Conference Session

CANCELLED: Track 3: Technical Session 2: Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Sandra Loree Dika, University of North Carolina at Charlotte

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering StudentsAbstract. Justice, Equity, Diversity, and Inclusion (JEDI) are important elements of a sustainability mindset. As partof an initiative to develop a new program in Sustainability Engineering at the University of Puerto Rico, Mayagüez,and to evaluate the growth of a sustainability mindset among participants, we performed a qualitative analysis ofresults from a cohort of first year students (5 men, 2 women) who completed a 1-credit JEDI seminar as part of theirenrollment in the program. Based on coding student essays, we identified three themes that

Conference Session

Track 5: Technical Session 5: Partnering with Rural K-12 Schools in Southwest Virginia to Broaden Participation in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Hannah Glisson, Virginia Polytechnic Institute and State University; Malle R Schilling, Arizona State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Conference Session

Track 2: Technical Session 3: Piloting A Personalized Learning Model for Chemical Engineering Graduate Education: Lessons Learned from Creating a Chemical Engineering Body of Knowledge

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

April Dukes, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

development and training of CHE graduate students. • Customized Learning Paths • Individual Development Paths • Modular Coursework • Student-Centered Approach • Continuous Assessment and FeedbackOverall Research Goals• Goal 1: • Create a personalized learning model (PLM) for graduate STEM education that is inclusive and incorporates professional training• Goal 2: • Generate the knowledge and examine the potential to extend the PLM from one STEM context to anotherDiversity, Inclusivity, and our PLM• IDPs are a student-centered tool for academic and career development planning. (Instructional Goals)• Increased choice in courses and professional development stream activities respects diverse interests and career paths. (Task

Conference Session

Track 5: Technical Session 2: Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Zeynep Ambarkutuk, Virginia Polytechnic Institute and State University; Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

students who are in suchprograms, particularly those from historically underrepresented groups, drop out, change majors,or ultimately do not pursue STEM-related careers [1]. It is important to attract and retain studentsin STEM fields by understanding their experiences in such programs. The expectations forsuccess, sense of belonging, interest, and perceived relevance are critical factors for students toembrace; therefore, interventions that effectively foster these perceptions, particularly early intheir education such as during high school, can significantly enhance the success ofunderrepresented groups in STEM fields. Four such programs exist at a large, four-yearinstitution in the Southeast. The focus of this work is the revision and

Conference Session

Track 2: Technical Session 4: Research- and Practice-Informed Insights for Recognizing Rurality in Engineering Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Malle R Schilling, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

related to recognizing rurality.you do, whether that be connected to research, practice, or both. 1 2 Who are we? What is rural? • Applied research with students, teachers, schools and industry in Southwest Virginia (PI Grohs, GRA Schilling) • Research focused on rurality and engineering education with What are the issues? a specific focus on partnership and

Collection

2025 ASEE PSW Conference

Authors

Sunai Kim, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Jeyoung Woo, California State Polytechnic University, Pomona

Tagged Topics

Diversity

divisionengineering courses. A comprehensive literature review was conducted to identify proven bestpractices for improving student performance in STEM disciplines. The literature highlights theeffectiveness of targeted interventions, as follows: (1) prepare all students for success in thegatekeeper courses and close the achievement gaps, through a Summer Bridge Program, (2)improve the students’ performance in Statics, Mechanics of Materials, and subsequent courses,and reduce Time-to-Degree, and (3) address variability in teaching between all instructors throughtraining workshops. This paper provides a review of interventions utilized to write a proposal torequest funding to agencies such as National Science Foundation and offers actionable insights

Collection

2025 ASEE PSW Conference

Authors

Christine E King, University of California, Irvine; kadin diec, University of California, Irvine; Dalton Salvo, University of California, Irvine

Tagged Topics

Diversity

critical skills in identifying and addressing unmet clinical needs [1-4], clinical immersionin previously inaccessible environments allows BMEs to engage with daily operations andtranslate unmet needs into human-centric design [5, 6]. ABET highlights unmet clinical needsfinding in its “Student Outcome 2: ability to apply engineering design to produce solutions thatmeet specified needs with consideration of public health, safety and welfare, as well as global,cultural, social, environmental, and economic factors” [7]. Growing BME cohorts and limitedprogram capacity [8, 9] exclude many students, prompting a shift toward virtual reality (VR) [10,11] and digital clinical immersion platforms [12, 13] to broaden accessibility.ABET’s Student Outcome 2

Collection

2025 ASEE PSW Conference

Authors

Shreyas Chaudhary, California State Polytechnic University, Pomona; Behnam Bahr, California State Polytechnic University, Pomona; Gokul Srinath Seetha Ram, California State Polytechnic University, Pomona

Tagged Topics

Diversity

conclusions about AVdeployment. The analysis framework simplifies complex statistical techniques into digestiblesteps for students: 1.​ Correlation Analysis: As practiced in real-world studies, students can construct multivariate correlation matrices to identify relationships between variables such as road quality and AV safety performance. This process demonstrates how different factors interact in a transportation ecosystem. 2.​ Statistical Techniques: By learning regression models and factor analysis, students gain exposure to methods used in AV performance studies. For example, students can predict accident probabilities based on infrastructure disparities using simplified statistical models. 3.​ Regional

Collection

2025 ASEE PSW Conference

Authors

Siyuan Meng, University of Southern California

Tagged Topics

Diversity

resolve.Lecture formatIn the regular AME 308 classroom, the professor demonstrates design techniques in Siemens NXin real time using a projected screen while describing the step-by-step process. When introducingkey concepts, the professor uses slides to explain definitions and related ideas beforedemonstrating the practical software operations. This teaching approach is highly effective forhearing-abled students, as it allows them to learn the software through hands-on practice whiledeepening their understanding of the concepts.Figure 1: Lecture slides introducing Figure 2: AI generated preview for stu-tolerance on engineering drawing dents understanding toleranceHowever, for hearing-impaired students

Collection

2025 ASEE PSW Conference

Authors

Xianglong Wang, University of California, Davis; Vincent Tran, University of California, Davis; Gabriela Lee, University of California, Davis; Sadie Jean Davis, Mariko Chang Consulting, Inc. and Sadie J Davis Consulting LLC; Mary Spooner; Mariko Chang; Andrew X Stewart, NextSense EEG; Christopher John Nitta, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Angelika Aldea Tamura, University of California, Davis; Xin Liu, University of California, Davis; Gene Gurkoff, University of California, Davis; Wilsaan M Joiner, University of California, Davis; Erkin Seker, University of California, Davis; Karen A Moxon, University of California Davis

Tagged Topics

Diversity

parallel.The formal activities are supplemented by informal gatherings among the students to promotecommunity building. Fellows’ research mentors are required to participate in formal training inmentoring and courses in diversity, equity, and inclusion.We assessed the outcomes of the program quantitatively by pre/post-surveys (issued before theworkshop and at the end of the academic year) and qualitatively through semi-structuredinterviews, with the help of an independent evaluator. In end-of-year assessments of Year 1(2022-2023), both funded fellows and unfunded trainees reported increased confidence in aspectsof neuroengineering skills, ethics, outreach, teamwork, and communication on 5-point Likert-scale survey questions, with some individual

Collection

2025 ASEE PSW Conference

Authors

Tiffany Marie Chan, University of California, Davis; Saahil Sachdeva, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Topics

Diversity

mentor and the students. The qualitative analysis was performed inNVIVO 15. Our project has been exempted by our IRB office (IRB 2267358-1).Our review of the interviews, surveys, and attendance records indicated the implementation of apeer mentor had positive impacts for the learning outcomes of our clinical immersion program.From the summaries of the midterm evaluation, the students widely regarded the speakerresources as valuable and appreciated the peer mentor’s presence in clinical immersion sessions,but many did not attend the workshops due to scheduling conflicts, which averaged about twostudents per workshop. The interviews highlighted the profound respect and appreciation thestudents had for the peer mentor. Students regarded the peer

Collection

2025 ASEE PSW Conference

Authors

Bailey Anne Wall, California Polytechnic State University, San Luis Obispo; Benjamin J. Hoefer, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

studentperformance, foster a feeling of identity and belonging within engineering, and supportpersistence in STEM fields. For historically marginalized and underrepresented groups, thesedifficulties are especially significant, highlighting the need for more equitable and inclusiveteaching strategies.Underrepresented minorities and first-generation students often face a GPA gap of nearly 0.5 inPhysics, Statics, and Dynamics courses [1]. According to the Cal Poly- San Luis Obispo Collegeof Engineering's Diversity, Equity & Inclusion page, 82.3% of underrepresented minority (URM)students graduated within six years in 2021, compared to 87.7% of non-URM students—a 5.4percentage point difference. While this represents a significant improvement from a

Collection

2025 ASEE PSW Conference

Authors

Shadnaz Asgari, California State University, Long Beach; Ga Young Suh, California State University, Long Beach; Perla Ayala, California State University Long Beach

Tagged Topics

Diversity

industry needs. By sharing practical insights and best practices, thispaper aims to support educators and administrators in developing rigorous, industry-relevant, andinclusive programs that achieve ABET accreditation. 1. IntroductionBiomedical Engineering (BME) applies engineering and scientific principles to developinnovative healthcare solutions. It bridges technology and medicine to enhance patient outcomes,diagnostics, and treatments [1]. Its multidisciplinary nature enables it to tackle emerginghealthcare challenges and leverage technological advancements [2]. Innovations in artificialintelligence (AI), machine learning, and robotics have further expanded BME’s impact,revolutionizing medical imaging, personalized medicine, and wearable

Conference Session

Broadening Perspectives in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; Kenneth Stafford Sands II, Auburn University; David R. Gutierrez, University of Virginia; Deyrel Diaz, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

technologies. The primary focus of this intervention is to nurturethe digital skills necessary for utilizing and managing these technologies in future professionalroles. The project's first stage contextualizes the educational experiences of future constructionjobs, given the need for this industry to attract talent and continue its modernization to supporteconomic development in our society. A pre and post-evaluation was given to measure theeffectiveness of these interventions based on achieving three key objectives: (1) Increasingawareness of digital skills, (2) Enhancing understanding of anticipated job transformations fueledby technology in the future, and (3) Stimulating interest in potential careers within theconstruction industry. The research

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

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

Tagged Topics

Diversity, FYEE 2025

Conference: University of Maryland - College Park, Maryland Jul 27 Full Paper: Cultivating Inclusive Excellence in Engineering EducationBlack students remain significantly underrepresented in engineering, comprising only 5.4% of full-timeundergraduate engineering enrollment in 2023 [1]. Despite a 9.2% increase in enrollment since 2019 [2],retention remains a critical challenge due to systemic barriers, including institutional racism and lack ofsupport structures [3]. While many institutions focus on increasing access, fewer address the retention andsuccess of Black students once enrolled.Peer mentoring has emerged as a promising strategy to support underrepresented students, offeringacademic, social, and emotional guidance. This study

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Topics

Diversity, FYEE 2025

Work-in-Progress Paper: FYEE 2025: ID 49770 Engineering Culture: Ideologies, Mindsets, and InfrastructureAbstract:This paper uses a critical Science and Technology Studies (STS) lens to explore how educationalinfrastructure shapes power dynamics in engineering education. By examining how builtenvironments influence identity and belonging, the authors highlight how infrastructure cansustain or challenge exclusionary norms.Introduction:Engineering culture and ideology powerfully shape education [1], [2], [3], [4], [5], [6], yet theinfluence of physical spaces in reinforcing or challenging these forces is often overlooked. Usinga critical STS lens, this study examines how infrastructure—lecture halls, labs, makerspaces—communicates

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Qudsia Tahmina, The Ohio State University at Marion; John Francis Simonis, The Ohio State University at Marion

Tagged Topics

Diversity, FYEE 2025

fast-paced technological world, STEM education serves as the cornerstone for future innovation,economic development, and societal advancement. It prepares students for careers in engineering, providingthem with the essential skills to succeed in a tech-driven society. The Bureau of Labor Statistics projectsthat STEM-related employment in the United States will grow by 9.5% by 2029, significantly outpacingthe overall employment growth rate of 3.7% [1]. Research indicates that many high school students avoidSTEM fields due to a lack of knowledge in these areas or because they feel they lack the necessary skills topursue STEM education and careers. To remedy this, a myriad of opportunities emerged through highereducation institutions to support

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Lisa Lampe, University of Virginia; David R. Gutierrez, University of Virginia; Esther Tian, University of Virginia; Shaylin Williams, University of Virginia

Tagged Topics

Diversity, FYEE 2025

belonging is complex and no one factor can explain orpredict belonging. These initial findings will inform future studies and provide valuablepreliminary insights for first-year engineering programs interested in enhancing the experiencesand academic outcomes of their students from a belonging perspective.IntroductionMost undergraduate engineering students are in the late stages of adolescence and makingimportant discoveries and decisions about their interests, identities, and goals [1]. Socialization,both in college and pre-college, shapes students’ sense of belonging (SoB) [2]. Students searchfor spaces where they feel belonging, and this search drives choices that shape theirundergraduate careers. Belonging is a fundamental need, driving

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Aleia Frye, University of Pittsburgh; Scott Streiner, University of Pittsburgh

Tagged Topics

Diversity, FYEE 2025

ethical skills to make decisions that affect the overall welfareof the public [1]. Historically, ethics education has not been implemented into engineeringcurriculum, but recently, there has been a greater emphasis on including ethics education intostandard engineering curriculum [2]. Many argue that engineers need to not only have the skillsto handle technological issues, but also humanistic and social issues as well. While some formsof engineering ethics education have already been implemented, there have been some systemicbarriers, such as disengagement in course material, that cause ethics education to be superficiallyeffective [2]. This brings into question whether ethics education truly improves a student’s moralintuitions, and how ethics

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Saloome Motavas, University of British Columbia, Vancouver; Fatimah Mahmood, University of British Columbia, Vancouver

Tagged Topics

Diversity, FYEE 2025

our approach contributed to improved student performance in the course andincreased confidence in programming. Nonetheless, further work is needed to refine linguisticsupport strategies and enhance comprehension of complex programming tasks.IntroductionLearning to code for the first time is accompanied by significant barriers. Novice programmersoften face challenges with forming mental models of key programming concepts and logicalreasoning processes [1]. On top of these challenges, non-native English speakers face uniquedifficulties when learning computer programming [2] and are more likely to fail or underperformin programming courses [3-4]. An analysis of more than 800 survey responses by programmersfrom 86 countries and 74 native

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Rachel Anne Smith, Iowa State University of Science and Technology; Aileen Hentz PhD, University of Maryland, College Park; Thaddeus Hill, Iowa State University of Science and Technology

Tagged Topics

Diversity, FYEE 2025

ways. This can be done using network analysis, a paradigm that specifies andmeasures the structure and content of relationships. We report on the results of an ecologicalnetwork reflection activity that instructors and student service professionals can use to help first-year engineering students reflect on and develop a support network while simultaneouslyassessing students’ network structures in order to provide subsequent supportive interventions.Models focused on retention within engineering programs often stem from Tinto’s model ofstudent departure, which describes how students’ academic and social membership in theinstitution support students’ success [1]. For first-year engineering students, social adaptation tocollege life and academic

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Ryan McAfee Grudell, Ohio Northern University; Mark Mintzlaff, Ohio Northern University; Ethan Berei, Ohio Northern University; Grace Lawson, Ohio Northern University

Tagged Topics

Diversity, FYEE 2025

educators. However, due to a lack of funding, many schools are “understaffed” in certain areas.This can lead to a gap in the intended curriculum [1]. Products like Math Quest are intended to bridge thisgap and help the students and staff from underfunded schools.Our ApproachMath Quest was designed with three principles in mind: affordability, engagement, and familiarity in theclassroom. Traditional educational technology often utilizes touchscreens or complex interfaces that canbe both expensive to produce and difficult for young students to understand. By mimicking the familiargame controller design, Math Quest leverages existing mental models that children already possess,reducing the learning curve to use Math Quest significantly. The chosen

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Amro Khasawneh, Mercer University; Abby Anne McDowell, Mercer University; Sarah K. Bauer, Mercer University; Halley Elizabeth Smith, Mercer University; Abby Anne McDowell, Mercer University; Halley Elizabeth Smith, Mercer University

Tagged Topics

Diversity, Professional Papers

shouldexplore the long-term effects of service-learning programs and identify factors that may enhancetheir impact on mental health.Key WordsService-learning, mental health, well-being, PGWBI, study abroadIntroductionMental health has become a critical global concern, affecting millions of individuals worldwideand influencing societal structures at large. Approximately 14% of the global disease burden hasbeen attributed to neuropsychiatric disorders, primarily stemming from the chronic and disablingnature of conditions such as depression, psychoses, and substance use disorders. These disordersnot only impede individual well-being but also pose significant challenges to public health byperpetuating cycles of poverty and health inequality [1].Poor mental

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Amro Khasawneh, Mercer University; Abby Anne McDowell, Mercer University; Sarah K. Bauer, Mercer University; Xzavier Longacre, Mercer University; Joshua Ryan Haye, Mercer University; Halley Elizabeth Smith, Mercer University; Dominic Dashon Thomas, Mercer University; Abby Anne McDowell, Mercer University; Halley Elizabeth Smith, Mercer University; Dominic Dashon Thomas, Mercer University

Tagged Topics

Diversity, Professional Papers

collection was followed by acomprehensive analysis to determine which specific educational areas would benefit from futureMOM Belize program projects. The main findings were presented to CJC faculty, staff, andstudents in a session where an interactive survey was administered to capture feedback on theeducational areas identified for future projects. Participants were asked to provide their input,suggest additional areas of need, and rank the proposed educational initiatives on a scale from 1to 5, with 1 being the highest priority. Study results indicated that the most critical needidentified by CJC participants was higher education and scholarship training, as well as hands-ontraining of laboratory/field equipment. These findings will guide future

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Madison Seckman, University of Colorado Boulder; Alison West; Aaron Kai Groudan, University of Colorado Boulder

Tagged Topics

Diversity, FYEE 2025

Engineering StudentsMadison Seckman(1)(2), Kai Groudan(1), and Alison M. West(3)(1) Department of Mechanical Engineering, University of Colorado at Boulder(2) Department of Biomedical Engineering, University of Colorado at Boulder(3) Counseling and Psychiatric Services, University of Colorado at BoulderAbstractBalance Builders (BB) is an innovative program designed to foster community and supportmental and physical wellness among freshman engineers. The Balance Builders initiativeexemplifies how community-driven programs can empower students and enhance the first-yearjourney through a unique mechanism: Cooking and Community Nights. Designed by engineeringundergraduates in consultation with mental health professionals, BB creates a natural andfamiliar

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Osman Sayginer, Temple University; Cory Budischak, Temple University

Tagged Topics

Diversity, FYEE 2025

[1] may improve the cognitive depth andassessment quality of generated questions.Several tools currently exist to help instructors convert plain text into QTI-compatible formats foruse in learning management systems. Among the most widely used is text2qti [2], a Python-basedutility that transforms quizzes written in Markdown into QTI XML. While effective for technicallyproficient users, text2qti requires local Python installation and adherence to a strict syntax structuresuch as starting each question with a number followed by a space which can be error-prone,especially when used in conjunction with AI-generated content. To improve accessibility, anonline implementation of text2qti has been developed by San Diego State University; however

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Dante Charles Scalfi, Northeastern University; Turner Marks; Kathryn Schulte Grahame, Northeastern University; Leila Keyvani, Northeastern University at Oakland

Tagged Topics

Diversity, FYEE 2025

students with the necessary skills and know-how tointegrate MAD with the MAHSP to create the previously discussed educational exhibits. Eachwalkthrough begins with an overview of the physical and digital components involved as well as alinked video summarizing the resulting function of the walkthrough. A summary of the componentsinvolved for each walkthrough are summarized in the table below. Table 1: Summary of Components by Walkthrough Component App Arduino Walkthrough Input Output Input Output

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Lesly Samantha Murillo, University of Maryland College Park; Tabatha Cuadra Rodriguez, University of Maryland College Park; Paige E Smith, University of Maryland, College Park

Tagged Topics

Diversity, FYEE 2025

residential communities grounded in inclusivecurriculum, peer support, and professional development can foster a strong sense of belongingand academic engagement, factors that contribute to student success and apply to all participantsin similarly designed programs (Amelink et al., 2017; Samuelson et al., 2014).​Program DesignThe LLPs offer an integrated curricular and co-curricular approach to achieve the programmaticprimary goals shown in Figure 1. Figure 1. The primary goals of the LLPsCurriculum: LLP students are required to complete four one-credit seminars during their twoyears in the program - one per semester. The focus of the first semester seminar is engineeringidentity development and support, with an emphasis

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

An Effective Mentorship Structure for Student Success inHigher EducationIntroductionMentoring practices play an essential role in students’ academic success and retention, especiallyfor women [1-5]. A positive and significant relationship was determined between mentees’academic self-efficacy and academic performance, as well as their self-regulated learning [6-8].Concurrently, a sense of connectedness or belonging to a campus community is also a criticalfactor in academic achievement and retention [9, 10]. The mentor’s self-efficacy cansignificantly impact the success of the mentoring relationship and the mentee's self-perception.Alternatively, ineffective mentoring can occur due to a lack of training, culturally responsivepractices

Conference Session

Promoting Inclusivity and Broadening Participation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Risë Crum, Columbia University; Kristin Leigh Bennett, University of Washington; Stuart B. Adler, University of Washington; David S Bergsman, University of Washington; Nicole Minkoff, University of Washington; Alexis N Prybutok, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

, and compassionate, active listening, we havecome together to understand the concerns and needs of these varied viewpoints and come to aconsensus to create this work.INTRODUCTIONThe benefits of lecture capture in university education have been a somewhat controversial topic,with numerous studies falling on opposite sides of the debate. A recent review by Banerjeecarefully examined 71 peer-reviewed educational research articles, mostly in STEM fields [1].These studies document numerous benefits of lecture capture for individual students, includingimproved learning, higher academic performance, better work-life balance, the ability of studentsto complete and understand their own notes, overcoming language barriers, enhanced studentinterest in