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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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

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 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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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) 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 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)

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 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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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

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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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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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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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 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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challenges of the pandemic, with the number of participants exceeding the pre-pandemic number in 2023. FTC engages students with STEM concepts, offering them uniquehands-on experiences through project-based learning, which serves as an ideal “Practice”component in the proposed LPS framework. 2) The judge room presentation component of theFTC competitions requires students to document, reflect, and learn from their experiences andthis helps us gather necessary data to evaluate the design, implementation, and results of the LPSframework. 3) Compared with other educational robotics platforms such as VEX [20], B.E.S.T[21], and World Robot Olympiad (WRO) [22], FTC’s motto of Gracious Professionalism moreaccurately addresses the service component of the

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jun Zhu; SUN TIEMIN, Beijing Foreign Studies University; jiayao sun; Fangyuan Chai

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Student Division (STDT)

refers to the availability of employment opportunities, jobstability, working environment conditions, as well as comprehensive satisfaction suchas personal income and development. With the changes in the employment rate ofvocational college graduates and higher quality requirements, the focus of the graduategroup has shifted from simply finding a job to considering employment quality.Therefore, employment quality is a reflection of problems in the field of employmentquality, which includes subjective and objective aspects. From a subjective perspective,employment quality refers to individual workers' subjective satisfaction with their work,including the pleasure and social identity brought by work. It also refers to what kindof job individual

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Student Division (STDT)

interviews were semi-structured and lasted approximately 45 minutes. All interviews wereconducted via Zoom or in person and were transcribed by a professional transcription service.The interviews were aimed at uncovering differences that faculty had noticed in their coursessince the COVID-19 pandemic began. Interview questions (Table 1) were developed by theresearch team and were piloted for clarity. Participants were sent the interview questions prior tothe interview to allow them to gather class data and reflect on the differences beforehand.Table 1. Semi-Structured Interview Questions High-Level Interview Protocol 1. What differences have you noticed in teaching before, during, and after COVID? 2. Before COVID, did you notice any gaps in

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

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Diversity

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Student Division (STDT)

examination. Following each coding session, reflections, emotions, impressions, andinterpretations were recorded in a memo document to note emerging trends. After thepreliminary coding, a second-pass axial coding was conducted on the Excel sheet to identifycommon themes related to the control/treatment group and the decision to stay/leave. Theseemergent codes were discussed with the second author to refine the claims made from the dataand for coding consensus.The authors of this paper have varied experiences with engineering and as members of thegroups we interviewed. The research team of faculty, postdoctoral scholars, graduate students,and undergraduate students included researchers from higher education and engineeringeducation. Three of the

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

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Student Division (STDT)

we willobserve their teaching when implementing the game lesson. Data will then be coded andanalyzed using thematic analysis to find out the change in preparedness and engagement towardsteaching computer science.IntroductionIn response to the lack of engineering and computer science education in high school, the NextGeneration Science Standards (NGSS) were created in 2014 by twenty-six states with twentystates adopting these standards [1]. The NGSS shifted science instruction to incorporate cross-cutting (utilizing common themes among STEM disciplines) engineering standards and expandon computational thinking skills [2]. However, as technology and computing have advanced, theNGSS do not reflect the modern skills needed for computing to

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorna Treffert, University at Buffalo, The State University of New York; Courtney June Faber, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville

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Student Division (STDT)

the faculty's efforts to legitimize the students’contributions impact how the students feel about themselves as researchers and how they cancontribute to the group.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNumbers 2346868 and 2144698. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation. We would like to express gratitude to Team Y for participatingin this study and for their willingness to open their meetings to us and provide feedback on theinitial drafts of this paper. We would also like to thank Dr. Nicola Sochacka for her insightfulfeedback and

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noor Aulakh, Rowan University; JoyLynn Torelli, Rowan University; Alexandria Ordoveza, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

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Diversity

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Student Division (STDT)

Paper ID #41634Exploring the Relationship between Transfer Students’ Social Networks andtheir Experience of Transfer ShockNoor Aulakh, Rowan UniversityJoyLynn Torelli, Rowan UniversityAlexandria Ordoveza, Rowan UniversityDarby Rose Riley, Rowan University Darby Riley is a doctoral student of engineering education at Rowan University. She has a special interest in issues of diversity and inclusion, especially as they relate to disability and accessibility of education. Her current research is focused on the adoption of pedagogy innovations by instructors, specifically the use of reflections and application of the

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vivian H Nguyen, City Colleges of Chicago ; Anthony Jesus Blanco, City Colleges of Chicago; Andrew Steppan, City Colleges of Chicago; Juan Munoz, City Colleges of Chicago ; Guadalupe Pina-Castillo, City Colleges of Chicago; Shlesha Patel, City Colleges of Chicago; Melvin Cabrera, City Colleges of Chicago; Tobias Wimmer; Doris J. Espiritu, City Colleges of Chicago

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importance of creating theseopportunities for college retention.VII. ACKNOWLEDGEMENTThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1832553. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors would like to acknowledge Jason Osei-Tutu, Dr. RuzicaTodorovic and Bridget O’ Connell for supporting our research and facilitating the Center ofExcellence for Engineering and Computer Science at Wilbur Wright College, City Colleges ofChicago. This research is derived from the research “Building Bridges into Engineering andComputer Science” that is approved by the City

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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Diversity

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Student Division (STDT)

finalpresentation, reflecting the group dynamics seen within this part of the course and givingstudents fair and accurate scores for their involvement.4. ConclusionThis study introduces a method for educators to effectively evaluate students' behavior in thecontext of team projects, using data drawn from their activity on the 'Slack' messagingplatform and statistical techniques. By analyzing student posts on Slack, changes in student'MGUDS-S' global competence scores, and other data related to their communication andgroup activity, we were able to identify significant correlations between students'contributions, MGUDS-S scores, and group dynamics. We believe that our findingsunderscore the importance of recognizing individual contributions within group

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Lynn Repp, University of Portland; Sean Lyle Gestson, University of Portland; Jacob P. Kimball, University of Portland

Tagged Divisions

Student Division (STDT)

methodin the post-workshop survey. Another limitation is in how the questions were worded in the post- workshop survey.The questions in the post-workshop survey were written to reflect the questions in the pre-workshop survey. However, the questions were not written such that an equitable statisticalcomparison could be made between the participants before the study and after the study. Thequestions in the post-workshop survey asked how participants felt that they improved in thedifferent categories, with the Likert scale ranging from no improvement to significantimprovement. What was needed instead was a question of direct comparison (i.e. during theworkshop, how productive did you feel?) and the same Likert scale as was used in the pre

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

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Student Division (STDT)

Paper ID #42380The Effect of Ego Network Structure on Self-efficacy in Engineering StudentsDavid Myers, Rowan UniversityMatthew Currey, Rowan UniversityLuciano Miles Miletta, Rowan UniversityDarby Rose Riley, Rowan University Darby Riley is a doctoral student of engineering education at Rowan University. She has a special interest in issues of diversity and inclusion, especially as they relate to disability and accessibility of education. Her current research is focused on the adoption of pedagogy innovations by instructors, specifically the use of reflections and application of the entrepreneurial mindset. Her previous