Conference Session

CIT Division Technical Session #9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tamara Nelson-Fromm, University of Michigan; Wade Fagen-Ulmschneider, University of Illinois at Urbana - Champaign

collecting course data as well as the design andimplementation of the visualization. We close with a proposed set of evaluations for determiningthe effectiveness of this tool, and describe the limitations involved in creating similarvisualizations for additional universities.Figure 1: A section of the metro map representation of 15 engineering degree programs. Eachchain of colored lines represents a degree, while each circular ‘station’ represents a singlerequired course.IntroductionAn academic curriculum can be difficult for students to understand, especially when the courseswithin the curriculum require prerequisites and must be taken in a particular order. Curricula canbe especially overwhelming for new students or students considering multiple

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

analysis indicated that the approach was effectiveand had a positive impact on student engagement.IntroductionThe continuing trend of low retention of undergraduate students in Science TechnologyEngineering and Mathematics (STEM) fields is a cause for concern. The data reported by NCES[1] showed that of those who started with a STEM field in 2003, by 2009 48% had left theSTEM field. According to a later report [2], the 6-year degree completion rate was 52% forAsian Americans, 43% for Caucasians and 22% for African American students. There areseveral factors that impact student retention and completion of STEM degrees. These factorsvary from financial to social to institutional. However, at the core of these various factorsimpacting student

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University - Kingsville; G. Beate Zimmer, Texas A&M University - Corpus Christi; David Hicks

-based hands-on engaged student learning environments and tools targetingstudents studying remotely in computer science, electrical engineering and mechanicalengineering programs. Three aspects of remote learning are being investigated: 1) Hands-onactive problem- and project-based learning (PBL) through the use of IoT kits, 2) Off-campusengaged student learning through hands-on projects using IoT kits, and 3) Scaffolding andTransfer Learning from mathematical concepts to explain the underlying physics theory of thesensors.Keywords: Internet of Things (IoT), Problem-based-learning, Project-based-learning, PBL,Hands-on learning, engaged student learning, transfer learningIntroductionInternet of things (IoT) can be described as a network of devices

Conference Session

Labs and Demonstrations in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julianne Vernon, Vanderbilt University; Amy Pang, Vanderbilt University; Samuel Leville, Vanderbilt University; Allison Cannatti, Vanderbilt University

, students were able to recall activities and projects from the other departmentalmodules.Background on the problem being addressed - The first-year experience for our engineeringprogram is a 3-credit course in the Fall of the first year called Introduction to Engineering inaddition to the common physics, math, and chemistry courses. The Introduction to Engineeringcourse is broken into three 14-session modules. Each department offers one to three differentsections of a departmental themed focused module. Themes vary from year to year. A glimpse ofthe theme offered can be seen in the table below. The orange highlighted box is the coursesection for this paper.Table 1. Departmental themed sections of Introduction to Engineering Department

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Childers, The Ohio State University

to Promote Course Community, Engagement, and Instructor Rapport in a BME CourseIntroduction: Some challenges of teaching that have been exacerbated during the COVID-19pandemic are building course community and establishing instructor-student rapport [1].Building rapport between students and faculty is especially difficult in lecture-style courses andin courses with large enrollment size. Student-instructor rapport has been shown to be animportant factor in learning at the university level and has been able to predict student outcomes,specifically grades [2]. Student-instructor rapport can increase student motivation, studentenjoyment of the material, and class attendance [3]. Rapport is increased when an instructor isopen

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Thomas Siller, Colorado State University; Abigale Johnson; Samantha Fischer, Colorado State University; Matthew Lurtz

International Challenge Project1 Introduction1.1 Purpose & MotivationThis paper describes how an education abroad program was connected to an international designcompetition organized by Engineers Without Borders (EWB) to educate students in issuesregarding engineering for international development, working with the not-for-profit sector, andexperiencing international travel for service learning. Engineering is in a unique position toaddress present and future challenges in the face of climate and biodiversity emergencies as weprogress toward the 2030 deadline to reach UN Sustainable Development Goals, or SDGs(Figure 1) [1]. Addressing these challenges requires recognizing the role and responsibility of theengineering profession in relation to

Conference Session

Biomedical Engineering Division: Integrating Design Across the BioE/BME Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mostafa Elsaadany, University of Arkansas; Mary Jia, University of Arkansas; Jordan Crosby, University of Arkansas; Raj Rao, University of Arkansas

determine the effectiveness of instruction and student opinions on SolidWorksas a tool for their future careers. The resulting responses derived from 23 volunteering studentsout of a 51 student class indicate that the Simulation Toolkit assignment increased positivestudent opinions on the interest in and likeliness to use 3D design and simulation (p < 0.001).However, student confidence and difficulties in operating the SolidWorks Simulations softwareremained low due to a lack of basic ability to operate SolidWorks. These data demonstrate theeffectiveness of integrating a SolidWorks Simulations module in improving student awareness ofuseful 3D design skills and FEM for students lacking previous SolidWorks training.1. IntroductionThe rapidly

Conference Session

Engineering Design Graphics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nancy Study, Pennsylvania State University, Behrend College; Steven Nozaki, Pennsylvania State University, Behrend College

process, preliminary testing of activities willbe done to study the feasibility of those activities. Periodically, opportunities arise to implementchanges that are compatible with planned course activities. This paper will examine the first suchattempt at incorporating those activities in an existing course and expanding the discussion to theGDT/engineering graphics community.LiteratureGeometric Dimensioning and Tolerancing (GDT) is a method of describing parts based on howthey function using a standardized set of symbols [1]. GDT considers the use of a part and how itwill function with other parts. Doing this can allow for increased accuracy without makingtolerances more demanding. GDT is often first introduced to students in first-year courses

Conference Session

S1B: Workshop II

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Joshua Fagan, University of Tennessee at Knoxville; Amy Katherine Biegalski PE, University of Tennessee at Knoxville

Tagged Topics

Workshops

present example classroom activitiesdemonstrating how the toolbox can aid in understanding programming and general engineeringchallenges. The second part of the workshop gives participants experience interacting with therobots in some basic hands-on activities with the robots that allow participants a higherappreciation and retention of covered material. A demonstration on how participants can extendthe capabilities for their own unique usage is also provided. Part one is a prerequisite for parttwo, but participants can attend only part one.Learning activity schedule:Part One 1. System overview 2. Survey of workshop participants, background and goals 3. Robot Build - overview of standard Sphero and Raspberry Pi hardware 4. Software

Conference Session

S4C: Workshop VIII

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology; Marcia Pool, University of Illinois at Urbana - Champaign; John T. Hird, West Virginia University Institute of Technology; Aida Jimenez, West Virginia University Institute of Technology

Tagged Topics

Workshops

, and/or a computer scientist. The problems range from making graphs tocommunicate the results of a process, utilizing statistics to determine if an experiment wassignificant, or coding formulas to automate calculations.By participating in the workshop, attendees will gain the “student perspective”, as well as accessto a series of helpful teaching examples, and practice a process to develop additional examples.After the conference, we will use a Google Drive to disseminate the ideas generated during theworkshop.Learning Objectives for WorkshopBy the end of this workshop, attendees should be able to: 1. Explain how basic math and science are essential to engineering and computer science. 2. Understand the connection between basic

Conference Session

Session 6 - Track 3: The only difference is now it counts: Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

challenging situations, students relied on what they learned about during the SBP.Finally, we conclude with questions based on a transition theory in student development forpractitioners to consider when developing or implementing a SBP.Keywords: undergraduate, engineering, transition theory, first-year engineering 1. Introduction The transition from high school to college is a notoriously difficult time for first-yearstudents. Adjusting to a new environment, coursework, and/or university demands can presentchallenges for students in their first year of college [1], [2]. For engineering students, thistransition can be particularly challenging due to the rigor of engineering coursework and theneed to navigate social integration into the

Conference Session

Session 11 - Track 3: A climate case study for understanding inclusion, equity, access, and diversity for broadening participation and reducing systemic barriers

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Gregory E Triplett Jr., Virginia Commonwealth University; Rachel Levena Wasilewski

Tagged Topics

CoNECD Paper Sessions, Diversity

, access, and diversity for broadening participation and reducing systemic barriers a Gregory E. Triplett and aRachel L. Wasilewski a Virginia Commonwealth University, Richmond, VAThe lack of equality in the traditional American educational system [1] poses an imminent threatto American innovation and global competitiveness. As the United States experiences changingdemographics [2] and a greater shift towards a technology-driven society [3], it is not tappinginto the entire talent pool, as the rest of the world is moving to more inclusive pedagogicalmodels [4]. Given the quality of the future engineering

Conference Session

Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Elizabeth Litzler, University of Washington; Gretchen Achenbach, University of Virginia; Nancy Binowski, County College of Morris; Catherine E. Brawner, Research Triangle Educational Consultants; Jamie Lee Huber Ward, WEPAN, Inc.; Sherri L Sanders; Melissa C Stange, Laurel Ridge Community College; Zhen Wu

Tagged Topics

CoNECD Paper Sessions, Diversity

to learn directly from their peers.IntroductionSince 2014, women have comprised just one-fifth of those graduating with associate degrees incomputing and information systems (CIS) [1]. Due to the growth in the number of CIS associatedegrees conferred to men, the proportion earned by women has diminished by more than halffrom 1999 levels [1]. The CIS gender gap in community colleges 1 (CCs) is particularlyconcerning from an equity perspective, since these institutions provide crucial access to post-secondary education, including for the socioeconomically disadvantaged, first-generation, older,and Hispanic college students they disproportionately serve [2]. However, relatively littleresearch and programming focuses on supporting gender equity

Conference Session

Session 12: Track 3: Exploring Two Contrasting Narratives of LGBTQ+ Undergraduate Engineering Students at a Hispanic Serving Institution

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

J Garcia, Florida International University; Malak Elaouinate, Florida International University; Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

stuff like this is always going to happen to us. . . we're always taught to turn the other cheek, water down our back and to just keep moving forward. ~ChristinaLGBTQ+ students continue to be underrepresented in undergraduate engineering programsdespite decades of diversity, equity, and inclusion initiatives in science, technology, engineering,and mathematics (STEM) education [1]. Prior literature indicates that the underrepresentation ofLGBTQ+ students in STEM persists due to the heteronormative culture of engineering [2].Furthermore, Leyva et al. [3] theorized that queer students of color face

Conference Session

Session 3 - Track 2: Discovering our "We": Marginalization as Connection between International STEM Faculty and their Black and Brown Doctoral Mentees

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Lisa Merriweather, University of North Carolina at Charlotte; Cathy Howell, University of North Carolina at Charlotte; Edith Gnanadass, University of Memphis

Tagged Topics

CoNECD Paper Sessions, Diversity

not necessarily reflect the views of the National ScienceFoundation. Dr. Edith GnanadassDr. Cathy D. Howell Dr. Lisa R. MerriweatherRev. Dr. Martin Luther KingBirth of a New Age, 195680% of all STEM faculty are white or Asian25% of all STEM full professors are womenLess than 10% are from racially minoritized groups  2.5% are Black  4.6% Latine  37% of American colleges and universities have no Black STEM faculty  28% have only 1 Black STEM faculty53% STEM professors at HBCUs are White men. 22% of STEM faculty are foreign-born/international75% of foreign-born/international faculty are in STEMUniversity Personally Cultural exchange  Welcomed in departments Globalization

Conference Session

Session 3 - Track 4: Dispelling the Monolith: Exploring the Identities of Black Immigrant Students in Graduate-level Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University, Polytechnic campus; ReAnna Taylor Barclay; Debalina Maitra, Arizona State University, Polytechnic Campus

Tagged Topics

CoNECD Paper Sessions, Diversity

then transcribed via Rev, a professionaltranscription service. To initiate the data analysis process, each researcher reviewed the transcripts of twomembers to develop a set of inductive codes that categorized specific identity-relatedexperiences for the participants (Chandra & Shang, 2019). The research team then met andcondensed each of their emergent codes through pattern coding to yield three primary codes: 4(1) Immigrant Capital (descriptions of resources, positioning, and/or advantages of holdingimmigrant status); (2) Minority Status (descriptions from students involving experiences relatedto the racial/ethnic identities in

Conference Session

Session 8 - Track 3: Framing Cultural Bridges For Relational Mentorship

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

SYLVANUS N. WOSU, University of Pittsburgh

Tagged Topics

CoNECD Paper Sessions, Diversity

understand the reasons for the barriers butalso a framework for effective aspiration that addresses those barriers to improve the access,retention, and successes of URM in STEM education. For example, URM faculty are almostnonexistent in science and engineering departments at research universities due to this lack ofaccess compared to majority [1]. Thus, URM students are likely to find themselves withoutURM faculty needed to serve as optimal role models as those that “look like them,” and non-URM faculty members who are willing to engage in cross-racial mentorship often lack the multi-cultural competence to be comfortable in that role. These barriers limit the number of URMs completing the PhD in STEM and advancing tothe professoriate. The

Conference Session

Session 2 - Track 3: From website to work environment: Exploring minority undergraduate engineering students conceptualizations of engineering careers

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Acaydia Campbell; Venicia Castro Villatoro; Angel Alexis Lopez, Florida International University; Janice L. Hall, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

better understand the thought process of individuals who are prospectiveor future employees of engineering organizations, we sought to address these research questions: 1. What does the content of National Lab websites convey to the engineering students about the nature of an engineering career? 2. What does the content of National Lab websites convey to the engineering students about organizational culture at these engineering organizations?Methods This study is a part of a larger project geared towards understanding career concepts ofstudents from historically underrepresented groups in engineering. We mention this because keyterms from an on-going systematic literature review informed the selection of data used in

Conference Session

Session 7 - Track 2: IBM Pathways Program - Empowering technical talent to grow and succeed

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Callistus Ndemo, IBM; Laura Casale, IBM

Tagged Topics

CoNECD Paper Sessions, Diversity

twoother distinction programs, 1) Distinguished Engineer and 2) Distinguished Designer, which areappointments that lead to being a Fellow. All 3 positions are at the executive level and areoften referred to as IBM’s technical executives and thought leaders. They are the company’s“most exceptional” technical professionals and visionaries who are recognized inside andoutside IBM as experts in their field. They have won five Nobel Prizes, five Turing Awards, andbeen responsible for nearly 10,000 U.S. patents. This pre-eminent community of technicalprofessionals has since been emulated by other organizations as well.Today, this community acts as the “technical conscience” of the company, responsible formaintaining IBM’s technical edge. They also

Conference Session

Session 6 - Track 2: Illuminating the APIDA Experience in Engineering Education: A Scoping Review

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Tech

Tagged Topics

CoNECD Paper Sessions, Diversity

theirexperiences are not well presented in considerable diversity, equity, and inclusion (DEI)initiatives, other subgroups, such as Southeast Asian Americans, are substantially underserved inengineering education. Limited research has been directed to explore the interactions betweentheir ethnic identities and the engineering identity among Asian American students. In this paper,we conduct a scoping review of the current literature in engineering education to explore thelandscape of Asian American students’ experience in engineering. This review addresses tworesearch questions: (1) What are the motivations of these studies in exploring Asian Americanengineering students’ experiences? (2) What are the gaps in the existing literature on AsianAmerican

Conference Session

Session 8 - Track 2: Resistance to advocacy around hidden curriculum in engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey; Idalis Villanueva Alarcón, University of Florida

Tagged Topics

CoNECD Paper Sessions, Diversity

unintended, lessons, attitudes, and beliefs thatindividuals experience as part of their engineering education [1]–[7]. HC manifests fromhistorical, structural issues, such as sexism and racism, to institutional and interpersonalmessages within engineering [8], [9]. For example, racist policies like segregation excludedAfrican American or Black people from higher education [10], and they remain marginalized asonly 4.5% of 2020 US engineering bachelor’s degree earners were African American or Black[11]. Researchers have contributed significant scholarship on the experiences of historicallymarginalized people in engineering [12]–[16]. However, given the stagnation of inclusion ofhistorically marginalized people in engineering, it is necessary to

Conference Session

Session 2 - Track 4: Sparking shifts in STEM: Facilitating equitable change through workshops on emerging and understudied research questions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Joan M Herbers, ARC Network; Heather E. Metcalf PhD, WEPAN, Inc.; Virginia L Rhodes M.S., The Women in Engineering ProActive Network (WEPAN)

Tagged Topics

CoNECD Paper Sessions, Diversity

equity in STEM:1. In what ways have big data and algorithms been used to understand equity in STEM?2. What are the limitations of using big data to analyze equity in STEM?3. What research is missing in the area of using big data and algorithms to understand equity in STEM, especially considering intersectionality? 10It is important to realize that current research focusesmore on documenting or predicting than understanding;big data and algorithm analysis have uncovered patternsof inequity in STEM but are not always able to explainhow those patterns arose nor how to ameliorate them.Datasets are themselves limited and thus limit our abilityto fully explore patterns.That said

Conference Session

Session 5 - Track 3: stEm PEER Academy

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Jean Duggan, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Johne' M Parker, University of Kentucky; Keisha Marie Norris, Miami University

Tagged Topics

CoNECD Paper Sessions, Diversity

students.Even more concerning is the drop in BIPOC men at the graduate degree level.Engineering drop-offs occur at key transition points but it’s not a simple “leakingpipeline” analogy.Associates level includes engineering technology and engineering.What’s not shown is that students can’t always get “back into the pipeline”(Cannady, Greenwald & Harris, 2014) [2].We prefer to refer to “pathway” not pipeline because a pathway is open, while apipeline is closed.Targets were identified from previous work with the “50k Coalition”(https://50kcoalition.org).Target #1: substantially increase the number of BIPOC and women undergraduatedegrees to 100,000 by 2026 (more than 31,000 beyond the current trajectory).Target #2: substantially increase the number of

Conference Session

Session 3 - Track 3: The College Experiences of Undergraduate Students with ADHD: A Scoping Literature Review N.O. Oquendo-Colón

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Cynthia J. Finelli, University of Michigan; Laura Carroll, University of Michigan

Tagged Topics

CoNECD Paper Sessions, Diversity

been working on this project that I will be presenting today entitled; The College Experiences of College Students with ADHD: A Scoping Literature Review.● I will start by giving an introduction to the topic, followed by a discussion of the literature on the college experiences of these students. Followed by the purpose of our work, the methods, the results, and our future work.● Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one "right" way of thinking, learning, and behaving [1]. Students with ADHD or other neurodiversity such as autism, dyslexia, or obsessive-compulsive disorder are an invisible minority [2], and

Conference Session

Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

research questions: RQ 1: How have their goals, as non-traditional students, evolved as they have transitioned into a doctoral program? RQ 2: What factors impact the agency of individuals pursuing their goals in dual roles, as doctoral students and higher education administrators?In the sections that will follow, we will discuss the framework used to guide this study, followedby the methodology that was utilized. We then analyze the findings and conclude with adiscussion on the implications and future research work.Conceptual Framework According to the social cognitive theory, people influence their own motivations andactions within a given system, and thus Bandura (1989) explains how “this model of

Conference Session

Session 4 - Track 3: Exploration of the role and needs of high school counselors in supporting broader participation within engineering fields

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jeanette Chipps, Johns Hopkins University; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University; Jennifer Kouo, Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS)

Tagged Topics

CoNECD Paper Sessions, Diversity

frameworksuggests that school counselors can play a pivotal role in promoting equity within STEM. Thereare three stages of capacity building against which counselor skill development efforts andpractices could be examined: 1) counselors’ awareness and knowledge of the professionalSTEM landscape and career pathways, 2) counselors’ communication about STEM fields withstudents, and 3) counselors’ skill development toward cultivating more diverse STEM talentconsidering individual factors and sociocultural contexts. Together the three stages suggest thatschool counselors must consider factors which might lead to inequities in STEM by gaining anawareness of STEM specific equity issues. Such awareness will allow school counselors toengage in communication and

Conference Session

Session 4 - Track 2: Inclusive Innovation: Reframing STEM Research in COVID-19

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Tamara N. Hamilton, Syracuse University ; Claudine-Lonje A Williams, Syracuse University; Chelsea Bouldin

Tagged Topics

CoNECD Paper Sessions, Diversity

engineering students. In 2022, Tamara received the Key Contributor Award from NSBE Region 1 for her continued efforts in supporting students in engineering. Tamara received her bachelor’s degree in Afro-American Studies and a master’s degree in Education Leadership and Policy Studies with a specialization in Higher Education, both from the University of Maryland, College Park. Tamara is a doctoral candidate in Higher Education at SU where she serves as an adjunct instructor teaching classes on identity development and the intersections of race, ethnicity, gender, sexuality, disability, spirituality, and social class. Her research interests include broadening participation in STEM, identity, diversity, equity, inclusion

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Dan Burleson, University of Houston

Comparative Study of Online and Face-to- Face EngagementBackground and MotivationInterventions for supporting student success in challenging courses are well-established and cantake on various forms in engineering education [1]. At the University of Houston (UH), peer-facilitated workshops support key gateway courses in science, math, and engineering and requirestudents to enroll in a 1-credit hour class at a specific time offering. Before the COVID-19pandemic, these workshops were offered face-to-face and transitioned to online synchronousduring the pandemic. Currently, these workshops are again offered face-to-face with a proventrack record of improving student achievement in associated classes [2]. Workshops are led

Conference Session

Issues Facing STEM Programs at Rural Two-Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cody Mann, Minnesota State University, Mankato; Andrew Hanegmon; Anthony Venditto; Katherine Ulseth, Itasca Community College; Frankie Wood-Black; Liz Cox; Michelle Soledad, Minnesota State University, Mankato

without two-year collegeschanging their curriculum, allowing flexibility for the timing of transfer to meet the needs ofstudents, and active university participation in advising and supporting students. In the end,students who are prepared and have more context tend to perform better and absorb moreinformation sooner in the experience-based learning model that is Iron Range Engineering - Bell.IntroductionTransfer pathway bridges are often created at the two-year college level from internal faculty orstaff as they focus on providing students with the resources necessary to move on to a four-yearuniversity [1]. This oftentimes comes with very little support from the four-year universities [2].It continues to be seen across the country from Iron

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ying Wang, Georgia Institute of Technology; Joy Harris; Janece Shaffer

students’ learning in entrepreneurship. Through a quasi-experimental study, weassume that students who participate in SRL activities will improve their entrepreneurial skillsetand mindset and demonstrate improved learning outcomes in an entrepreneurship course.Research has suggested that SRL is beneficial for students to develop entrepreneurial skills [1].In other words, effective entrepreneurs regulate their cognition, metacognition, and motivation toadapt to new environments and unexpected challenges, make appropriate decisions, andovercome obstacles, which overlap with the essential elements in SRL [2], [3]. SRL describes aphase-like learning model that includes students’ goal setting and planning before a task,strategic actions and monitoring