Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

William Palm, Roger Williams University

academicperformance set the students up for continued success. Failing calculus freshman year canjeopardize four-year graduation, but ELLC students earned higher first semester math gradesthan non-participants (mean grade of 2.75, vs. 2.46 for the combined Other LLCs and No LLCgroups, p = 0.047). A third explanation is self-selection bias beyond what this study’s input andenvironmental variables can control for. ELLC participants may have greater interest, self-efficacy, and/or other non-cognitive factors that affect persistence in an engineering or STEMmajor.Interestingly, engineering student participation in non-honors Other LLCs appears to havelowered graduation rates. While the effect is not significant due to low enrollment in the OtherLLCs, the result

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University

critiqued in several ways. Borrego and Beddoes [19], for example, point to underutilization ofavailable critical feminist theories, particularly intersectional, interactional, and masculinity studiesapproaches, that are considered to have substantial potential to benefit the gendered field of engineering.Denton and Borrego [61] suggest that, despite a relative abundance of FoK research in STEM education,FoK work remains focused on K-12 curriculum development and lacks a broader implementation andassessment of its effects on student learning outcomes related to identity, self-efficacy, and belonging.Holley Jr. and Masta [4] critique the “invisibility of whiteness” within critical race research in engineeringeducation, contrasting the numerous

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Noah Bezanson; Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Nafissa Maïga

partnerships. Thus, it is necessary forinternational actors to understand what learners know and how they think prior to launching acollaborative education program. To achieve this, we designed and implemented a Recognitionof Prior Knowledge (RPK) assessment for girl learners in rural Zimbabwe and Senegal.Our assessment recognizes students' prior knowledge relevant to the engineering curriculum andexplores their self-beliefs. The assessment is used to better understand and challengeassumptions around the context, the language, and how students engage with technical projectsin each setting. In many sub-Saharan countries, girls are not encouraged to pursue technicaleducation. This negatively impacts their engineering beliefs, including motivation, self

Conference Session

Engineering Ethics Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Josephine Meyer, University of Colorado Boulder; Bethany Wilcox, University of Colorado Boulder; Noah Finkelstein, University of Colorado Boulder

require adopting a ‘neutral’ stance – a perhaps impossible standard – but rather an open-minded one that encourages all students to develop critical thinking skills and self-efficacy. In his words: David: I always feel constrained to – not so much to be neutral, but to be studiously open to different points of view, ... teach tools, in this case like a mode of thinking ... – or maybe it’s not even a mode, just ... instilling in the students the confidence that they can think about these things on their own. David later explains that to him, being open means “not so much neutral as accepting, listening – so to speak – and curious.” David’s experience shows that politicization in the classroom

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Dickrell, University of Florida; Jeremy Waisome, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida; Idalis Villanueva, University of Florida

and Ph.D. in civil engineering from UF. During her studies, she became passionate about issues of equity, access, and inclusion in engineering and computing and worked to develop programs and activities that supported diverse students in these disciplines. Today, Dr. Waisome is an incoming Assistant Professor in the Department of Engineering Education where she conducts research on broadening participation in science, technology, engineering, mathematics, and computing (STEM+C). She is particularly interested in understanding how formalized mentoring programs impact student trajectories and self-efficacy. In her teaching, she utilizes the learner-centered approach to instruction.Lilianny Virguez (Lecturer

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Sofia Schlezak, Colorado School of Mines; Emma Chapman, Colorado School of Mines; Mateo Rojas; Jaime Elizabeth Styer, Colorado School of Mines

2017 to 2018,more than 200 children in Buenos Aires were found with high levels of lead from the burning ofe-waste –mostly cables– close to houses and playgrounds [54]. Some researchers argue that theseworkers lack sufficient information to perceive these risks and do not take proper measures toreduce risks and harms [55]– [57].Within this context, Sofia is evaluating the working conditions of e-waste recyclers in a selectedlocation of the province of Buenos Aires (Argentina), studying interventions to reduce chemicalexposures, and will promote awareness-raising within the community. Her long-term objectiveof implementing proper management of e-waste will have multiple benefits, such as includingrecovering materials to be reintroduced into

Conference Session

Computing & Information Technology Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kylan Stewart; Bruce Debruhl; Zoe Wood

authorsidentify four main areas that contribute to the sense of belonging among STEM students: Inter-est, Competence, Interpersonal Relationships, and Science Identity[9]. We categorized questionsfrom the original Metcalf [1] survey, which represent a student’s response to the four factorsidentified by Rainey et al. and examine our data along gender and race and ethnicity to identifyequity issues for our setting. There are other measures of belonging that have been used to measure student belong-ing. For example, “Exploring Factors that Influence Computer Science Introductory Course Stu-dents to Persist in the Major” is a 2009 work by Barker et al., which studies student persistence,and states that it comes most from student to student

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

, Reflection, Professional Identity, and Affective AwarenessIn the second phase of our study, we chose to develop and implement two programmaticinterventions to apply these transformative learning influencers and document programmaticimpacts on students’ transformative learning [2]. Through that work, our understanding of thefunctioning of the influencers and impacts on student experiences in engineering educationevolved. We began to identify the ways in which inclusive, equitable culture and investmentin professional relationships support our students’ self-actualization and progresstoward maturity, confidence, and self-efficacy as engineers. And it is at this point that wepivot our line of questioning to further investigate these observations. As

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Damon Kirkpatrick; Michael Anderson, United States Air Force

, includingthe new course projects, while 530 students participated in the heritage ME 220 course. Over 400students from the Fall 2021 semester voluntarily responded to the same outcome proficiencyquestionnaire at the beginning and the end of the semester. A blank questionnaire is included inAppendix F for reference. All except the final question are strictly derived from the proficienciesof the USAFA outcomes for Application of Engineering Methods and Critical Thinking (seeAppendices A and B). The final question was included to capture the student’s self-efficacy intheir learning development, which is a topic not specifically addressed in this paper. All thequestions are intentionally the same for the initial and final questionnaire to better gauge

Conference Session

First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Alford, University of Michigan; Heather Rypkema, University of Michigan; Ryien Hosseini, University of Michigan; Megan Beemer, University of Michigan; Harsh Jhaveri, University of Michigan

Goetz, and Oliver L¨udtke. Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110(5):628 – 639, 2018. URL http://proxy.lib.umich.edu/login?url=https://search.ebscohost.com/login. aspx?direct=true&db=psyh&AN=2017-57177-001&site=ehost-live&scope=site.[14] Kent A. Crick, Elise A. Frickey, Lisa M. Larson, and Mack Shelley. The role of teaching self-efficacy in electrical and computer engineering faculty teaching satisfaction. In 2020 ASEE Virtual Annual Conference Content Access, Virtual Online, June 2020. ASEE Conferences. URL https://peer.asee.org/35366.[15] Matthew West, Geoffrey L. Herman, and Craig Zilles