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Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Conference Session: Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

scale was employed to measure students' self-efficacy in engineering tasks. Thisinstrument assesses various dimensions of engineering self-efficacy, including students’confidence in their ability to succeed in engineering courses, solve technical problems, andpersist in their engineering studies [15]. The assessment of engineering self-efficacy amongstudents will be focused on several constructs, each measured through specific items that providea comprehensive understanding of students’ confidence and perceived abilities within the field ofengineering, including Factor1: Engineering Self-Efficacy, Factor 2: Engineering CareerExpectations, Factor 3: Sense of Belonging, and Factor 4: Coping Self-Efficacy.Computer Programming Self-Efficacy Scale

Relevance Score: 3.645599

“Si no servimos, no servimos”: A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy

Conference Session: Track 2: Technical Session 2: "Si no servimos, no servimos": A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

psychosocial needs of the students, with statements such as “My advisor takes aninterest in my well-being and life-work balance,” and “My advisor provides emotional supportwhen I need it.” Finally, TSE is our dependent variable and is measured by the Thesis Self-efficacy factor, measured on a confidence-anchored Likert scale and includes items that deal withthe various skills surrounding the completion of a terminal document.Participants and InstitutionsWhile our focus is set on the experiences of Latin* engineering graduate students, our surveywas open to students of all racial and ethnic backgrounds. The target population could bedescribed as engineering graduate students enrolled in master’s and doctoral programs whowere actively working towards

Relevance Score: 2.9180384

Student Perceptions of Success: A Comparison of Direct and Indirect Measurements

Conference Session: Professional Papers
Collection: 2025 ASEE Southeast Conference
Authors: Ryan Daniel Doczy, Virginia Military Institute; Jai Kyoung Jung, Virginia Military Institute; Aksel Seitllari, Virginia Military Institute
Tagged Topics: Professional Papers

the student body is receiving an education that approaches critical thinking in aholistic manner (e.g., formulating problems, working in a laboratory setting, mastery ofgraphical/written/verbal communication). Institutions collect a series of assessments targetingthese individual student outcomes (SOs) with the goal of determining how well the student bodycan achieve the goals prescribed by ABET. This process provides a thorough overview ofstudent attainment in the SOs from the perspective of the institution and its individual faculty,but it lacks any substantive measure of student self-efficacy.Self-efficacy is a term used to describe how well an individual believes they can accomplish atask [1]. Self-efficacy in a higher learning setting

Relevance Score: 1.1015266

Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress

Conference Session: Track 5: Technical Session 2: Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Zeynep Ambarkutuk, Virginia Polytechnic Institute and State University; Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

as theSTEM-CIS (STEM Career Interest Survey) [15] tool measures self-efficacy and interest inSTEM classes and careers. The surveys included a pre-survey before arriving on campus, asurvey at the end of week 1 and week 2 to capture feedback on specific activities, and a post-survey at the end of BETA. All surveys were available via QR code for mobile devices. Thepost-surveys include whether students found material in the individual program sessions relevantto their goals, contained new knowledge, and presented in a learning-conducive way. The surveyof activities spanned departments in engineering [16].Additionally, we conducted pre- and post-camp focus groups. These focus groups involvedmeeting with a groups of 12-15 students in a room

Relevance Score: 0.60624945

Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree.

Conference Session: Track 5: Technical Session 1: Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Lorena Benavides-Riano, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

-efficacy(general, design, and experimental), the Achievement Goal Questionnaire (AGQ), and itemsfrom the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) were applied.Participation in SBP showed statistically significant differences in items that measured self-efficacy, academic readiness, sense of belonging, and knowledge about university life andindustry. However, goal orientation and career expectations did not exhibit changes. Resultssupport that the current five-pillar structure effectively promotes student success and persistencein engineering degrees for first-year students at Mississippi State University.Introduction In the United States, educational efforts aim to increase enrollment in 2- or 4-yearinstitutions right

Relevance Score: 0.13169023

Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions

Conference Session: Track 4: Technical Session 1: Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Lisa Y Flores, University of Missouri - Columbia; Rachel L Navarro, University of North Dakota; Jinkoo Lee, University of Missouri - Columbia; Bo Hyun Lee, The Ohio State University; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri - Columbia; Pat Garriott
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

environment in terms of support, organizational climate, incivility, microaggressions, and work-family conflict? 1a. Are there differences across Latino men and Latina women on perceptions of the workplace? 1b. Are there changes in these measures across time? 2. What are their perceptions of their self-efficacy and outcome expectations in domains of engineering tasks, organizational skills, and multiple roles? 2a. Are there differences across Latino men and Latina women on self-efficacy and outcome expectations

Relevance Score: 0.08721374

WIP: Evaluating the impacts of an integrated, project-based approach to biomedical engineering laboratory teaching

Conference Session: Student Papers
Collection: 2025 ASEE Southeast Conference
Authors: Sierra Milligan, University of Georgia; John Ray Morelock, University of Georgia
Tagged Topics: Student Papers

onassessing students’ self-confidence across key biomedical engineering competencies. As therewas no existing questionnaire for this particular subject, we developed this questionnaire byfollowing the same question structure as the SE-12 Questionnaire for measuring medical studentself-efficacy for clinical tasks [14]. Students were asked to rate their level of agreement withstatements that gauged their confidence in applying technical knowledge in the field, includinglaboratory basics, biomedical device challenges, antimicrobial practices, cytocompatibility, andmechanics. The self-efficacy questionnaire was administered at the beginning and end of thesemester. Each instance of the questionnaire took 20-30 minutes to complete. In Spring 2025,the same

Relevance Score: 0.07269253

Summer Pre-Engineering Program Builds Student Confidence and Motivates Interest in STEM

Collection: 2025 ASEE -GSW Annual Conference
Authors: Araceli Martinez Ortiz, The University of Texas at San Antonio; Gabriela Gomez, The University of Texas at San Antonio; Patricia Rodriguez Ann Rodriguez, The University of Texas at San Antonio
Tagged Topics: Diversity

the Appendix.The Interest in STEM construct included questions focused on students’ enthusiasm and aspirationsin STEM fields, including items such as “I am interested in STEM studies/careers” and “STEM willbe useful for my future career.” The Self-Efficacy construct evaluated students’ confidence in theiracademic abilities and effort, with items like “I feel better prepared to succeed in the next schoolyear” and “I worked to my fullest potential in PREP.” The Collaboration construct assessedstudents’ ability to work effectively in group settings, using questions such as “I was able to sharemy thoughts, questions, and ideas with my group” and “I was able to work together in a team.” Forthe Academic engagement construct, items measured students

Relevance Score: 0.06570111

Integrating Artificial Intelligence in Engineering Education: A Work-in-Progress Systematic Review of Applications and Challenges

Collection: 2025 ASEE -GSW Annual Conference
Authors: Thomas Franklin Hallmark, Texas A&M University

analysis of 216 studies, we examineAI's potential to enhance engagement, conceptual understanding, and skill development infoundational engineering courses. Using a theoretical framework that integrates Cognitive LoadTheory (CLT), Self-Efficacy Theory (SET), and Situated Learning Theory (SLT), we analyzeimplementation strategies, outcomes, and barriers across diverse institutional contexts. Meta-analyses indicate that AI-enhanced active learning approaches can increase student performanceby 0.47 standard deviations and reduce failure rates by up to 55% compared to traditional 2methods (Freeman et al., 2014). However, challenges including high implementation costs,insufficient faculty training, and

Relevance Score: 0.06306075

Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship

Conference Session: Track 1: Technical Session 1: Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Ebony Omotola McGee, The Johns Hopkins University; Shelly Engelman, The Johns Hopkins University; Binh Chi Bui, The Johns Hopkins University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

undergraduate studentsin STEM and inform the development of tailored interventions through the STEM-RAEE program.With the overarching goal of fostering diversity, equity, and inclusion in the engineering andcomputing professions, our research aims to empower racially minoritized students to leveragetheir STEM knowledge for entrepreneurial success and community impact. We employed anonline survey instrument, integrating constructs from empirically validated scales inentrepreneurship literature, to gather insights from 86 undergraduate STEM majors enrolled at twoHBCUs in the Southern region of the United States. The survey assessed various factors, includingintent to pursue entrepreneurship, self-efficacy in entrepreneurship, role models

Relevance Score: 0.062125206

Creating Opportunity from Challenge: A Virtual Approach to Building STEM Confidence and Skills

Conference Session: Professional Papers
Collection: 2025 ASEE Southeast Conference
Authors: Frank Andrasik, The University of Memphis; Bashir Morshed, Texas Tech University; Robert W Hewitt Jr., The University of Memphis
Tagged Topics: Professional Papers

always align with their actual abilities. Additionally, the samplesize for both the 2023 and 2024 camps was relatively small, which may limit confidence of theresults. Further research with larger cohorts and more objective measures of learning outcomes,such as coding assessments or project evaluations, would provide a more comprehensiveunderstanding of the camp's impact.Future iterations of the camp could explore a hybrid approach, combining the strengths ofbreakout room interactions with opportunities for independent problem-solving. The surveyinstrument could be modified to evaluate self-efficacy, which began to become more central tothe camp’s primary goals. Additionally, tracking students' long-term engagement with STEMfollowing the camp

Relevance Score: 0.061172623

Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

Conference Session: Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, particularly women ofcolor, continue to be grossly underrepresented in engineering and agrisciences [2], [3]. TheANGELS Education/ Teaching Programs were designed to support increased participation ofwomen and underrepresented minorities in STEM, with a unique focus on broadening participationthrough motivational impact for middle school girls. Affare, Pedersen, McElrone, Barbosa, and RamnarineMotivation, such as personal-professional identity, self-efficacy, and belonging, has long beenshown to play a role in interest and integration in STEM fields, particularly for women andunderrepresented minorities [4], [5]. According to a 2018 Confidence Code poll, self-confidencelevels drop by thirty percent (30%) for girls between the ages

Relevance Score: 0.057765495

Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Conference Session: Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Katherine R. McCance, The University of Texas at San Antonio
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

malleable and can be shifted to growthmindset beliefs with simple, low-cost interventions [8]. Additionally, less experiencedinstructors, such as TAs, may be more likely to change their teaching beliefs than moreexperienced instructors [9].After participating in the PD, the graduate students reported high levels of confidence in theirability to use various inclusive teaching practices, such as confidence in reflecting on the impactof their mindset on students’ classroom experiences, using student data and feedback to informtheir teaching, and promoting students’ identity safety. These pilot results align with previousresearch that reported high TA confidence and self-efficacy [9], [18], [19]. Wheeler et al. [9]found that chemistry TAs had high

Relevance Score: 0.055408075

Evaluation Report of Project Achieve: Fostering Hispanic Achievement in Computer Science and Engineering with Affinity Research Group Model

Collection: 2025 Northeast Section Conference
Authors: Navarun Gupta; Deana DiLuggo; Junling Hu; Abhilasha Tibrewal; Ahmed Elsayed; Theresa Bruckerhoff

students but leave prior to graduation course designed based on the Affinity Research Groups (ARG) modeldue to a lack of interest in the general coursework and an Paper presented at ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania. 10.18260/1-2-45064inability to adjust to the "college process." Research shows [2] Carberry, Adam & Lee, Hee-Sun & Ohland, Matthew. (2010).that these and other underrepresented students are often busy Measuring Engineering Design Self-Efficacy. Journal of Engineeringwith outside obligations, so engaging in research

Relevance Score: 0.050187413

Building Strong Communities: Exploring Qualitative Data on Virtual Learning Support Structures to Support Non-Traditional Groups in Foundational Engineering Courses.

Conference Session: Professional Papers
Collection: 2025 ASEE Southeast Conference
Authors: Kimberly T. Luthi, Embry-Riddle Aeronautical University - Worldwide; David Paul Harvie, Embry-Riddle Aeronautical University - Worldwide; John K Wilson, Embry-Riddle Aeronautical University - Worldwide; Monica Surrency, Embry-Riddle Aeronautical University - Worldwide
Tagged Topics: Diversity, Professional Papers

Implications for STEM Education Researchers and Faculty," Journal of Chemical Education, vol. 93, pp. 1686-1702, 2016.[8] S. B. Wilson and P. Varma-Nelson, "Implementing Peer-Led Team Learning and Cyber Peer-Led Learning in an Organic Chemistry Course," Journal of College Science Teaching, vol. 50, pp. 44-50, 2021.[9] J. E. Klobas, S. Renzi and M. L. Nigrelli, "A scale for the measurement of self-efficacy for learning (SEL) at univeristy," Bocconi University, 2007.[10] K. Wilson, K. Luthi, D. Harvie and M. Surrency, "Strategies for Engagement of Non- Traditional Students in Engineering-Related courses," in 16th Annual Mentoring Conference, Albuquerque, NM, 2023.[11] K. Luthi, D. Harvie, K. Wilson and M. Surrency, "Peer support

Relevance Score: 0.04766945

Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans

Conference Session: Track 2: Technical Session 1: Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham; Michael L Falk, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Emily J Yanisko, American University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, family, andadults at school. The protocol, adapted from an existing protocol [18], was originally written toaugment quantitative research measures (such as student surveys, data from the LearningManagement System, and achievement data) and gather insight into socioenvironmental factorsimpacting BOAST participants. This interview protocol was revised before Year 2, for exampleto acquire more consistent math self-efficacy ratings and re-order questions for fluidity.Interviews were conducted one-on-one in person or via Zoom. Digital audio recordings weretranscribed and coded using Nvivo analytical software.Data Analysis The First Cycle of coding [19] highlighted SCCT theory-derived constructs (Table 1). Inthe Second Cycle, language used by

Relevance Score: 0.04606551

Latine STEM Doctoral Students’ Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Conference Session: Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

engineering technology fields, with Latine faculty representing only 4% of theoverall faculty [33].Although studies show that having faculty mentors from similar backgrounds enhances theoutcomes for doctoral students, low faculty representation inevitably sets the stage for cross-cultural mentoring in the STEM doctoral context [4], [6], [19], [23], [24]. Cross-culturalmentoring occurs when mentees and mentors come from different cultural or racial backgrounds,in which cases racially and ethnically minoritized doctoral students are more likely to benefitfrom individualized support and guidance academically and emotionally for completion of thedoctoral program and develop self-efficacy as a scholar [4], [6], [19], [23], [24]. In a case studyby Sangiago

Relevance Score: 0.04372474

EngineerFEST: Building Community and Engagement Among First-Year Engineering Students

Collection: 2025 ASEE North Central Section (NCS) Annual Conference
Authors: Susie Huggins, West Virginia University; Robin A.M. Hensel, West Virginia University; Manar Yamany, West Virginia University; Lizzie Santiago, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Atheer Almasri, West Virginia University; Todd R Hamrick, West Virginia University; Carter Hulcher, West Virginia University
Tagged Topics: Diversity

ofeffective engineering education. Hensel and Sigler (2007) discussed strategies for supportingstudents through structured programs, emphasizing the need for mentorship and academicresources [2]. Similarly, Myers, Byrd, and Hensel (2005) focused on designing first-yearprograms aimed at boosting retention and academic performance, including event-based learningcontexts like EngineerFEST [3]. Exploring students’ perceptions and self-efficacy in engineeringis crucial for understanding the broader impacts of such initiatives. Morris, Dygert, and Hensel(2020) linked students’ views of engineering as a career to their self-efficacy and grit, suggestingthat well-designed events can reinforce positive perceptions and career aspirations [4].Engineering

Relevance Score: 0.04036346

Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development

Conference Session: Track 1: Technical Session 5: Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University
Tagged Topics: 2025 CoNECD Paper Submissions

. 12 Scholars & Theories Expanding Critical Consciousness Matthew Diemer Three Alexis Jemal Transformative Components of Critical Potential Consciousness Diemer et al. (2015) expanded upon Transformative potential uses anFreire’s components of CrC (i.e., critical intersectional approach to social analysis reflection & action) by adding critical focusing on both the positions of oppression motivation or political self-efficacy. and privilege as forms of inequity. 13 Scholars & Theories Expanding Critical

Relevance Score: 0.038928784

Engineering Solutions in Healthcare Training: A Scoping Review of Virtual Reality in Clinical Nursing Simulation

Collection: 2025 Northeast Section Conference
Authors: Joseph P. Duszak; John F. Drazan; Cynthia A. Bautista

teaching technical skills (n =19), while immersion (n = 6), soft skills (n = 6), and other topics(n = 5) have also seen deployments in the field. This technologyhas shown potential in knowledge acquisition (n = 8), self-efficacy(n = 9), engagement (n = 8), and satisfaction (n = 6) among users.Future work should look at how soft skills and immersion arebeing taught using virtual reality, and how smartphone-basedvirtual reality head-mounted displays can be used to provide alow-cost and portable means to access nursing simulationcontent. Fig. 1. Oculus Quest 2 VR HMD Keywords—Virtual Reality; Simulation; Nursing Education; ODigital Technology

Relevance Score: 0.037398424

A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Conference Session: CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

who has worked with social scientists for 20+ years. She has investigatedengineering student identity development, self-efficacy, motivation, goal orientation, cognitiveflexibility, adaptive expertise, complex problem solving, etcetera in collaboration with socialscientists (Pierrakos, 2017; Pierrakos, 2016; Pierrakos et al., 2016a; Pierrakos et al., 2016b;Williamson et al., 2016; Pappas et al., 2013; Pierrakos et al., 2013; Pierrakos et al., 2010a;France et al., 2010; Pierrakos et al., 2010b; Zilberberg et al., 2010b; Pierrakos et al., 2010c;Pierrakos et al., 2009; Pierrakos and Trenor, 2009; Trenor and Pierrakos, 2008). These uniqueperspectives in understanding engineering students and knowledge gains as an interdisciplinaryand cross

Relevance Score: 0.03561721

Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes

Conference Session: Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jennifer Speed, Texas State University; Don Pair, University of Dayton
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

approach taken by other studies, which have focused on suchinstitutional factors as faculty-student ratio, school size, school type, and undergraduatepopulation diversity [13]. Instead, the team sought to investigate the ways in which learners’experiences are shaped by key facets of the entire learning environment, such as faculty attitudes,advising support, approaches to DEI, and student sense of belonging and self-efficacy. Whenstudents face multifaceted barriers, educators and administrators are obliged to exploremultifaceted solutions [14]. For this reason, the team sought to understand barriers from multipleperspectives using quantitative and qualitative data.MethodsThe current study describes the development and implementation of an

Relevance Score: 0.033582363

WIP: Can studio-style instruction promote the application of engineering principles in biomedical problem solving. Analysis of type 1 diabetes treatment designs submitted by biomedical engineering students in their sophomore and junior year studio.

Collection: 2025 Rocky Mountain Section Conference
Authors: Mridusmita Saikia; Stephanie Fuchs

] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer, “Engineering DesignThinking, Teaching, and Learning,” J. Eng. Educ., vol. 94, no. 1, pp. 103–120, Jan. 2005, doi:10.1002/j.2168-9830.2005.tb00832.x.[3] A. R. Carberry, H. Lee, and M. W. Ohland, “Measuring Engineering Design Self‐Efficacy,” J. Eng. Educ., vol. 99, no. 1, pp. 71–79, Jan. 2010, doi: 10.1002/j.2168-9830.2010.tb01043.x.[4] A. J. Dutson, R. H. Todd, S. P. Magleby, and C. D. Sorensen, “A Review of Literature onTeaching Engineering Design Through Project‐Oriented Capstone Courses,” J. Eng. Educ., vol.86, no. 1, pp. 17–28, Jan. 1997, doi: 10.1002/j.2168-9830.1997.tb00260.x.[5] D. A. Kolb, Experiential learning: Experience as the source of learning

Relevance Score: 0.032509085

Student Learning Through Engineering Design: Developing a Safe Recoil Indication System for Military Applications

Collection: 2025 ASEE North Central Section (NCS) Annual Conference
Authors: Yousef Sardahi, Marshall University; Asad Salem
Tagged Topics: Diversity

STEM fields and enhancing retention by reducing dropout rates, particularly inmale-dominated environments through supportive and collaborative settings 6 . Creating gender-aware courses that promote participation across technical and managerial roles and introducingrole models can build STEM self-efficacy, encouraging young women to pursue and remain inengineering careers 7,8 . Addressing unconscious bias and providing fair role assignments furtherenable female students to confidently take on technical responsibilities while fostering a strongsense of community and professional commitment 9,10 .Ultimately, this project highlights how practical, student-led initiatives in engineering educationdrive real-world skill development and meaningful

Relevance Score: 0.031574365

Experiences Piloting a Program for Implementing High Impact Practices with Limited Resources

Collection: 2025 ASEE North Central Section (NCS) Annual Conference
Authors: Rick Hill, University of Detroit Mercy; Vanessa Burrows, University of Detroit Mercy; Linda Slowik PhD
Tagged Topics: Diversity

with students one-on-one to help them navigate challengesthey may face. The SEED program seeks to achieve these same goals in a more cost-effectivemanner through the counseling facilitators, the part-time administrator, the industry mentors, andfaculty mentors who are assigned to each of the students.Program evaluation and outcomesThe external evaluator for the project administers a survey upon the students’ entry to the SEEDprogram with follow-up surveys and focus groups conducted annually thereafter. These methodsseek feedback from the scholars about program activities, while also tracking the evolution of thestudents’ STEM identity and self-efficacy. Here we report on student opinions on the impact ofthe different core elements of the SEED