Conference Session

Track 5: Technical Session 5: Successful mentoring practices for women undergraduate STEM students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Elizabeth Hart, University of Dayton

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CoNECD Paper Sessions, Diversity

at Dayton and WiE at Purdue have developed a collaborative relationship wherethey have shared tips and strategies to develop mentoring programs as they standtoday.We will start with a brief description of our programs and then talk about ourcollaboration and transferability of mentoring components.Research shows that mentoring works. In particular, longitudinal research is beingconducted by the Purdue team through and initial results indicate that students in thementoring program graduate at higher rates than their peers not in the program.Reviewer 1 stated: “Oftentimes, in academia especially, mentorship programs are usedas a superficial band-aid for systemic inequities and toxic cultural norms.”We acknowledge that there are systemic

Conference Session

Track 6: Technical Session 3: Teaching Equity through Assets-Based Journaling: Using Community Cultural Wealth to Guide Student Reflections

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Maya Denton, University of Oklahoma

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CoNECD Paper Sessions, Diversity

water resources engineering from the University of Texas at Austin (UT-Austin), and her PhD in STEM education from UT-Austin. Before graduate school, she worked for an industrial gas company in a variety of engineering roles. Her research in engineering and STEM education focuses on career pathways within engineering and issues of diversity, equity, and inclusion. ©American Society for Engineering Education, 2024Teaching Equity throughAssets-Based Journaling:Using Community Cultural Wealth to Guide Student Reflections Gabriella Coloyan Fleming, Jessica Deters, Maya Denton 1

Conference Session

Track 7: Technical Session 5: TechArts & Crafts: Supporting STEM Capital Development for Marginalized Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Shaundra Bryant Daily, Duke University; Sandra Roach, Duke University; Alia Carter, Duke University; Raeven King; Mark Nabeta

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CoNECD Paper Sessions, Diversity

thriving incomputing careers. 1 Positionality- Before diving into our presentation today, each of us will give a brief positionality statement to situate our perspectives in this work.- Hello, my name is Alia Carter. My pronouns are she/her. I am an able-bodied, cisgender Black woman living in the United States. I am a research scientist in the electrical and computer engineering department at Duke University. I have worked in informal and formal STEM education for the past 15 years including serving as the director of science engagement at a science center and teaching math and 2

Conference Session

Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Annie Yong Patrick, Georgia Tech; Joseph M LeDoux, Georgia Institute of Technology; Sara Schley Schley, Rochester Institute of Technology (NTID)

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CoNECD Paper Sessions, Diversity

) • “My parents/relatives/friends see me as a physics person; my teacher sees me as a physics person.” (Godwin et al., 2013) • “Do the following people see you as a mathematics person?:” Parents/relatives/friends/mathematics teacher. (Cribbs et al., 2015) • “Do the following see you as an engineering person: (1) yourself and (2) the engineering instructor” (Prybutok et al., 2016) • “My parents see me as an engineer. My instructors see me as an engineer. My peers see me as an engineer. I have had experiences in which I was recognized as an engineer.” (Godwin, 2016) • “I see myself as an engineer.” “My advisor sees me as an engineer.” “I have

Conference Session

Track 4: Technical Session 4: The Pink Paradox: Tensions in How STEM Toys are Marketed Toward Girls

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Theresa Green, Purdue University; Artre Reginald Turner, Purdue University at West Lafayette; Ruth Wertz P.E., Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

developspatial skills and interest in engineering through play, which may ultimately encourage them topursue engineering pathways in the future.IntroductionThere are many research reports and studies that highlight the gender gap between men andwomen in engineering fields [1]. In 2018, 22.2% of bachelor’s degrees in engineering wereearned by women [2]. Additionally, in 2019, among those with science and engineering (S&E)degrees, 15.98% of women worked in S&E occupations (compared to 35.38% of men) [2]. Thegap between the number of women and men earning engineering degrees as well as the numberof women pursuing science and engineering careers suggests the need to improve and supportwomen’s participation in engineering fields.One factor that may

Conference Session

Track 8: Technical Session 8: The Role of an Artificial Intelligence Certificate in the Computing Identity Formation of Hispanic-Serving Community College Students who Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah L Rodriguez, Virginia Tech; Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

to utilize computing tools or technical skills,like programmingPerformance - a student’s ability to utilize knowledge to complete a taskRecognition - ways a student acknowledges themselves as the type of personthat does computing and/or how others see the student as a computing person 16 Activity 1Now, we will transition to our first activity of the presentation. 17 Activity 1: Mentimeter Directions for Activity: 1. Visit Menti.com on your laptop/tablet/phone 2. Type in code 6594 5841 3. Submit your answer to the

Conference Session

Track 2: Technical Session 3: The Good, the Bad & the Ugly: a Practitioner's Look "Under the Hood" of Implemented Program Recommendations Four Years After a Needs Assessmentor supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)

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CoNECD Paper Sessions, Diversity

studentattendance at events (less ghosting) from those who had signed up for them. 9The five program recommendations from the Needs Assessment process were:1. To create a student leadership board for current student programming.2. Create a physical lounge space for WE@RIT (& ECCO);3. Pilot a peer mentoring program for older and newer students;4. Collaborate with ECCO and other diverse constituencies in KGCOE for some programming;5. Engage a wider range of corporations in programming. 10The Leadership Board was implemented in the Fall of 2021 and has continued everysemester since. Their scope

Conference Session

Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

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CoNECD Paper Sessions, Diversity

education research over engineeringeducation practice. Other journals launched (e.g. Advances in Engineering Education) todisseminate engineering education practice. Ultimately, though, we have learned that research topractice translation is important and so is practice to research translation. Figure 1 grounds thismotivation to recognize that back-and-forth translation between educational practice toeducational research is essential to transformative education and learning. Figure 1: Visual of research to practice translation to support transformative engineering education. (Karlin et al. 2016)In this paper, we highlight the journey of launching a brand-new engineering program with afounding chair who is both an

Conference Session

Track 2: Technical Session 5: Understanding Decision Processes Related to Pathways of Community College Engineering Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rene Alberto Hernandez, Virginia Tech; David B Knight, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Sarah Rodriguez, Virginia Tech; Bevlee A. Watford, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

include STEM transfer students. Wang’s (2021) workprovides valuable insights into these distinct obstacles with the broader context of the transferexperience reviewed above. While also highlighting the gap that exists between the aspirationsand realized goals of students aspiring to transfer, it is particularly pronounced in the STEMdisciplines.Wang (2021) identifies four critical challenges that impede the progress of STEM transferstudents: 1) financial barriers, 2) issues related to degree programming and course offerings, 3)challenges within the teaching and learning environment, and 4) deficiencies in academicadvising. Notably, financial constraints are found to persistently hinder transfer students,particularly those pursuing STEM degrees

Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

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CoNECD Paper Sessions, Diversity

, structural, and pedagogical changes needed to transform their institution’s College of Engineering...” 4 This project was created in response to an updated NSF BPE solicitation, specifically a Track 4, phase 1 grant with the aim of creating a Center for Equity in Engineering.Phase I projects are focused on establishing the infrastructure necessary to“stand up” the CEE within their College of EngineeringNational Academies of Sciences, Engineering, and Medicine. 2018.★ Expected to have a duration of at least 24 monthsGraduate STEM Education for the 21st Century. Washington, DC: The★ Proposed budget not to exceed $1.2M.National★ RequireAcademies Press

Collection

2024 South East Section Meeting

Authors

Tim Ransom, Clemson University; Randi Sims, Clemson University; Jessica Allison Manning, Clemson University

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Diversity

Students; Case Study; Learning Communities; Professional DevelopmentI. IntroductionGraduate student well-being is a concern for universities and colleges globally. The growing crisis of depression, low self-esteem, and fatigue amongst graduate students is ubiquitous across disciplines and degree programs [1]. Reasons for thesemental health issues are rooted in financial pressures [2], adviser expectations [2] and relationships [3], work-life balance [4],unstated expectations (hidden curriculum) [5], and, for many students, institutional or departmental discrimination [4], [6].However, academic institutions and/or individual departments can promote student well-being by facilitating social support anda healthy departmental climate [6].Community

Collection

2024 South East Section Meeting

Authors

Tyler Kinner, Georgia Tech Research Institute; Sean Wilson, Georgia Institute of Technology; Avaye Raj Dawadi

Tagged Topics

Diversity

robotics hardware, we sought tobridge the Robotarium with K12 computer science education. In this paper, we will describe thedevelopment of a block coding interface, and the piloting of the interface in high schoolclassrooms using a remotely facilitated instructional module.Introduction:Computation is of growing importance in K12 education as technology and technologyintegration advance throughout our lives, and the consequent workforce development needsbecome more evident [1]. In K12, computer science education may begin as early as elementaryschool and continue into middle and high school, and incorporates experiences in robotics,physical computing, web design, game design, and software development [2]. Although accesshas increased over the

Conference Session

Track 5: Technical Session 4: Safe Space Warm Embrace: Building Blocks to Support Black & Brown STEM Scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

DeAnna Katey, Virginia Polytechnic Institute and State University; Terrance I Harris, Drexel University

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CoNECD Paper Sessions, Diversity

. ©American Society for Engineering Education, 2024 Safe Space Warm Embrace: Building Blocks to Support Black & Brown STEM Scholars Presenters: Dr. DeAnna Katey, Virginia Tech & Terrance Harris, Drexel UniversityThese presentation will be presenting two types of programs that are designed toassist with creating a safe space for Black and Brown STEM students at two PWIs:Drexel University and Virginia Tech. Drexel is in the University City section ofPhiladelphia, while Virginia Tech is in the town of Blacksburg. 1 About Dr. DeAnna Katey Mr. Terrance Harris • Director of Undergraduate

Conference Session

Track 3: Technical Session 4: Scripts of Whiteness in engineering: An analysis of the literature

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego

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CoNECD Paper Sessions, Diversity

). ©American Society for Engineering Education, 2024 Scripts of Whiteness in Engineering: An Analysis of the LiteratureIntroduction In this paper, we argue that scripts of whiteness in engineering are detrimental for Black,Indigenous, and People of Color (BIPOC) because they keep racialization in engineering spacesin perpetual motion through the guise and myth of colorblindness and meritocracy. By scripts wemean the cognitive dynamics (i.e., assertions, attitudes, ways of being and doing) that involve theschemas and frames of reference that build one’s engineering identity [1]. We posit thatindividuals in engineering spaces, white and those with a proximity to Whiteness (proximity toWhiteness refers to having access to certain forms of

Conference Session

Track 3: Technical Session 8: Self-Advocacy Professional Programming as a Framework to Support Non-Academic Outcomes of STEM PhD Graduate Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carmen Maria Lilley, The University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

for Engineering Education, 2024 Self-Advocacy Professional Programming as a Framework to Support Liberatory Outcomes of STEM PhD Graduate Education Using the framework of servingness as conceptualized in research of Hispanic ServingInstitutions (HSI), measures of student’s success can be characterized using academic and non-academic outcomes (i.e. liberatory outcomes) [1]. Academic outcomes are commonlyinstitutional quantitative measures such as GPA, time to graduation, retention, etc. However,within the framework of servingness of an institution, there are additional indicators, includingidentifying the experiences of students and their non-academic outcomes. Some examples ofnon-academic outcomes are academic self

Conference Session

Track 4: Technical Session 7: Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Daniel Mackin Freeman, University of Washington; Emily Knaphus-Soran, University of Washington; Pauline Charlotte Dott, University of Washington

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CoNECD Paper Sessions, Diversity

environments,universities in the US have increasingly prioritized equity, diversity, and inclusion (EDI)initiatives, reflecting a broader societal commitment to equity and social justice [1]. Thisparadigm shift has prompted universities to engage in numerous initiatives aimed at creating amore inclusive environment for students. The benefits of EDI efforts in higher education arewell-documented, ranging from enhancing innovation to improved academic performance andretention rates among underrepresented student populations [2], [3]. As the US grapples withshifting notions of equity and justice, recent Supreme Court decisions in SFFA v. Harvard andSFFA v. UNC which have effectively eliminated affirmative action have added a significant layerof

Conference Session

Track 2: Technical Session 4: View from the Kaleidoscope: Conceptualizing antiracist priorities for engineering as a collective across vantages

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University; Alaine M Allen, Carnegie Mellon University; Sharnnia Artis, George Mason University; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Khalid Kadir, University of California, Berkeley; Meagan C Pollock, Engineer Inclusion; Renetta Garrison Tull, University of California, Davis; Linda Vanasupa, Franklin W. Olin College of Engineering; Rochelle L Williams, Northeastern University; Haley R. Hatfield, University of Georgia; Ebony Omotola McGee, Vanderbilt University

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CoNECD Paper Sessions, Diversity

center for racial equity circa Summer2023. The beauty of this meeting is the plethora of perspectives represented on theadvisory board, thus, the kaleidoscope, to understand the emergent insights. Theseinsights have also informed development of themes of urgency, which have served toguide the center’s national agenda. This will be an interactive and engaging sessionand we hope to provide information that other can leverage in synergistic efforts. 1 Which of these photos most closely represents

Conference Session

Track 5: Technical Session 3: Weaving Students into Engineering Versus Weeding Them Out: A Framework for Institutions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jenna P. Carpenter, Campbell University

Tagged Topics

CoNECD Paper Sessions, Diversity

-secondaryexperience? What supports helped you the most?2) What barriers do post-secondary students face when participating in,experiencing, or learning about STEM concepts? What are your copingmechanisms to overcome these barriers?3) How might these barriers further motivate or challenge students’ pursuit ofengineering in post-secondary education?4) How could we get research off the pedestal and into something tangible in thereal world?5) How can we do a better way of describing engineering research in a way thatstudents can relate to?ERVA-ASEE Listening SessionCommon Themes from Student Responses:1) No major differences between the described barriers & opportunities based oneducational level.2. Fundamental human needs (financial, food, shelter security

Conference Session

Track 7: Technical Session 6: When Two Worlds Become One

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Yvette Renee Moore, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

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CoNECD Paper Sessions, Diversity

• Academic Counseling an average of 46 1-on-1 scholar meetings a week (including weekends) Since the Pandemicbegan before, but COVID created the need for growth Awards Fundraising Scholars Workshops GEM Academic Leadership SummitFellowship Counseling 100% Post-Graduate Employment Pitt EXCEL Experiences and Engagement• 10 scholars awarded prestigious GEM fellowship for sponsorship to graduate school• 100% Post-Graduate Employment (industry and graduate)• 16 alumni of Pitt EXCEL received PhDs Pitt EXCEL Experiences and Engagement• 305 Scholars in Population

Conference Session

Track 4: Technical Session 2: PWE: An Inclusive Summer "Bootcamp" for First year students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Serita W Acker Mrs., Clemson University

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CoNECD Paper Sessions, Diversity

Highlights• 1 Credit Course to be taken first Fall semester• Mentoring & Coaching Hours Requirements• Weekly Reflection AssignmentsPWE Impact: RetentionAre PWE students more likely to remain enrolled at Clemson? Are PWE students more likely to remain in STEM? PWE 2017 PWE 2018 Total at Clemson 49 Total at Clemson 34 Total Attended 50 Total Attended 34 PWE Participants 72% PWE Participants 73.5% Retained in CECAS Retained in CECAS PWE Participants 98% PWE Participants 100% Retained at

Conference Session

Track 6: Technical Session 7: Qualitatively Exploring How Finances Constrain Undergraduate Engineering Student Experiences, Mental Health, and Career Opportunities

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Fitzpatrick, University of Nebraska-Lincoln; Jessica Deters, University of Nebraska - Lincoln

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CoNECD Paper Sessions, Diversity

. 1 1 INTRODUCTION 2 BROADER STUDY Agenda 3 METHODS 4 FINDINGS 5 DISCUSSIONIntroduce the flow of the presentation and what structure the audience can expect. 2 Introduction BASED ON A SURVEY BY THE HEALTHY MINDS NETWORK BETWEEN 2013 AND 2021 FROM 350,000 COLLEGE STUDENTS AT OVER 300 CAMPUSES 135% INCREASE IN 110% INCREASE IN

Conference Session

Track 6: Technical Session 8: Title: Real life experiences in recruiting, retaining, and supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; Rachel Levitt, Kansas State University

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CoNECD Paper Sessions, Diversity

, and was on the board of governors for the Rocky Mountain chapter of ASHRAE. He holds a bachelor’s and master’s degree in architectural engineering and an MBA. He is a licensed professional engineer and a LEED-accredited professional in building design and construction.Rachel Levitt, Kansas State University ©American Society for Engineering Education, 2024 Real life experiences inrecruiting, retaining, and supporting LGBTQIA+ engineering students Dr. Amy Betz (she/her)1 Craig Wanklyn, PE, MBA (he/him)1 Dr. Rachel Levitt (they/them)2 Mariya Vaughn (she/they)3 1-Col l ege of Engineering, 2

Conference Session

Track 4: Technical Session 8: ROPES: Rowan University's Opportunity for Postsecondary Excellence and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kauser Jahan, Rowan University; Adaugo Mary-Frances Enuka, Rowan University; Elisa M Di Lolle, Rowan University; Gaetane Jean-Marie, Rowan University

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CoNECD Paper Sessions, Diversity

theunprecedented challenges faced by this generation of students due to the pandemic, the ROPESprogram aimed to bridge the gap and provide a transformative educational experience for thoseleft behind.ObjectivesThe four major objectives of the ROPES initiative are provided below: 1. Promote opportunities for student success and enhanced workforce readiness in career fields such as teacher education, engineering, social services, computer science, and music business. This goal aligned with the institution's focus on preparing students for in-demand careers and equipping them with the necessary skills. 2. Engage students in experiential activities, fostered relationships with Rowan faculty and staff and connected them with student

Collection

2024 South East Section Meeting

Authors

Philip Lee, University of Kentucky; David Parsley, University of Kentucky; Nelson Kudzo Akafuah, University of Kentucky

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Diversity

College of Engineering at the University of Kentucky.21 Keywords22 Engineering Technology, Industry Partnership, Curriculum Development, Computer Engineering23 Technology, Lean Systems Engineering24 Introduction25 large-scale manufacturing in the past decades. Key manufacturing industries serve as a26 cornerstone of bringing broader industry investment and new jobs across Kentucky. These27 manufacturing sectors traditionally include automotive, aerospace, pharmaceutical and medicine,28 heavy metal and machinery as well as new industries such as batteries and information29 technology (IT) [1-2]. However, the main challenge is the deficiency in the workforce with30 technical expertise to fill a number of jobs available in

Collection

2024 South East Section Meeting

Authors

Stephen Strain, University of Memphis; Andrew Blass Watson, The University of Memphis; Matthew Hale, The University of Memphis

Tagged Topics

Diversity

and sounds as well as text. Here we use the term more narrowly, focusing onthe text-generating capabilities of the new, widely available chatbots including OpenAI’sChatGPT, Google Bard, Anthropic’s Claude, and Microsoft’s Bing Chat.]IntroductionGenerative AI (GenAI) is expected to effect a rapid change in the technological landscape withsignificant impact on the global economy, with an estimated global impact of 4.4 trillion dollarsannually, and an accelerating transformation of the workforce across all sectors of industry [1],[2]. One analysis estimates that 80% of the US workforce will be impacted by GenAI [3]. PerRichard Baldwin at the 2023 World Economic Forum, “AI won’t take your job; it’s somebodyusing AI that will take your job.” These

Collection

2024 South East Section Meeting

Authors

George D Ford, Mississippi State University; Saeed Rokooei, Mississippi State University

Tagged Topics

Diversity

universities began to decline. Many universitieswere forced to raise tuition and collect fees to finance operations to replace monies historicallyprovided by public funds. For profit colleges and community colleges compete for students whocould potentially attend classes at a public university and “according to data from the NationalCenter for Education Statistics (NCES), after a continuous rise since the 1970s, collegeenrollment began declining in 2010” [1] further challenging funding models for public universityadministrators. To make matters worse, an enrollment cliff due to changing populationdemographics is expected by American university administrators in the near future.Growth of the native population of the United States (US) is slowing [2

Collection

2024 South East Section Meeting

Authors

Amy Borello Gruss, Kennesaw State University ; Nicholas Anthony Clegorne

Tagged Topics

Diversity

Collective Orientation score and positive interview data was collected from thediverse population that participated, which varied in year, major, race/ethnicity, and gender. Thisstudy shows VTS can be a powerful, free, low-stakes tool to help increase team cohesion andefficiency in any course.IntroductionThe ability to work in teams is a vital skill for engineers when designing for and responding todesign challenges in their professional careers; however, developing this interpersonal skill isoften insufficient across the curriculum as there is a lack of consensus among instructors on howto teach teamwork skills to undergraduate engineering students [1]. For example, it is commonfor engineering design classes to engage in group work that provides a

Collection

2024 South East Section Meeting

Authors

Matthew J. Traum, University of Florida; Tonika Jones; Jodi Angela Doher; Kurtis Gurley, University of Florida; Jeremy A. Magruder Waisome, University of Florida; Adrienne Leigh Provost, University of Florida

Tagged Topics

Diversity

STEMTank 2023, a high school summerprogram sponsored by the U.S. Department of Education. SF and UF have jointly offered theaward-winning STEMTank program for four consecutive summers, providing pre-college accessexperiences for high school students from North-Central Florida’s under-resourced communities.The program’s hallmark is giving participants a taste of an engineering college experience throughunique, open-ended design / build / test projects grounded in contemporary real-world engineeringproblems that include 1) analytical modeling to guide the design process, 2) prototype performancemeasurement with redesign / retest opportunities to improve performance, and 3) presentation ofresults by student participants to panels of subject matter

Collection

2024 South East Section Meeting

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

Tagged Topics

Diversity

. Her career goals are to work as an evaluator or consultant on education- ally based research projects with an emphasis on statistical analyses and big data. ©American Society for Engineering Education, 2024 2023 ASEE Southeastern Section Conference 1 Mapping and Impact of Digital Learning Tools Designed to 2 Support Engineering Pretransfer Students 3 Abstract 4 Many websites and digital tools have emerged to support pretransfer students. However, there is 5 little understanding of the perception of availability and accessibility of these digital tools. This 6 gap is even wider for engineering transfer contexts. Since engineering

Collection

2024 ASEE North Central Section Conference

Authors

Diane L Peters P.E., Kettering University

Tagged Topics

Diversity

based on their high school background, so too does theirreadiness for graduate school, with multiple factors impacting this readiness. As universities ofteninvest significant resources in their admitted graduate students, they have a stake in thosestudents’ persistence and success in their graduate programs. In addition, many universities areputting significant efforts into building a diverse student body, inclusive of women andunder-represented minorities (URM). Many of these students face additional obstacles, e.g., [1].Some of the attempts to support women and URM students in STEM graduate programs focusexclusively on specific facets of their graduate school pathway, including programs that addresspreparation for graduate studies [2