Conference Session

International Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Gnanasegar, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Polytechnic Institute and State University; Ramida Theeravachirakul, Virginia Polytechnic Institute and State University; Soumya Khanna, Virginia Polytechnic Institute and State University; Margee Pipaliya, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

International

country of study (ie. mismatchbetween Australian and China writing styles) may cause complications for students who are in awriting-intensive program [1]. Other challenges include engaging in a new social environment [10] requiring students tosocially and emotionally adapt while potentially leading to culture shock or cultural clashes [1,3,9,12]. This can be aided with supporting relationships among international peers or withdomestic students, as these forms of mentoring are successful in previous literature [4,5]. Mostmentoring opportunities discussed in the literature focus on connecting international studentswith other international students and do not engage much with domestic students, but the desireto connect with domestic students

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Adams, Chandler Gilbert Community College; Mary Beth Burgoyne

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

a competency gap between graduates’ soft skills (social,leadership, workplace diversity) and what is needed by employers. Students have the content andtechnical knowledge, but they lack the skills and experience to share that knowledge in anaccessible way, with diverse groups and in multiple modes as dictated by the nature of theproject or workplace. Jollands, Jolly and Molyneaux’s 2012 research on engineering curriculumthat requires multiple technical writing, presentation and communication opportunities, thatincludes peer and faculty feedback, better prepares their graduates for the workplace. AnEconomist Intelligence Unit Report, Driving the Skills Agenda: Preparing Students for theFuture (2015), states that the most highly sought after

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuzhang Zang, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

questions, true or false statements, and direct or sequential problem-solving tasks. • Flipped classroom: Post lecture videos sourced from online platforms and integrated addi- tional materials from reference books to offer a range of perspectives. • Peer-teaching: Upon addressing a question from a student, encourage that individual to share the explanation with peers who may have had a similar question. • Collaborative Learning: During the in-class exercises and labs, students should be encouraged to collaborate in pairs, engaging in discussions or jointly solving problems. • Research presentations and Q&A from peers: Student should be encouraged to ask questions and actively contribute feedback

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

peers.Five FG engineering students with high quantitative belongingness were selected for aninterview. A semi-structured interview protocol based in interpretive phenomenological analysiswas used to elucidate the students’ experiences that fostered belongingness. Separate themesfrom each student were created from coding and then overarching themes unified a sharedexperience.The following overarching themes were prevalent among the participants: similarity toclassmates, recognition as an engineer by peers, limited questioning of belongingness, andbelongingness is a state of mind. The results depict that elements of engineering identity play apart in making students feel they belong (e.g., recognition), but in some cases, belongingness isdistinct from

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adrian Nat Gentry, Purdue University ; Julie P. Martin, University of Georgia; Kerrie A. Douglas, Purdue University ; Eric Holloway, Purdue University; Cole Thompson, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

their identities in cis-heteronormative and masculine society andengineering spaces [12], nonbinary students in higher education experience frequent gender-based discrimination [11], microaggressions [13], and even fear of victimization in hostileenvironments [14]. Frequent exposure to hostile environments can result in nonbinary studentsexperiencing heightened levels of minority stress [15], [16], isolation [17], depression andanxiety [18]. Unsurprisingly, trans* and gender nonconforming students have 10% lower rates ofretention than cisgender and heterosexual peers, while LGBQ students have 7% lower rates ofretention than cisgender and heterosexual peers [19].It is well established that support networks created for cisgender students promote

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Tia Navelene Barnes, University of Delaware; Jenni Buckley, University of Delaware; Joshua A. Enszer, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Rachel Davidson, University of Delaware; Xiaoxue 'Vera' Zhang, University of Delaware

Tagged Topics

ASEE Diversity Committee, Diversity

, insufficient preparation and barriers in recruiting into engineering programs at the K-12 level, low self-efficacy, lack of peer support, inadequate academic advising or faculty support, harmful stereotypes of particular groups that influence interactions in classrooms or in peer groups, and a chilly or unappealing climate [1- 9]. These factors may exist at the level of the institution, the engineering college, and/or the engineering-specific department. Given the current accreditation structure for engineering programs, students’ experiences may be more influenced by institution and college-level factors in their first two years, when they are taking basic science and breadth courses, and shift to department-level factors in their upperclassmen years

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tonya Whitehead, Wayne State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

foreign. As has been seen at other universities, thiscontributed to students’ lack of engagement and dissatisfaction [1].Females and minorities are chronically underrepresented in engineering [2] and industry iscontinually calling for additional engineers [3, 4]. Extensive research has been done on ways toincrease student engagement and success in STEM fields [5-7]. The 2012 President’s Council ofAdvisors on Science and Technology report Engage to Excel lists these as strongly supportedpractices: small group discussion and peer instruction, testing, one-minute papers, clickers,problem-based learning, case studies, analytical challenges before lectures, group tests, problemsets in groups, concept mapping, writing with peer review, computer

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Mia Delarosa

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

creative endeavors, partialknowledge students have about new content, and negotiation of social roles, responsibilities andpositions all present communication challenges as students engage in design projects8. Moreover,complications abound because the various contingencies are interdependent (e.g., knowledge ofcontent constrains solution options). Effective engineering design learning depends onstructuring a predictable environment in which students feel safe to explore and create withinbounded constraints. Incorporating classroom structures to facilitate productive peer-to-peercommunication is one part of creating such an environment.Research in learning and motivation presents multiple perspectives for educators and researchersto draw from as

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

professionaldevelopment opportunities, including career/internship preparation such as interview skills,writing a resume, and applying for jobs.Mentors. The cohort was assigned two peer mentors at the beginning of our S-STEM Program.The students were also assigned a faculty mentor toward the end of their first year based on theirchosen discipline. “Peer mentors have a greater impact in the early years of an S-STEM student’sacademic career, while faculty mentors become more influential in later years [22].” Facultymentors have proven to be successful in helping students achieve their academic goals [23]. Thegoal was that the students would interact regularly with their peer mentors during the first yearand then be supported more heavily by their faculty mentor

Conference Session

Empowering Diversity in Engineering Education: Strategies and Impacts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anne E. Leak, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

higher rates than theirpeers. Students who are likely to persist in engineering reported supportive relationships withmentors, positive near peer role models, a strong sense of community, and an intention tocomplete their engineering major. Yet, accessing these support systems is often challenging forlow-income students, who are more likely to work long hours and spend more time off campusand less likely to have adequate opportunities to interact with others in their major and seethemselves in role models and as part of that community. The COVID-19 pandemic disruptedthe higher education plans and financial viability of UCSB engineering students, especially thosefrom low-income families. In addition to increased financial hardships, these

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiang (Susie) Zhao, Alabama A&M University; Fayequa Majid, Alabama A&M University; V. Trent Montgomery, Alabama A&M University; Chance M Glenn Sr., Alabama A&M University; Juarine Stewart, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

electrical engineering, computer science and mathematics byapplying evidence-based teaching strategies—student-centered problem-based teaching(SC-PBT), example-based teaching, and just-in-time teaching (JITT); (3) incorporating classroom andlaboratory activities that require active student engagement, conceptual understanding, criticalthinking, and problem-solving; and (4) Employing model students to lead SupplementaryInstruction (SI) courses with evidence-based peer-to-peer learning strategies. The studentassessment data indicated the effectiveness of the evidence-based instructional practices, the SIpeer-to-peer learning strategies, as well as existing engagement challenges. In addition, positivefeedback was obtained from the student survey data

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rose-Margaret Ekeng-Itua, Ohlone College; Gabe Hanzel-Sello, Growth Sector; David Gruber, Growth Sector

Tagged Topics

Diversity, NSF Grantees Poster Session

, Gabe has gained significant appreciation for the importance of clearly- defined, structured, and supported pathways for program participants. Gabe has a Bachelor’s degree from San Francisco State University in English; Creative Writing. He lives in the East Bay and enjoys exploring new rivers, lakes, and beaches in the area.Mr. David Gruber, Growth Sector American c Society for Engineering Education, 2021 Experiential Learning during COVID-19: A Systemic Approach for Increasing Diversity in Smart ManufacturingAbstractExperiential Learning is a key component in Engineering and Engineering TechnologyEducation. However, the current engineering an

Conference Session

Student Success & Development - Focus on Mentoring

Collection

2017 FYEE Conference

Authors

Sharri Lee Kornblum, CSULA engineering department; Zanj Kano Avery El; Gustavo B Menezes, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity, FYEE Division - Paper Submission

challenging but foundationalcourses. In particular, we wanted to demonstrate the benefit of SI workshops in a majority first-generation, underrepresented minority, predominantly academically unprepared studentpopulation. The peer-led workshops are mandatory for FYrE@ECST students and designed topromote inquiry-based and collaborative learning environment and increase students’mathematics self-efficacy. Supplemental Instruction was assessed using self-efficacy surveys,physics and math grades, pre- and post-tests, and focus groups. FYrE@ECST students werecompared to concurrent (CG-2) and historical (CG-3) control groups. The math average GPA forFYrE@ECST students at the end of the first year was 2.9, compared to 2.2 and 2.45 for CG-2and CG-3

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

. Her research has been published in journals such as Theory into Practice, Action in Teacher Education, and Journal of Hispanic Higher Education. She earned her Ph.D. in Reading/Writing/Literacy from the University of Pennsylvania. c American Society for Engineering Education, 2019 Shifting Pre-Calculus from a Gatekeeper to a Gateway CourseAbstractThe national need to transform STEM education is paramount, as evidenced by the persistent gapin STEM degree attainment between whites and minorities, which continues to be a wide chasmin spite of greater numbers of minority students entering into STEM studies as compared to tenyears ago. This gap may be attributed in part to the systemic problem of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari, Gannon University; Karinna M Vernaza, Gannon University

Tagged Topics

Diversity, NSF Grantees Poster Session

your (professional development or personal growth), 1 through 7 with 7 as most effective.”All questions were to be answered on the same 7-point scale. An option to mark NA (notapplicable) was also provided. In addition, students were invited to write in personal perceptionsor clarifying or additive remarks. In total, 17 questions were asked, with 12 of those related toprofessional development activities, and 5 related to personal growth. Results are summarized inTable 1 (professional development) and Table 2 (personal growth).Results: Professional DevelopmentSEECS activities related to professional development have been chosen and tested over the yearsto address retention, employment potential and bolster enthusiasm for careers

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine R. McCance, The University of Texas at San Antonio; Vanessa Ann Sansone, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Arturo Montoya, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

is underway, with plans to expand to the College of Sciences.Outcomes will be measured using interviews, surveys, reflective writings, and peer teachingobservations. Educational Research This poster will highlight an IRB-approved qualitative study that is being conducted aspart of the grant project. The research is guided by the HSI servingness framework [7]. Theoverall purpose of the research is to understand the ways in which the university is serving itsSTEM students, using a mirror approach [13] to study and self-reflect on the institution, herebyfocusing on the organization as the main unit of analysis. Findings from this research willdirectly inform plans and actions to revise policies and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Musabbiha Zaheer; Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

or writing on aboard, while active-learning classes were characterized by student-peer interactions and student-instructor interactions through group work or collaborative problem solving. Across both classtypes, participants discussed exam formats, attendance policies, and homework flexibility.Instructor responsiveness and ability to create engagement were key factors discussed in bothclass types as well.Four subcategories emerged in the theme of student responses: students’ attitudes and feelings,student engagement, classroom interactions (with the professor and with their peers), andstudents’ understanding of instructors’ expectations. Students felt lecture-based classes, whichrelied on slideshows, were unhelpful, and favored classes

Conference Session

STEM Issues in ET

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nikunja Swain P.E., South Carolina State University; Biswajit Biswal, South Carolina State University; Eugene Kennedy, Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

involvedin traditional lecture were found to be 1.5 times more likely to fail as compared to those in classes withsignificant active learning. Some of the active learning techniques are peer review, flipped classrooms,hands-on technology, and cooperative group problem solving. Here is a brief description of thesemethods [10].In “peer review”, students are asked to complete an individual homework assignment or short paper. Onthe day the assignment is due, students submit one copy to the instructor to be graded and one copy totheir partner. Each student then takes their partner's work and, depending on the nature of theassignment, gives critical feedback, and corrects mistakes in content and/or grammar.In the “flipped classroom”, class time is devoted

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

lessons and submitting two ungradedassignments that included a one-page career goal paper and a one-page resume. The class wastaught in a large classroom space to sections of 75-90 students and was presented in a traditionallecture style format. This course was designed to introduce graduate engineering students to theUniversity’s Cooperative Education Program and focused on developing skills in managingworkplace expectations and requirements, resume construction, interviewing, and professionalethics. Employer panels were sometimes used to explore employment opportunities within thefields of engineering. Peer-based discussion panels allowed students to share stories about howthey found their job and their experience as an employee. The stated

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Alberto Esquinca, San Diego State University; Erika Mein, University of Texas at El Paso; Helena Mucino, University of Texas at El Paso

Tagged Topics

CoNECD Paper Submissions, Diversity

- ular emphasis on engineering identities and literacies among English Learners and bilingual students. Her research has been published in journals such as Theory into Practice, Action in Teacher Education, and Journal of Hispanic Higher Education. She earned her Ph.D. in Reading/Writing/Literacy from the University of Pennsylvania and has been a faculty member at UTEP since 2008.Helena Mucino, University of Texas at El Paso Helena Muci˜no is a Ph.D. student in the Teaching, Learning, and Culture program at the University of Texas at El Paso (UTEP). She holds a master’s degree in Musical Education Research from the National Autonomous University of Mexico (UNAM). She is currently working as a Research Assistant for an

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denny Davis, Ohio State University; Peter Rogers, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

smiles upon receiving credibleinformation about this potential employee’s preparation for engineering professional work. Theinterviewer then focuses discussion on performances behind the graduate’s scores and on jobresponsibilities that either fit the individual or that may be particularly challenging for this prospectiveemployee. The interview concludes with both parties confident of the interview’s effectiveness and finaloutcome.What is different about this picture? What gives the employer and prospective employee confidence in thevalue of information on the score sheet? In this case, scores were based on evidence from multiplesources: instructor, peers, and outside evaluators. Scores were earned in a capstone design project thatsimulated

Conference Session

Student Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alaa Abdalla, Texas A&M University at Qatar; Rinith Reghunath, Texas A&M University at Qatar; Midhat Javaid Zaidi, Texas A&M University at Qatar; Amy Hodges, Texas A&M University at Qatar

Tagged Topics

Diversity

Tagged Divisions

Student

Paper ID #26150How to Approach Learning: Engineering Students’ Perceptions of Project-based and Problem-based Learning at an International Branch Campus inthe Middle EastMiss Alaa Abdalla, Texas A&M University at Qatar Alaa Abdalla is a mechanical engineering student, class of 2019, at Texas A&M University at Qatar. Besides engineering she enjoys learning theoretical Math and Physics concepts. She pursued a minor in mathematics alongside her bachelor’s degree. She is also actively involved in writing and reading initiatives on campus. Currently, she is working on her undergraduate research thesis that looks at the

Conference Session

Dissecting the Nuances that Hinder Broad Participation in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

informationgathered about each participant to create a backdrop and contextual setting to complement theinterview data, 2) performing a narrative analysis method of the interview data and open codingthe emergent themes, and 3) constructing narrative stories that present themes and results. Anoverview of the study’s data analysis and management plan and the results of each step aresummarized in Table 3. The following paragraphs detail the steps in the data analysis process.Table 3. Summary of Data Analysis and Management Plan Data Analysis Step Action Result 1. Create a contextual  Write backdrop summaries for each  One backdrop summary backdrop summary

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk DeCosta, Northwestern University; Kathleen Carmichael, Northwestern University; Lisa M. Davidson, Northwestern University; Ordel Brown, Northwestern University; Elise Gruneisen, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

have long struggled to create inclusive and equitable learningenvironments, and many engineering administrators remain skeptical about the benefits of suchinitiatives [1]. Thus, most of such work has been spearheaded by administrative groups such asdepartments of Diversity and Inclusion and Gender Studies who typically seek to promote equitythrough changes to broader institutional culture [2-4]. Student classroom experiences, however,remain relatively neglected and thus such efforts rarely inspire STEM faculty buy-in.Consequently, students from historically underrepresented groups, especially students perceivedto have lower social capital than their peers, may still face disparities in their classroomexperiences, disparities that may include

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Wonch Hill, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Sohrab Asgarpoor, University of Nebraska - Lincoln; David Jones, University of Nebraska - Lincoln; Zachary George Short, University of Nebraska-Lincoln; Jennifer N. Rutt, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

capital among three cohorts of first-year engineering students.AbstractThe COVID-19 pandemic disrupted the education of students of all ages and challenged teachersand academic support services to make major adaptations to continue to support student learningwhile also limiting the spread of the virus. Our team received an NSF grant in the Fall of 2018 tobroaden participation in engineering by recruiting and retaining students who have beenhistorically marginalized in engineering. We focused our research on first-year students whoparticipated in pathway programs which provided peer and formal mentoring, success coaching,shared classes, and social activities, that would provide a sense of community and sharedengineering identity for participants

Conference Session

Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

undergraduate students specifically. Previous work on peer mentorship focuseson how mentoring exposes and prepares undergraduates for graduate education, and wecontribute to this discussion by analyzing specific traits and strategies that make peer mentoringeffective towards cultivating students’ interest in graduate school. Our study explores successfactors in peer mentoring of students from underrepresented groups in STEM.We developed a mentoring program between Hispanic graduate and Hispanic undergraduatestudents to identify aspects of peer mentoring that may increase Hispanic representation inadvanced STEM degree programs. We aim to address these questions: 1) How do interactionsbetween mentoring pairs affect access to professional resources? 2

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

on First Doctoral Degree Milestones Work In Progress: Bridging the Gap in Doctoral Engineering Education: Critically Investigating Factors Influencing Performance Outcomes on First Doctoral Degree MilestonesAbstract It is well documented that Black students tend to enroll and complete engineering Ph.D.sat disproportionately lower rates than their peers. What is less understood are the most criticalfactors influencing their success at critical junctures in the Ph.D. program. Existing scholarshipon the socialization processes embedded in pursuing a graduate degree are based on the premisethat transitioning into a hyper-specialized area is challenging. One of the most challengingaspects of

Conference Session

Committee on Educational Policy Presents: Holistic Program Topics

Collection

2023 ASEE Annual Conference & Exposition

Authors

William Graves, United States Military Academy, West Point; Thomas James Matarazzo, United States Military Academy, West Point; Brock E. Barry, P.E., United States Military Academy, West Point; Elizabeth Bristow; Mark Evans, United States Military Academy, West Point

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

-of-class assignments and most involvereflective writing activities. Prior to submitting their essay, students exchanged papers andprovided one-another with a peer review. Essays were revised based on peer-feedback and thenwere turned-in for grading. Students were not aware that their essays would be analyzed relativeto the nine motivation areas.During a review of the essay produced by the first cohort of students, the grader generated a listof the most common motivations to the prompt. A total of ten different motivations wereidentified in the first administration. Those same ten motivations have been used in allsubsequent essay reviews. The ten response areas used were:  Challenging,  Family/mentor influence,  Hands-on

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

Tagged Topics

Diversity, NSF Grantees Poster Session

of Arizona Amee Hennig has her B.S. in physics and creative writing from the University of Arkansas as well as her M.A. in professional writing from Northern Arizona University. She oversees the education and outreach activities for the Center for Integrated Access Networks based out of the College of Optical Sciences at the University of Arizona. At the University of Arizona she manages a number of summer programs for Native American students and educators.Daniel Lamoreaux M.A., University of Arizona Daniel Lamoreaux is a current doctoral candidate in the University of Arizona’s School Psychology pro- gram. While working as a graduate assistant for the education office of the Center for Integrated Access

Conference Session

Graduate Studies Division (GSD) Technical Session 8: International Perspectives in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Philip Appiah-Kubi, University of Dayton; Khalid Zouhri, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

semester.Understanding and embracing the cultural dynamics in the United States requires internationalstudents to engage actively with faculty, peers, and staff from diverse backgrounds. In additionto regularly scheduled events such as attending classes, international students enhance theircultural experiences by participating in student organizations and multicultural events. Workingin teams in graduate courses also helps international students integrate into American culture,which helps them adapt to classroom dynamics.While international students must demonstrate English proficiency to be admittedunconditionally into most graduate programs in the United States, they sometimes hesitate toengage in conversation due to cultural background or speaking English as