society for Engineering Education

Conference Session

Student Division (STDT) Technical Session 6: Underserved Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne Victoria Wrobetz, Front Range Community College, Colorado

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Student Division (STDT)

., 2014), it is important that every interaction establishes an inclusive community. Informalcommunity-building and relationships with faculty and staff help students develop a sense ofbelonging in college (Myers et al., 2015). Additionally, students should be encouraged tointegrate their outside lives with academics. Community involvement in research projects canhelp engage students in problem-solving (Loeser et al., 2021). This is important particularly forstudents who have a strong sense of cultural and community identity. At United Tribes TechnicalCollege, a primarily residential college, the entire community gets involved in STEM education,joining in on environmental research projects led by students (Bahnson, 2020). Qaqish et al.(2020

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Utah State University; Ning Fang, Utah State University

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Student Division (STDT)

academicresources and maximizing opportunities in their college environment have a relationship withstudents’ academic achievement and the progress they make with their learning [1]–[3].Satisfaction with college outcomes has also been found to have a relationship with studentengagement in academic activities [4]. Active classroom learning strategies have facilitatedstudents’ involvement in course learning. Such pedagogical strategies that have improvedstudents’ engagement with course learning and academic achievement in engineering classroomsinclude project-based learning, problem-based learning, flipped classroom, cooperative learning,questions, and discussions [5], [6].Furthermore, it has been found that motivation has the strongest relationship with

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

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Student Division (STDT)

can sometimes overlook nuance. In this work-in-progresspaper, the quantitative analysis is the first step of a larger project. Future work will includequalitative data collection to explore details not revealed by quantitative methods. One limitationof using survey and quantitative methods in this context is the potential for self-report bias(Critchfield, 1994), which can lead to inaccurate data if participants do not accurately report theirexperiences. Another limitation is the Weidman Socialization of Doctoral Students survey, whichwas developed in 1989 and may not accurately reflect the current experiences of engineeringPh.D. students. Additionally, the survey primarily covers socialization factors and milestones,potentially missing other

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Taylor Martini, Baylor University

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Diversity

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Student Division (STDT)

Excellence in Student Leadership award and the 2025 Outstanding Leadership and Service in Mechanical Engineering award for her contributions to student mentorship and leadership. In addition to her academic work, Taylor is an Engineering and Computer Science Ambassador, where she supports recruitment and outreach efforts. She interned with Lockheed Martin Space from May 2024 to August 2025 in both mechanical and electrical engineering roles. She is a member of the Beta Beta chapter of Pi Tau Sigma, the Mechanical Engineering Honor Society, and is active in Aero at Baylor, where she served as project manager for a 3D Printed Aircraft competition team (2023–2024) and treasurer (2024–2025). Upon graduation, Taylor plans

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katharine Sarah Getz, Pennsylvania State University

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Diversity

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Student Division (STDT)

, engineering, andmathematics (STEM). For instance, women in STEM have been found to face microaggressions,have lower social capital, and receive lower wages than men (Committee on Increasing theNumber of Women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM)et al., 2020). Likewise, LGBTQ professionals in STEM were more likely to face interpersonalmarginalization and devaluation in project teams than in traditional work structures withoutproject-based teams (Cech & Waidzunas, 2022). Compared to their heterosexual and cis-gendercolleagues, LGBTQ people also experienced more career limitations and harassment (Cech &Waidzunas, 2021). These findings are consistent with prior conclusions that gender and sexualorientation-based

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aimee Sayster, Clemson University ; Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc

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Student Division (STDT)

also a Graduate Administrative Assistant for the Bioengineering Department and assists with advising students throughout their academic careers.Dr. Catherine E. Brawner, Research Triangle Educational Consultants Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelorˆa C™Dr. Catherine Mobley, Clemson University Catherine Mobley, Ph.D., is a Professor of Sociology at Clemson University. She has over 30 years experience in project and program evaluation and has worked for a variety of consulting firms, non-profit agencies