Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Syahrul Amin, Texas A&M University; Miriam Marie Sanders, Texas A&M University; Aaron E. Kidd, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University

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Diversity

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First-Year Programs Division (FYP)

off-track) are clustered within 25engineering classes (n=12 on-track, n=13 off-track). The results indicate that: (1) studentbiological sex and outcome expectations are statistically significant predictors of persistenceintentions amongst engineering undergraduates—specifically, students who identify as malehave higher intentions to persist than those who identify as female, and (2) these effects do notdiffer between on-track or off-track students. Additionally, (3) the moderation effect ofbiological sex on self-efficacy is not statistically significant when predicting student engineeringidentity—indicating that neither male nor female students perceive their engineering identity andself-efficacy differently. Finally, the effect of self

Conference Session

Mechanical Engineering Division (MECH) Technical Session 11: Project and Research-Based Learning Environments

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isaac Koduah Kumi, Old Dominion University; Stacie I Ringleb, Old Dominion University; Orlando M Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Francisco Cima, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Min Jung Lee, Old Dominion University; Kristie Gutierrez, Old Dominion University; Jennifer Jill Kidd, Old Dominion University

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Diversity

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Mechanical Engineering Division (MECH)

contained within each class. In the 100-levelcourse, students selected their project based on personal interests and followed the engineeringdesign process to develop, test, and redesign a prototype. In the fluid mechanics class, studentsdesigned a pumped pipeline system for a hypothetical plant. This study aimed to determinewhether participating in the interdisciplinary project affected students’ evaluation of their ownand their teammates’ teamwork effectiveness skills, measured using the Behaviorally AnchoredRating Scale (BARS) version of the Comprehensive Assessment of Team Member Effectiveness(CATME). The five dimensions of CATME measured in this study are (1) contribution to theteam’s work, (2) interacting with teammates, (3) keeping the team

Conference Session

Chemical Engineering Division (ChED) Technical Session 4: Junior & Senior Year Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura P. Ford, The University of Tulsa; Jennifer Cole, Northwestern University; Kevin D. Dahm, Rowan University; Bruce K. Vaughen, American Institute of Chemical Engineers; Marnie V. Jamieson, University of Alberta, Canada; Luke Landherr, Northeastern University; David L. Silverstein, P.E., University of Kentucky; Troy J. Vogel, University of Notre Dame; Christy Wheeler West, University of South Alabama; Stephen W. Thiel, University of Cincinnati

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Diversity

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Chemical Engineering Division (ChED)

time. The subject for 2022 was the capstone design experience,defined as containing "a culminating major engineering design experience which incorporatesappropriate engineering standards and multiple constraints, and is based on the knowledge andskills acquired in earlier course work" (ABET 5.d). We included process, product, and plantdesign. This capstone design experience may be one or more courses. Capstone design surveyresults from 2012 have been presented previously in 2013 [1].The survey itself is in Appendix A. Emails were sent via the AIChE Chairs listserv todepartment heads, asking them to send the survey link to the appropriate faculty in theirdepartments. The survey link was also included in AIChE Education Division newsletters

Conference Session

Interdisciplinary Integration at the Course Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nina Kamath Telang, University of Texas, Austin; Ramakrishna Sai Annaluru, University of Texas, Austin; Christine Julien, University of Texas, Austin; Pedro Enrique Santacruz, University of Texas, Austin

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

including untold stories throughout the history of computing andalgorithms, identity and intersectionality in engineering, designs from engineering that have highsocietal impact, the LGBTQ+ experience in engineering, engineering and mental health, andcultural diversity within engineering. Each module gives a brief overview of the topic, followedby an associated assignment. We made all of these modules available to the students in thecourse and told them to choose one to complete. Each student engaged with their selectedmodule in four specific ways: (1) watching a relevant video; (2) reading and annotating aprovided article; (3) responding in a written reflection to a set of specific prompts relevant to themodule; and (4) conducting an interview

Conference Session

Experimentation and Laboratory-Oriented Studies Division (ELOS) Technical Session 3: Best of ELOS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel C. Childers, The Ohio State University; Sunny Kwok, The Ohio State University

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Diversity

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Experimentation and Laboratory-Oriented Studies Division (DELOS)

promote positive socialinteractions [1], [2] as well as provide a unique method for testing the ability of students tocommunicate [3], [4]. Escape rooms use the pedagogical viewpoint of the social-constructivist[5], where learning develops as a result of social interaction and collaboration. Participantsconstruct knowledge by interacting with the puzzles, which may, by design, require collaborationwith other participants. The design of escape rooms often encourages collaboration andcommunication because either the puzzles are complex, benefit from multiple perspectives, orperhaps the puzzles require two or more people to physically interact with an object or set ofobjects. People have preconceived notions about the effectiveness of teams based

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37936ICT-Mediated STEM for the Inclusive Education of Migrants and RefugeesChildrenJuan Sebasti´an S´anchez-G´omez, Universidad El Bosque Doctoral student of PhD in Industrial and Systems Engineering at Universidad de los Andes (Colombia).Maria Catalina RamirezAndrea Herrera, Universidad de los Andes, Columbia ©American Society for Engineering Education, 2023 ICT-mediated STEM for the inclusive education of migrants and refugees’ children Juan Sebastián Sánchez-Gómez1,2,3, María Catalina Ramirez Cajiao2 y Andrea Herrera3 1

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Diversity

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Educational Research and Methods Division (ERM)

goals that may translate to thesuccess of alumni and their professional advancement. For the National Academy ofEngineering’s The Engineer of 2020 [1] project, for example, emphasis areas for thecharacteristics of future engineer included to-be-expected aspects such as technical expertise.Additional qualities like creativity, flexibility, practical ingenuity are also of note. In consideringhow making can be infused into engineering curricula, one can map some aspects of making inthe Maker Community [2], to The Engineer of 2020 [1], to 21st Century Skills [3] to ABETstudent outcomes [4]. This is summarized in Table 1 below. Table 1: Learning Traits Summarized from Different Community Resources maker community [2] engineer

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

belong.Keywords: Sense of belonging, gender, engineering student, Ethiopia, qualitative researchIntroduction & BackgroundA sense of belonging is defined as being accepted, valued, included, and encouraged by thelearning communities, for instance, teachers and peers [1]. In engineering learning contexts, asense of belonging is a feeling of inclusion and willingness to engage with one’s students,teachers, and learning materials in academic settings [2]. Further, a sense of belonging impactsthe connection between students and their professors, which is a critical value for studentsuccess. Students' sense of belonging is important and helps them to think, feel and act as if theybelong to their academic unit. For instance, a student who thinks and feels

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Wolff; Pat Burnett, Whatcom Community College; Anna Fay Booker; Tran M. Phung; Mei P. Luu; Seth Greendale

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Diversity

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First-Year Programs Division (FYP)

currently serving as the chair for the Washington Council on Engineering and Related Technical Education (WCERTE).Anna Fay BookerTran M. PhungMei P. LuuSeth Greendale ©American Society for Engineering Education, 2023 WIP: Development of an Integrated Place-Based Learning Community for First-Year Precalculus Level Engineering StudentsIntroductionStudents from historically marginalized backgrounds – especially low-income students, studentsof color, and/or first generation in college – disproportionately place below Calculus level mathand are often underprepared for direct entrance to an engineering baccalaureate degreecurriculum [1] [2]. This equity gap may have been exacerbated by the COVID-19 pandemic

Conference Session

Construction Engineering Division (CONST) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tolulope Ibilola Ogundare; Rebecca Kassa, University of Kansas; Omar Maali, City of Lawrence, Kansas; Brian Lines, University of Kansas; Jake Smithwick, University of North Carolina, Charlotte; Kenneth Timothy Sullivan, Arizona State University

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Diversity

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Construction Engineering Division (CONST)

control, and reduced productivity are some of the implicationsof having unskilled workers in construction [11], [13], [16].Although the potential talent pool (the young graduates) possesses the education to take on thesepositions, they do not possess the mastery, job experience, and training to deliver and sustain theindustry’s expectations, particularly specialty trade contracting firms [1]. [27] found out that sitesupervisors with more job experience have better knowledge to overcome obstacles, meet up withclients’ expectations, and optimize project outcomes.To augment the gap in the skills needed in craft trades, [10] reported that opportunities should bemade available for the current workforce to acquire training in skills that affect job and

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin Anderson, Southern Methodist University

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

. ©American Society for Engineering Education, 2023 Work in Progress: Efficacy of a Peer Mentoring Program for Underrepresented First-Year Students at a Predominantly White InstitutionIntroductionThe structure of higher education in the United States often favors the norms and values ofmajority populations, as well as those with family members who have previously navigated thepostsecondary system [1]. Moreover, the field of engineering represents a discipline in whichpolicies and practices that privilege White men are particularly entrenched [2]. For this and othersocially-constructed reasons, engineering programs tend to retain and graduate Black, Hispanic,and Native American students at disproportionately lower rates than their White peers [3

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Kostolansky, Tufts University; Kristen B Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

navigate team dynamics [1], [2]. Positiveaffect and motivation have been proven to correlate with learners’ ability and desire to engage inlearning [3], [4]. Recent literature in the learning sciences expands on this evidence bypositioning affect and motivation as epistemic [5]. That is, the emotions that engineersexperience in the doing of engineering are themselves entangled with acts of building knowledgein engineering. By necessity, learning engineering must also attend to learning how one feelswhen doing engineering [6]. Therefore, the learning that undergraduate students engage in is aninherently emotional, or affective, process. For example, undergraduate students mightexperience frustration as they struggle to understand concepts, pride as

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Scale Plus (G.L.S2+ ) consists of 12 questions with a six-point Likertscale: 1 - not at all (I am not aware of or do not recognize this behavior), 2 - low degree (I amonly aware of and recognize this behavior), 3 - somewhat low degree (I cooperate or comply withthis behavior if required by others.), 4 - somewhat high degree (I recognize the value of and preferthis behavior), 5 - high degree (This behavior is an important priority to me), and 6 - very highdegree (This behavior is natural to me, is habitual to me, and embodies who I am) (Center forInstructional Excellence, 2023). Additionally, the instrument has one open-ended section fordetermining the relevant experiences and behaviors of the respondent. The instrument focuses onsix factors

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Sindia M. Rivera-Jiménez, University of Florida

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Diversity

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Liberal Education/Engineering & Society Division (LEES)

thinking and reflection on their work's impact. This study emphasizes the needfor comprehensive education and training tailored to scientists and engineers to address complexsocietal challenges effectively and responsibly in their professional roles.Keywords: social responsibility, engineering ethics, engineering formation, undergraduateresearch, Research Experiences for Undergraduates (REU)1. IntroductionSociety is facing challenging problems that threaten both the present and future of justice, peace,sustainability, and the overall well-being of humanity. Given that the responsibility of scientistsand engineers implies a duty to address those challenges for society [1], how could research-intensive universities prioritize transformative

Conference Session

Women in Engineering Division (WIED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Esther Jose, University at Buffalo, The State University of New York

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Diversity

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Women in Engineering Division (WIED)

engineering faculty members to choose their paths. In this regard, we aim to assess rolemodels (media or real-life individuals) that influenced the current engineering faculty members’identity development. Our research questions are: 1) What kind of role models did currentengineering faculty members have while growing up? 2) How do these beliefs and experiencesabout role modeling vary across gender and race/ethnicity? 3) Do existing engineering facultymembers consider themselves as role models? and 4) How often and in which areas doengineering faculty members believe they support the growth of their students as role models?To answer our research questions, we collected faculty members' responses through an ongoinganonymous survey of engineering

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 4: Engaging Authentic Engineering Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine M Cunningham, Pennsylvania State University; Gregory John Kelly, Pennsylvania State University; Ashwin Krishnan Mohan, Pennsylvania State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

,to bring cultural assets and funds of knowledge to inform meaning making within familiarcontexts, offering opportunities for them to be valued members of a learning community(Calabrese Barton & Tan, 2018. 2019).K-12 teachers help students forge meaningful connections to their lives, their communities, andthe society they live in. Table 1 outlines how this principle might manifest across grade spans.Table 1: Situating the Problem (YES, 2023) Situate the problem in a societal context: Students engage in real-world engineering challenges that expand their horizons while connecting to their lives, communities, and cultures. Activities begin with narratives that demonstrate how engineers shape our world by solving problems. Lower elementary

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago; Renata A. Revelo, The University of Illinois, Chicago; Musab Kazi; Betul Bilgin, The University of Illinois, Chicago; Justin Merchan; Houshang Darabi, The University of Illinois, Chicago

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Diversity

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Educational Research and Methods Division (ERM)

Background/MotivationStudents from low-income backgrounds (hereafter referred to as low-income students) have highaspirations, drive, motivation, and interest in attaining college degrees [1]–[3], yet, they are alsomore likely to have attended underserved primary and secondary schools and therefore morelikely to be underprepared for engineering studies in higher education [4], [5]. The financial needto complete higher education in the field of engineering is high for these students [6]. However,it is not the only variable necessary for their success. Aside from financial support, low-incomestudents may need academic, professional, social, and emotional support [7]–[9]. Without thesesupports, low-income students are more likely to leave higher

Conference Session

Engineering Technology Division (ETD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ravi C. Manimaran, Department Chair, Engineering Technology, Austin Peay State University; Ali Haider, Austin Peay State University

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Diversity

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Engineering Technology Division (ETD)

ABET’s Criterion 4 CI [11] states, "The program must regularly useappropriate, documented processes for assessing and evaluating the extent to which the studentoutcomes are being attained. The results of these evaluations must be systematically utilized asinput for the program’s continuous improvement actions". To accomplish the CI requirements,the department followed four strategies that encapsulate the faculty efforts toward CI.The four strategies were: (1) Department faculty, led by the main author of this paper, developeda 3-year schedule of assessment and evaluation, two Student Outcomes (SO) each year in arotating cycle. (2) Documented evidence of implemented action items (2019-22) demonstratingthat the results of student outcome

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Rizk, Duke University; William Ross Denton; Roxana Haas

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

these areas, creating a challenging environment particularly forunderrepresented engineering students. To combat this issue, a video and activities weredeveloped to emphasize teamwork and inclusion. The video was created by two students whohad taken the course in the previous year. It presented background information, mindful teachingabout inclusion, some discussion of the students’ personal experiences in the course, and anintroduction to the activities. The three activities that were developed were (1) a communicationgame, which allowed students to practice clear and respectful communication, (2) a teamworkand collaboration game, which aimed to show that each member of a team had somethingvaluable to contribute, and (3) a reflection and

Conference Session

Minoritization Processes and Equity in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University, Bozeman; Sidrah MGWatson, Montana State University, Bozeman

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

are more likely to leaveengineering and other STEM fields than their cisgender, heterosexual counterparts [1-3]. Thisattrition is attributed to reasons that stem from a culture and climate in STEM that is hostile toand invalidating of minoritized sexual and gender identities [4-6]. Engineering and other STEMfields have been clamoring to diversify their ranks for the past several decades on the promisethat a diverse workforce is more innovative and better positioned to solve complex, socialproblems. Removing these systematic barriers to LGBTQ people’s participation in engineering isessential for these fields to meet their goals to broaden participation.In this paper, we advance a conceptual framework to understand how heterosexism andcissexism

Conference Session

Self-Advocacy, Sense of Belonging, Measuring Authentic Diversity, Equity, and Inclusion, and Construction Management Education Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, The University of Illinois, Chicago

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Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

disorders anddecreased physiological health is well known [1-3]. Yet, evidence-based practices of supportsystems specifically for graduate students from historically marginalized communities to reducethe effects of climates of intimidation are not common. Indeed, researchers have found that suchstudents “would benefit if colleges and universities attempted to deconstruct climates ofintimidation [4]” and it has also been shown that teaching underrepresented minority studentsempowerment skills can improve academic success [5]. Self-advocacy originates from the American Counseling Association (ACA) and theLearning Disabilities (LD) communities for effective counseling that promotes academic successand is based on a social justice framework [6

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

questions measure the constructs as intended by the authors. However, themajority of validation studies in engineering education do not look at how items function forsubgroups of learners, particularly different racial, ethnic, and cultural groups [1]. Evenframeworks designed to improve the validity evidence provided regarding an assessment’s score,still leave out evaluations of fairness [2]–[4]. To gain a better understanding of how wellengineering assessment contexts are reflective of the diverse experiences of engineering studentsin the U.S., this work-in-progress paper explores the contexts of concept inventories from asociocultural perspective. The purpose of this WIP paper is to identify contexts that are used in three

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert P. Dalka, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Devyn Shafer; Brianne Gutmann, San José State University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

members, administrators, and staff hold positionsthrough which they have authority to determine policies and enact practices within academicinstitutions, students also have the ability to drive change. Student-led change is often sparkedfrom the ground up and benefits from students' perspectives and enthusiasm. These changes caninclude the building of new, inclusive, student-centered spaces to continue to move the workforward.In typical Engineering and Science educational systems, students often are not givenopportunities to build skills outside of narrowly defined, technical domains [1]. Experiences thatencourage students to engage in social justice and activist work are crowded out in manytraditional STEM programs. Oftentimes, spaces to

Conference Session

Chemical Engineering Division (ChED) Technical Session 5: Work-in-Progress Part 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander, P.E., Texas A&M University, Kingsville

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Diversity

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Chemical Engineering Division (ChED)

developed for the new student outcomes, which was preparedto ensure clarity of the student work evidence [1]. In a similar manner, Pejcinovic describes anextensive system of criteria and performance indicators that were adopted for an electrical andcomputer engineering department [2]. The faculty of a new engineering program at Angelo StateUniversity posited that a highly structured and clear assessment program is necessary for successin seeking initial accreditation, including the subdivision of SOs into clear and unambiguousparts for measurement of outcomes [3]. Other engineering faculty have described the substantialreliance on design courses for determination of student outcome attainment [4, 5]. The objectiveof this Work-in-Progress paper is

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sánchez-Peña, University at Buffalo, The State University of New York; Anne M. McAlister, University at Buffalo; Nichole Ramirez, Purdue University; Douglas B. Samuel; Syed Ali Kamal, University at Buffalo, The State University of New York; Xinrui Xu, Huazhong University of Science and Technology

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Diversity

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Educational Research and Methods Division (ERM)

engineering students to make informed academic and career choices in their late adolescence and early adulthood. ©American Society for Engineering Education, 2023Stigma of mental health conditions within engineering culture and its relationto help-seeking attitudes: Insights from the first year of a longitudinal study 1. IntroductionColleges and universities are trying to keep pace with the increasing mental health needs of students.However, it has been documented that students’ attitudes towards seeking help are still a barrier to the useof available resources, and such attitudes vary across student subpopulations, with engineering studentsbeing less likely to seek help for mental health conditions (MHCs) than

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University

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Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

’ skillsin designing courses that are welcoming and effective for all students [1]. A definition ofdiversity from The Inclusive STEM Teaching Project course material is given as:“Individual differences (e.g., personality, prior knowledge, and life experiences) andgroup/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin,and ability as well as cultural, political, religious, or other affiliations).”This same source defines inclusion as:“The active, intentional, and ongoing engagement with diversity—in the curriculum, in the co-curricular, and in communities (intellectual, social, cultural, geographical) with whichindividuals might connect—in ways that increase awareness, content knowledge

Conference Session

Experiential Learning and Professional Skills and Competencies: Attainment, Assessment, and Evaluation.

Collection

2023 ASEE Annual Conference & Exposition

Authors

John H. Callewaert, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

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Diversity

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Cooperative and Experiential Education Division (CEED)

focus on understanding and improving the learning that occurs in experiential, out-of-class activities for engineering students. Cassie previously received a B.A. in Engineering Sciences at Wartburg College (Waverly, IA) and her M.S. and Ph.D. de- grees in BME from the University of Michigan (Ann Arbor, MI). ©American Society for Engineering Education, 2023 Supporting the Development of Professional Competencies and Engineering Identity at ScaleWork in Progress PaperIntroductionExperiential learning opportunities have long been known to be important in higher education [1]as they have been linked to more successful recruitment and retention efforts and better

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

academia.IntroductionAttempts to understand research culture are not new, and there are examples of scholarsmapping, analyzing, and critiquing research culture in the sciences. Some examples are studiesranging from ethical concerns in psychology research [1], critiques of the underlyingphilosophical assumptions of scientific research [2]–[4], developing a framework for scientificresearch in the life sciences [5], to social and political critiques of funding practices in the STEMresearch enterprise [6]–[8]. Following these trends, scholars have explored the nature ofengineering and the cultural underpinnings that guide the field in both practice and training offuture engineers [9]–[13]. These works are often concerned with developing a deeperunderstanding of the

Conference Session

Towards a Participatory Action, Retention of Black Students, and Exploring Black Engineering Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcon, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine McNealy, University of Florida

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Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

curriculum (one that is contextual to their uniqueroles and identities of people in their learning/working environment), individuals either: (1)change their environment, (2) change themselves, or (3) perform no or minimal action.Particularly, majority women (White American) tended to perform the first two strategies morecompared to women of color (Black American, Latinx, Native American) who took no or minimalaction regarding their surrounding hidden curriculum. More recent unpublished research has alsofound similar findings among self-identified men and LGBTQIA+ individuals. The findingsuggests that for situational hidden curriculum, the actions, and decisions one may take to facepower is contextual and vary by different gender/racial/ethnic

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Autumn Cuellar, Utah State University; Sarah Principato; Sakshi Solanki; Catherine McGough Spence, Minnesota State University, Mankato; Marissa A Tsugawa, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

transferability of aneurodivergent codebook developed from social media content on TikTok. Neurodiversitystudies and acknowledgement of neurodivergence within diversity conversations are starting toemerge within engineering education research [1]–[5]. For example, a spike of publicationsmentioning “neurodivergent” or “neurodiversity” in the ASEE Peer depository occurred in 2020,which marks the early COVID-19 quarantine timeframe (e.g., [6]–[9]). This quarantine wassignificant for the neurodiverse community as many undiagnosed adults discovered throughsocial media (specifically TikTok) that they are, and always were, neurodivergent [10]–[14].While neurodivergent experiences are being included, fundamental understanding of what itmeans to be neurodivergent