Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Mardis, Florida A&M University - Florida State University; Faye Jones, Florida A&M University - Florida State University

urban student populations.In this paper we share the potential of the Backtracking Technique to generate contextualizedcareer pathway data for institutions and create visualizations that can aid in institutionaldecision-making through a study pilot. The pilot is an initial effort to test the project’s aims ofintegrating institutional data with phenomenological data to model student progression throughpost-secondary STEM programs. The analysis will identify and verify influencers that support orhinder student success. Quantitative data analyses will consist of descriptive and comparativemethods, which will be verified and informed by open coding and thematic analysis of thequalitative data. We share how the systematic investigation of

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nina Telang, University of Texas at Austin; Katherine Molina-Gallo, University of Texas at Austin; Elliot Lopez-Finn, University of Texas at Austin

performance and overall coursegrades and DFQW (Ds, Fs, Q-drops, Withdraws) rates [3-8]. This research has shownthat regular attendance (i.e., attending six sessions or more) has the highest impact ongrade outcomes, retention, and graduation rates.I.Motivation for Study: As students transition from lower-division to upper-division courses, theiracademic support needs change. While Supplemental Instruction (SI) has been a partof our institution since the 1980’s and was introduced in Engineering courses in 2015,the Learning Center only assigns this support to many of the large, introductory lecturecourses at our university. The SI model was built upon theories including the mediationof learning by social constructivism and interdependence, social

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Doris Espiritu, Wright College; Ruzica Todorovic; Bridget O'Connell

underrepresented students pursuing an associate degree (AES)in engineering and computer science and streamline two transitions: high school to community collegeand 2-year to 4-year institutions. Through the grant, Wright College created a holistic and programmaticframework that examines and correlates engineering students' self-efficacy (the belief that students willsucceed as engineers) and a sense of belonging with student success. The project focuses on Near-STEMready students (students who need up to four semesters of math remediation before moving into Calculus1). The project assesses qualitative and quantitative outcomes through surveys and case study interviewssupplemented with retention, persistence, transfer, associate and bachelor's degree

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Brianna McIntyre, Purdue University at West Lafayette (PPI); Nicole Jefferson, Virginia Polytechnic Institute and State University

progression as a leader in recruiting,retaining, and graduating Black and Brown engineering students. All site coordinators wereinvited to participate in the pilot interviews; all but one had completed their interview at the timeof this publication. We invited six participants to participate in the pilot interviews through a recruitmentemail. Five pilot interviews were completed in Year 1 of this project. Each interview wasapproximately 90 minutes in duration, except for three participants where a second 60-minuteinterview was scheduled to complete the interview protocol. The second interview wasapproximately an hour. Two researchers co-facilitated each interview. These interviews wereaudio-recorded and transcribed verbatim. These interviews

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Delahanty, Bucks County Community College; Jason Silverman, Drexel University

] Cooper, R. & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls' interest in STEM subject areas? American Journal of Engineering Education. 4. 10.19030/ajee.v4i1.7856[24] Katz-Buonincontro, J., Davis, O., Aghayere, A., & Rosen, D. (2016, February). An exploratory pilot study of student experience in creativity-infused engineering technology courses. Journal of Cognitive Education and Psychology, 15(1), Special issue on Creativity.[25] Zappe, S.E., Reeves, P., Mena, I.B., & Litzinger, T. (2015). A cross-sectional study of engineering students' creative self-concepts: An exploration of CSE, personal identity, and expectations. ASEE Annual Conference and Exposition

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pavlo Antonenko; Zhen Xu; Do Hyong Koh; Christine Wusylko, University of Florida; Kara Dawson; Swarup Bhunia; Amber Benedict

methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004Capobianco, B. M., French, B. F., & Diefes-Dux, H. A. (2012). Engineering identity development among pre‐adolescent learners. Journal of Engineering Education, 101(4), 698-716.Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 2-10.Crumpler, W., & Lewis, J. A. (2019). The Cybersecurity Workforce Gap. In Center for Strategic and International Studies (CSIS). http://www.isaca.org/Knowledge-Center/Csíkszentmihályi

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Adrienne Minerick, Michigan Technological University; Cinzia Cervato, Iowa State University of Science and Technology; Sonia Goltz; David Wahl, Iowa State University of Science and Technology; Patricia Sotirin; Mark Rouleau

AAAS and ASEE, a National Science Foundation CAREER Award, the Raymond W. Fahien Award from the Chemical Engineering Division of ASEE, and Michigan Tech's Fredrick D. Williams Instructional Innovation Award. She and her students have published over 100 archival journal publications, book chapters, or proceedings articles and earned 23 best paper/presentation awards. Adrienne previously served as the President of the AES Electrophoresis Society and on the ASEE's Board of Directors as First Vice President and Professional Interest Council I Chair. She also chaired ASEE's National Diversity Committee. Her research and service interests regularly intersect and involve underserved individuals with an emphasis on research

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corin Bowen, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Gustavo Menezes, California State University, Los Angeles; Christina Nazar, California State University, Los Angeles

: 10.1037/0022-3514.84.4.822.[15] B. M. Gadzella, “Student-Life Stress Inventory: identification of and reactions to stressors.,” Psychol. Rep., vol. 74, no. 2, pp. 395–402, 1994, doi: 10.2466/pr0.1994.74.2.395.[16] E. Litzler, C. C. Samuelson, and J. A. Lorah, “Breaking it down: Engineering student STEM confidence at the intersection of race/ethnicity and gender,” Res. High. Educ., vol. 55, no. 8, pp. 810–832, 2014, doi: 10.1007/s11162-014-9333-z.[17] S. G. Brainard, S.S. Metz, & G. Gillmore, “National WEPAN pilot climate survey: Exploring the environment for undergraduate engineering students,” Women in Engineering ProActive Network, 1999.[18] F. S. Laanan, “Studying transfer students: Part I

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katie Shakour, Clemson University; Kapil Chalil Madathil, Clemson University; Eliza Gallagher, Clemson University; Karen Johnson, Southern Illinois University Carbondale; Jonathan Beck; Rebecca Short, Clemson University; Tim Ransom, Clemson University; Gayatri Anoop, Clemson University

Tim Ransom is a Ph.D. student in the Engineering and Science Education department at Clemson University. He has a M.Sc. in Computer science from Clemson and is researching the development of undergraduate professional identity in computing fields through a combination of qualitative and computational methodologies.Eliza Gallagher (Dr.) Dr. Gallagher is an Assistant Professor of Engineering and Science Education at Clemson University. She holds joint appointments to with joint appointments to the School of Mathematical and Statistical Sciences and to the Department of Education and Human Development. Her research centers equity, diversity, and inclusion in STEM through the lens of identity. She has a particular interest

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Piyush Pradhananga; Mohamed Elzomor, Florida International University

social sustainability. This pilot project aims to highlight the factors that createmarginalization in the construction industry and recommend pedagogical solutions inconstruction education across the U.S. to address this marginalization directly. To achieve thisobjective, the study implemented workshop and associated activities in construction management(CM) classes about key components of social sustainability that includes effective interpersonaland group communication, with emphasis on how systemic racism makes its way into theseprocesses as well as the role of culture and bias in communication. At the beginning of the class,75 students participated in a pre-survey to record their pre-established knowledge aboutunconscious biases and the role

Conference Session

CIT Division Technical Session #7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daqing Hou; Yu Liu, Clarkson University

by engaging in such processes • An improvement to their oral, written, teamwork, and collaboration skills • An improved attitude toward careers in research and graduate studies in related fields • Long-term collegial relationships with faculty mentors as well as industry experts.So far our site has supported 19 students, 10 from the 2019 summer cohort, and 9 from the2020 (2) and 2021 (7) combined cohort. Notice that due to the uncertainty introduced byCOVID-19, we mentored only two students in summer 2020 as a way to pilot a virtual REUsite. However, to meet the original three-year target of mentoring 30 students, we will recruitat least 11 more participants in summer 2022.As illustrated in the conceptual framework of Figure 1