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)

engineering education, universal design for learning, and improving first-year retention in engineering programs.C.J. Witherell, Grand Valley State University CJ Witherell is a graduate student studying Product Design and Manufacturing Engineering at Grand Valley State University. In both academic and industrial contexts, they have explored the Design Thinking methodology—specifically researching methods to improve the brainstorming and empathizing steps. As the 2022 Wisner Engineering Fellow, they are developing a new product for Gentex Corporation in Zeeland, Michigan.Aziz Gram Sarhan ©American Society for Engineering Education, 2023 Reflection and Goal Setting: Methods for Improved

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)

Paper ID #37185Reflections on Mentorship – Being the Change You Want to See inEngineering EducationAlexander Vincent Struck Jannini, Purdue University Library TSS ©American Society for Engineering Education, 2023 Reflections on Mentorship – Being the Change You Want to See in Engineering EducationAbstractThe educational pathway of engineering is often fraught with obstacles and challenges. Whilestudents that participate in research labs get through with less difficulty, there can be instanceswhere students enter with both academic and personal issues. In this paper, I will specificallyhighlight one of my

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

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Student Division (STDT)

Paper ID #37913Reflections on the Process of Growing into Faculty: A CollaborativeExperience in Being ApprenticesMr. Duncan H. Mullins, State University of New York, BuffaloAraOluwa Adaramola, Purdue University, West Lafayette AraOluwa Adaramola is a graduate student in the Chemical Engineering PhD Program at Purdue Univer- sity. ©American Society for Engineering Education, 2023 Reflections on the Process of Growing into Faculty: A collaborative experience in being apprentices By: Duncan Mullins a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isabel Anne Boyd, University of Tennessee, Knoxville; Chulin Chen, University of Tennessee, Knoxville; Lorna Treffert, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

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Student Division (STDT)

research methods that allow for deep investigations of constructs such as epistemic thinking, identity, and agency. Dr. Faber has a B.S. in Bioengineering and a Ph.D. in Engineering and Science Education from Clemson University and a M.S. in Biomedical Engineering from Cornell University. Among other awards for her research, she was awarded a National Science Foundation CAREER Award in 2022 to study epistemic negotiations on interdisciplinary engineering education research teams. ©American Society for Engineering Education, 2023 WIP: Developing an Ethnographic Observation and Reflection Template: An Example from Studying Epistemic Differences within EER

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sruthi Dasika, Purdue University; Anyerson Cuervo, Purdue University; Amena Shermadou, Purdue University

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Diversity

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Student Division (STDT)

Paper ID #43703Work in Progress: A Collaborative Reflection Exploring the Teaching Motivationand Identity Development for International Graduate Students in EngineeringSruthi Dasika, Purdue University Sruthi is a Ph.D. candidate in Environmental and Ecological Engineering at Purdue University, focusing her research on developing cost-effective drinking water test methods for underserved communities in the developing world. She earned an M.S. in Environmental and Ecological Engineering at Purdue and a B.E. in Civil Engineering from Ramaiah Institute of Technology, Bangalore. Sruthi has accrued extensive graduate teaching

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

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Diversity

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Student Division (STDT)

such as climatechange, healthcare, and food insecurity [2]. To solve these complex problems, engineers must understandthe societal impacts of their engineering designs on multiple stakeholders. The importance of socialimpact in engineering is reflected in the required student outcomes set by the Accreditation Board forEngineering and Technology (ABET). Student outcome two in the second criterion states that graduatesshould have “an ability to apply engineering design to produce solutions that meet specified needs withconsideration of public health, safety, and welfare, as well as global, cultural, social, environmental, andeconomic factors” [3]. Engineering students can learn to incorporate these factors in their designs andconsider

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

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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 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

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Student Division (STDT)

engineering education, CBE provides a transition from universityto industry. Many parallels exist between CBE and industry practices, in particular thosesurrounding design-based concepts. In industry, new-product development (NPD) requiresattention to detail at the individual project, business, and systems level to create a successfulproduct launch [2], whereas university engineering design courses tend to focus on the individualproject level. Cooper’s [2] NPD success drivers often reflect the type of skills that are a focus inCBE. For individual new-product projects, overlapping concepts include voice-of-the-customer,pre-work, definition, and iterations. Building in the voice-of-the-customer may involve marketresearch for businesses, whereas

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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Diversity

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Student Division (STDT)

different groups (such as race or gender) and the resulting psychological re-sponses. ICT identifies key conditions that enable positive contact between members of differentraces and genders in a group. For this exploratory analysis, we included all participants in the larger study who identifiedas African American and female; all were full-time undergraduate students enrolled in an engi-neering course with a team project. The nine participants represent a range of years in school andengineering majors. Data collection followed a three-interview sequence and included questionsabout participants’ background, their team project, and their reflections on the teaming experi-ence, respectively. In this paper, we present our initial exploration of

Conference Session

Student Division (STDT) Technical Session 3: Student Innovative Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elyas Masrour

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Student Division (STDT)

technology developed, which requires imagination and the skills to project atechnology into the future. These considerations can be challenging to track for each individualstory, which led to the genesis of this project. III. Methodology: The RRCD Framework The purpose of this project is to design a framework to allow an engineering instructor toquickly and easily integrate a piece of science fiction into their classroom for the purposes ofethical analysis. To accomplish this, we designed the RRCD framework. To begin with, RRCDstands for four question types: Recall, Reflect, Challenge, and Decide. When these questiontypes are answered as a sequence in relation to a piece of science fiction content, they aredesigned to encourage

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Narangoo Tumur, Southern Illinois University, Edwardsville; Amardeep Kaur, Southern Illinois University, Edwardsville

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Student Division (STDT)

use the lab manuals and other written or verbal instruction etc. We believethis led to clear instruction and student satisfaction with the overall experience.Course Under ConsiderationEngineering Electromagnetics is an undergraduate-level course at our university intended forElectrical Engineering students with Junior or Senior standing. The content primarily includeselectromagnetic wave propagation, transmission line propagation, voltage and currentwaveforms with multi-boundary reflections, Smith chart analysis, and application of Maxwell’sequations. The course is offered once a year with enrollment in recent years ranging between 30and 40 students. Over the last three years, we have tried to transition the course from a traditionallecture

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

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Student Division (STDT)

training in a specifictool area, participants are assessed using the corresponding rubric. This enables trainers andadministrators to gauge the level of competency of each participant and identify areas ofimprovement. The structure of the training program varied for each community, reflecting thefacilitator's approach and the specific equipment utilized. For example, the textiles communityfollowed a highly structured format with three weeks of co-learning sessions organized aroundshort practice projects, followed by three weeks dedicated to open-ended individual projects. Thewoodshop community took a more unstructured approach, providing “just-in-time” trainingwhile diving into open-ended individual projects from the first week

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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Diversity

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Student Division (STDT)

engineering course Itook. In this course, students were put into groups and had to complete an engineering task (inmy case, build a simple robot); however, the class’s primary learning outcomes focused on non-technical concepts like engineering ethics, which made this course like a mini capstone wherestudents had to find the information themselves to complete their projects. Reflecting on thisproject, I realized that researching and building circuitry for robots was the primary reason forselecting Electrical Engineering. Therefore, when I look at the department’s RED program, I seea similar ideology: an attempt to teach students more about the professional side of engineeringand empower students to take responsibility for learning. I still have not

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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Diversity

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Student Division (STDT)

to understand what this process may entail.According to some graduate education scholars, there are four core elements related to graduatestudents' development of an identity congruent with the norms and values of their field:knowledge acquisition, investment, involvement, and engagement (Weidman, 2006). Knowledgeacquisition describes how students learn skills and information that will help them perform wellin their new role as a Ph.D. student, as well as gain an understanding of what academic successentails. Through knowledge acquisition, students become aware of normative expectations of thePh.D. student role and can make a realistic assessment of their personal ability to pursue theirdesired career. The student's investment reflects their

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)

student development and impacted attendee awareness of the“hidden curriculum”, or the unstated enforcement of certain behavioral patterns, professional standards,and social beliefs (Miller & Seller, 1990). We also present insights about potential future opportunities forthese types of programs to potentially help students more easily navigate academic and socio-politicalcustoms needed for success. Literature ReviewMentoring and Professional DevelopmentMentoring reflects a unique relationship between individuals, one different from other interpersonalrelationships (Eby et al, 2007). Mentors provide coaching or guidance to assist mentees with careeradvancement while developing relationships to

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurel Lynn ONeill, Penn State University; Luis Delgado Jr., Penn State; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University

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Diversity

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Student Division (STDT)

al. [3]. Transformational resistance is defined as an action that reflects a critique of thesocial oppression at hand, rather than conformist resistance that does not challenge the structure athand. The structure of a panel puts graduate students in the seat of authority and allows them todirectly relay their experiences to the attendees. This challenges the structure by empoweringoverlapping disempowered groups, graduate students, and LGBTQ people. Members of the panelincluded both cis and trans people, individuals who are nonbinary, individuals who are gay orlesbian, and students on the neurodivergent and asexual spectrum. When creating the panel, it wasessential to ensure that a broad swath of identities were represented. There will

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)

Education Experiential learning, most simply defined as learning by doing, can occur in multiplecontexts at the university level. For example, many undergraduates have opportunities for hands-on laboratory time, internships, and service-learning programs. Through these experiences,ideally four stages should occur: participating in the experience, reflecting about the experience,conceptualizing (understanding) what they experienced, and applying what they learned in asimilar setting [6]. When bringing experiential learning into the classroom, particularly within acourse focused on engineering design, it can integrate authentic learning experiences intostudents’ plan of study and daily lives [1]. A recent systematic review [7

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlyn Pope, Utah State University; Cassandra McCall, Utah State University

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Diversity

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Student Division (STDT)

. Grade point average, test scores, and course completion then becomemeasures of success in between these significant milestones. Students may each have their ownperception of acceptable academic performance and achievements, which may contribute to orhinder engineering professional identity.Grades are often viewed as the best measure of a student’s progress, but perceptions ofsuccessful performance vary across students. When asked if grades reflected their potential to bean engineer, each participant explained that grades play only a minor role in their journeys tobecoming successful engineers. Every participant commented that one’s understanding of coursematerial is much more important than test scores or final grades, as Connie explained

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fangyuan Chai; Yi Wang; Zhaoping Feng; Jing Jin; Jun Zhu

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Student Division (STDT)

are particularlyacute amid the rising tide of graduates—a reflection that underscores the need todecipher the career intentions guiding job-seeking behaviors, especially for engineeringstudents who play a pivotal role in driving technological and economic growth. However, disconcerting trends have been observed, which is a considerablefraction of engineering graduates show a reluctance to remain in their field during jobsearches, risking an outflow of expertise from the sector. Influenced by self-interest,utilitarian values, and entrenched gender stereotypes, these students’ career decisionspoint to the urgency for empirical studies that examine the synergy between universityeducation and individual student motivations. Notably

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Nosakhare Iyobosa Idiaghe, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica R Deters, University of Nebraska, Lincoln

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Diversity

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Student Division (STDT)

approach to research on first-generation students, reflecting a focus on what thesestudents can add to engineering rather than focusing on what they lack [10]. We pose thefollowing research question: How do two first-generation students, one a first-year and one a fourth-year, describe their journeys through engineering?By comparing the perspectives of a first-year and fourth-year student, we can identifyopportunities for better supporting our first-year, first-generation students. Identifying thespecific challenges endured by both students in their first years, and the stories of how thosechallenges were navigated, allows educators to adjust existing practices to be more supportiveand inclusive of first-generation students.MethodsIn

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mandana Ashouripashaki, The Ohio State University; Krista M Kecskemety, The Ohio State University

Tagged Divisions

Student Division (STDT)

stabilityand financial security, addressing their physiological and safety needs. Moving up the hierarchy,the prospect of utilizing one's skills and education in engineering satisfies the need for esteemand accomplishment. Finally, the pursuit of a career in engineering, driven by a passion forinnovation and problem-solving, aligns with the highest level of Maslow's hierarchy—self-actualization [3]. In essence, the decision to enter the engineering field can be seen as aprogression through these motivational stages, reflecting an individual's desire for personalgrowth, achievement, and the fulfillment of their intellectual and creative potential.Trait and Type TheoriesTrait and Type Theories in career development provide frameworks for understanding

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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Diversity

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Student Division (STDT)

, “Seeingthe faculty frequently and being able to talk to them about more than just school or assignmentshas given me a better relationship with them than other students. I feel as though I'm a welcomedpart of the engineering program.” The student who answered “Unsure/other” when asked if thelunches allow them to feel more connected to their engineering program remarked, “I feel likeI’d still have the same relationships with the same people, but I would see those people less so Iam unsure of the result.” However, most scholars reflected the sentiment of one scholar whostated, “Since all of us have split up into our major based classes, we rarely see all of each othernow. The lunches allow all of us to reconnect, even if it is just one day a week

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)

not help promote their narrative to the public. For our own groups, Rachelchose a name with an acronym that reflects her career vision, Research on Identity andMotivation in Engineering (RIME) Collaborative, and Julie chose a word that reflects hers,Elevate. In both cases, the mission and focus of the groups is clear and centered around ourcareer visions.2.2 Disseminating the NarrativeOnce your narrative is developed, you must share it to raise your visibility. While simply havinga narrative can provide personal direction, we believe putting the narrative you create out intoyour field has a much greater impact than allowing others to create one for you by the activitiesthey happen to see you complete.2.2.1 WebsitesAs a faculty member, you

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Fitzpatrick, University of Nebraska-Lincoln; Jessica Deters, University of Nebraska - Lincoln

Tagged Topics

Diversity

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Student Division (STDT)

tobetter address the research purpose. Participants were sent the interview questions prior to theinterview to allow them to gather class data and reflect on the differences beforehand. Interviewswere conducted via Zoom and were transcribed by a professional transcription service.The interviews were analyzed using thematic analysis, wherein the author team identified themeswithin and across the interviews about the perceived impact of COVID-19 on engineeringstudent readiness. One author conducted the initial data analysis and identified initial themes.The author team then met to discuss to consensus. The author team found that themes withineach participant’s interview were unique from the other participant and, as a result, opted topresent the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abigail Nichole Lehto, American Society of Engineering Education (ASEE); Ning Fang, Utah State University

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Diversity

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Student Division (STDT)

questions. Table 1: EIs and Associated Themes Engagement Indicators Themes Higher-Order Learning Academic Challenge Reflective and Integrative Learning Learning Strategies Quantitative Reasoning Collaborative Learning Learning with Peers Discussions with Diverse Others Student-Faculty Interaction Experiences with Faculty Effective Teaching Practices Quality of Interactions Campus Environment Supportive EnvironmentAfter EI scores

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Perla Abigail Bran, City Colleges of Chicago; Casey Mikaela Tan, City Colleges of Chicago; Jason Kwame Frimpong Osei-Tutu, City Colleges of Chicago; Luis Vicente Villanueva, City Colleges of Chicago; Brenda Najjuma, City Colleges of Chicago; Doris J. Espiritu, City Colleges of Chicago

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Diversity

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Student Division (STDT)

' tone andencouraged participants to reflect on their experiences through a constructive lens.B. PARTICIPANTS and INTERVIEWSTo ensure methodological rigor and maintain consistency across interviews, we employed astandardized set of questions for all participants. This strategy was intentional to prevent andminimize potential interviewer bias. The uniformity in questioning facilitated a comparativeanalysis of the gathered data, contributing to the reliability of our findings. Reverse transferstudents were chosen from Wright College Engineering Program. The Wright CollegeEngineering Program implements evidence-based practices intentionally to develop belongingthrough the Holistic and Programmatic Approach [15]. We recruited students from this

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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Diversity

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Student Division (STDT)

, orexcellent.Results are very preliminary. Most participants appear to be satisfied with their match, but noconclusions can be made on the effectiveness of MentorMatch. Although first round ofpreliminary data does not reflect the perceived percentages, it collects the participantspreferences on the dimensions and point the research to the right direction with regardsalgorithm. Most participants deemed the application experience and design as satisfactory in itscurrent stage. More experimental data needs to be collected and analyzed before making changesto the algorithm.IV. FUTURE WORKSThere is a need to increase the sample size to change the current algorithm. Continuing to expandthe number of participants by recruiting more mentors and mentees is a priority

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinyi Ma, University of Toronto; Janet Lam, University of Toronto

Tagged Divisions

Student Division (STDT)

more positive attitudes and higher confidence toward programming compared tomechanical engineering students. Future research will further investigate this question with thefollowing survey responses and seek to understand the influence of programming lab activitieson students’ programming experiences.Keywords: programming, attitudes, self-efficacy, mechanical engineering, industrial engineeringIntroductionAs computer programming has been widely used in both academic research and industrialpractice, the skill is becoming increasingly important in engineering education. According to A.Bandura, self-efficacy accurately predicts both subsequent behaviors and outcomes [1], and self-efficacy toward programming could reflect confidence in performing

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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Diversity

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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) 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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Diversity

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Student Division (STDT)

third point of reference to reflect on and givea rich description of their experience in the US. Through qualitative analysis of these cases, wewill address the question: In what ways do Black students who are first- or second-generationimmigrants from Africa and have studied abroad leverage community cultural wealth inengineering in the US?We use Yosso’s Community Cultural Wealth (CCW) framework to highlight the strengths thesestudents leverage in engineering. CCW is an asset-based framework developed to highlight thestrengths of the students from Communities of Color. There are six assets used as a guiding lensto inform research in these communities: familial, social, aspirational, navigational, resistance,and linguistic capital that students