Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Friday Emmanuel James, Kansas State University; Joshua Levi Weese, Kansas State University; Nathan H Bean, Kansas State University; Russell Feldhausen, Kansas State University; Michelle Friend, University of Nebraska - Omaha; Robert Stewart, Kansas State University; Carrie Grace Aponte; David S. Allen, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

factors of consideration for entering into the profession of teaching computerscience [39].We can therefore conclude that teacher identity plays a key role in shaping the pedagogicalapproaches and overall effectiveness of a teacher. It is thus imperative to evaluate the impactof the teacher training program on the unique identities of the teachers under study and howthey develop.Commitment. Teachers’ commitment plays a central role in the expansion and, subse-quently, the sustenance of computer science education, both on a rural and urban scale.Teacher training supports educators by boosting their commitment and confidence in theirability to teach computer science as well as leading students in completing course capstoneprojects [40]. Mentoring

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susan Bobbitt Nolen, University of Washington; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

Tagged Topics

Diversity, NSF Grantees Poster Session

seek through our work overall isthe enhancement of both students’ and faculty’s capacities to engage issues of inclusivity, equityand social justice. Towards this end, we aspire to shift School community members’ cognitiveand affective knowledge of power and privilege. While there are quantitative assessment toolsthat measure related constructs (e.g. cultural competencies), we are not aware of any instrumentsthat measure a person’s understanding of social power and oppression, particularly how sociallyconstructed differences and identities like gender, race, and class intersect and combine to affectpeople’s lives in various settings. Our research team is in the early stages of constructing such aninstrument, and will begin piloting it soon to

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tanveer Mansur Syed, Florida Institute of Technology; Godwyll Aikins; Catherine G. P. Berdanier, The Pennsylvania State University; Kim-Doang Nguyen, Florida Institute of Technology

Tagged Divisions

Educational Research and Methods Division (ERM)

programsoptimize curricula to prepare students for a data-driven profession.Engineering identity is a dynamic construct evolving throughout students' academic experiences,encompassing technical competence and a sense of belonging in the engineering community [4],[5]. Key factors include performance/competence beliefs, interest, and recognition from peers andmentors [6]. Meanwhile, data skills have become crucial for engineering graduates [2], thoughintegrating data science into engineering curricula varies across institutions [9]. Recent studies [1],[7], [8] have begun exploring the link between data proficiency and engineering identity, butfurther research is needed to clarify how specific data skills influence identity formation.Understanding how

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University; William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

requirecooperation among experts from many fields. Successful leaders must harness the diversecapabilities of teams composed of these experts and be technically skilled. Undergraduateengineering students can fill this need by learning how to be effective leaders during theirformation as engineers. Unfortunately, many engineering students graduate with littledevelopment of leadership skills; engineering educators do not currently have asufficient understanding of how engineering students develop into leaders.This NSF ECE supported project seeks to improve educators’ understanding of the interactionbetween leadership and engineering identities in the formation of undergraduate engineers. Thiswork postulates that a cohesive engineering leadership identity

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Katja Holtta-Otto, University Of Massachusetts-Dartmouth; Pia Helminen, Helsinki University of Technology (TKK); Kalevi Ekman, Helsinki University of Technology (TKK); Thomas Roemer, University of California-San Diego

Tagged Divisions

Design in Engineering Education

motivatedpeople selecting the dispersed team. In either case, we gladly notice that the pilot program doesnot seem to over-burden students. The only other question, where the averages differ somewhatsignificantly (p=0.06) is in the question related to purchasing, manufacture, and assemblyproblems. These were less of a problem with the dispersed team, but this is likely due to the typeof project rather than the fact that the team was dispersed. In general, we conclude that since thestudent feedback from the non-dispersed and dispersed team is identical, the pilot program cancontinue without unfairly disadvantaging students. We will continue to monitor the progress andcollect more qualitative and quantitative data as the program

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haiying Long, University of Kansas; Stephen Secules, Florida International University; Jingjing Liu, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

post-traditional students in terms ofcategories and extents of post-traditional status, 2) examine the intersectionality of the post-traditional population with other historically excluded demographic groups, and 3) assess theeducational outcomes for this intersectional and underserved population. We draw onintersectionality theory and Choy’s [1] post-traditional student status classifications tooperationalize the analytical categories and procedures for our quantitative study. We utilize thede-identified institutional data from undergraduate engineering students enrolled during the2023-2024 academic year at a large Hispanic-Serving Institution in the Southeastern UnitedStates and employ descriptive statistics, mean difference tests, and

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

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

Student Peer Mentorship in Academia,” Mentor. Tutoring Partnersh. Learn., vol. 27, no. 5, pp. 549–576, 2019, doi: 10.1080/13611267.2019.1686694.[14] M. Jennings, “A Review of the State of LGBTQIA+ Student Research in STEM and Engineering Education,” p. 24.[15] N. Kalkunte, M. Nagbe, and M. Borrego, “Climate Survey Report,” Cockrell School of Engineering, Feb. 2022. [Online]. Available: https://cockrell.utexas.edu/images/pdfs/CockrellSchool-ClimateSurveyReport2022.pdf[16] N. H. Choe, M. Borrego, L. L. Martins, A. Patrick, and C. C. Seepersad, “A Quantitative Pilot Study of Engineering Graduate Student Identity,” in 2017 ASEE Annual Conference & Exposition Proceedings, Colum, 2017.[17] relating to diversity, equity

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Layla Araiinejad, Auburn University; Thomas Heaps, Utah State University; Wade Goodridge, Utah State University; Brooke Cochran, University of Colorado Boulder

Paper ID #36954Exploring the Influence of Students’ Perceptions of CourseAssessment on Retention and Professional Identity FormationLayla S Araiinejad I hold a Bachelor's of Industrial in Systems Engineering from Auburn University and am a future graduate student at MIT!Thomas Matthew Heaps Concurrent undergraduate senior in Mechanical Engineering and first year Master student in Engineering Education.Brooke Elizabeth CochranCassandra J McCall (Dr.) Cassandra McCall, PhD, is an Assistant Professor in the Engineering Education Department at Utah State University. Her research focuses on enhancing diversity

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xixin Qiu, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

multilingual writers inengineering and the potential of corpus-based writing instruction, the current study creates alanguage module in a form of tutoring intervention and assesses its effectiveness on fourmultilingual graduate students in Mechanical Engineering. Using a genre- and discipline-specific corpus consisting of 150 published empirical articles and 32 graduate students’manuscripts in Mechanical Engineering, the tutoring presents authentic and meaningful textsas linguistic reference. In so doing, the instructor can be saved from make discipline-inappropriate choices such as choosing an expression common in general academic Englishbut infrequent in Mechanical Engineering. By comparing sentence-level features betweenexpert and student writing

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alyssa V. B. Santos, Pennsylvania State University; Sarah J. Boehm, Pennsylvania State University; Fadi Castronovo, California State University, East Bay; Tiffany A. Mathews, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

undergraduate research programming was thoroughly disrupted due to the COVID-19pandemic, it became evident that incoming graduate students may not have had the opportunityto fully prepare for the changes experienced in the first semester of graduate school. To ease thistransition, the Center for Nanoscale Science, a National Science Foundation Materials ResearchScience and Engineering Center (NSF-MRSEC) at Penn State University, developed theGraduate Research Experience and Transitioning to Grad School (GREaT GradS) programinitially for the summer of 2021 as a 6-week, graduate school summer foundational program forincoming students in disciplines spanning engineering, materials science, chemistry, and physics.After a successful pilot in 2021, the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign; Michael F. Insana, University of Illinois, Urbana-Champaign; Gabriel R. Burks, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

Update Proposed Revisions to EAC General Criteria 3 and 5". 2016 EDI, San Francisco,CA, 2016, March. ASEE Conferences, 2016.3. Denecke, D., K. Feaster, and K. Stone. "Professional development: Shaping effectiveprograms for STEM graduate students." Washington, DC: Council of Graduate Schools(2017).4. Trevelyan, J. The Making of An Expert Engineer. (Taylor and Francis, 2014).5. Ahlqvist, S., London, B. & Rosenthal, L. Unstable Identity Compatibility How GenderRejection Sensitivity Undermines the Success of Women in Science, Technology, Engineering,and Mathematics Fields. Psychological Science 24, 1644-1652 (2013).6. Wieman, C., & Gilbert, S. (2014). The Teaching Practices Inventory: a new tool forcharacterizing college and university

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

returning students may feel out of place or unwelcomedin their graduate programs1, 5. An earlier qualitative study of engineering doctoral returners bytwo members of our team7 supports these findings and suggested returners face a number ofcosts, including those related to finances, balance of work and personal responsibilities, theirlevel of academic preparedness, and adapting to the cultural environment of engineering PhDprograms.Despite these challenges, having extensive prior work experience before pursuing PhD workmay prove to be valuable for returners’ academic work. Returners have a wide range of pastpersonal and professional experiences, which may include work in education, industry,government, or the military, that can inform their

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle C. Vigeant, Pennsylvania State University; Vikash Gayah, Pennsylvania State University; Andrea Paola Arguelles, Pennsylvania State University

Tagged Divisions

Graduate Studies Division (GSD)

interviews with each participant is provided below.Participant 1 (P1): P1, a fifth-year architectural engineering graduate student, initially intendedto pursue a master's degree and enter industry but decided to stay for a Ph.D. due to his passionfor research. He learned about the seminar through his wife and enrolled to gain valuableknowledge and feedback without dedicating excessive time. P1's expectations included learningabout the interview process, preparing application materials, and exploring non-academicopportunities. The seminar broadened his understanding of career options, provided insights intocrafting application documents, and facilitated peer review. He believes the seminar surpassedhis expectations to some extent, although he

Collection

1999 Annual Conference

Authors

May Movafagh Mowzoon; Mary Aleta White; Stephanie L. Blaisdell; Mary Anderson-Rowland

Movafagh Mowzoon is the program coordinator of WISE Investments, the pilot project. She is currentlypursuing a doctoral degree in bioengineering from Arizona State University.MARY ALETA WHITEMary Aleta White is the acting director (1998-99 academic year) of the Women in Applied Science and Engineering(WISE) Program at Arizona State University. She earned her Ph.D. from Arizona State University in EducationalPolicy Studies with an emphasis on student retention issues.STEPHANIE L. BLAISDELLStephanie Blaisdell is the Director of the Women in Applied Science and Engineering (WISE) Program at ArizonaState University. She previously served as the assistant director for the progrsm since its inception in 1993.Stephanie holds a master’s degree in

Conference Session

Women in Engineering Division Technical Session - Strategies Beyond the Classroom to Tackle Gender Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Ruth A Childs, University of Toronto; Aimy Bazylak, University of Toronto

Tagged Divisions

Women in Engineering

Questionnaire,” in The SAGE Handbook of Personality Theory and Assessment:Volume 2 — Personality Measurement and Testing, London, 2008.[22] J.L. Holland, “A Personality Inventory Employing Occupational Titles,” Journal of Applied Psychology, 42(5),1958.[23] J.M. Schuerger. (1995) “Career Assessment and The Sixteen Personality Factor Questionnaire,” Journal ofCareer Assessment, 3(2), 157-175.[24] M.L. Galloway et al.. (1991). “Comparing the Cattell 16PF Profiles of Male and Female Commercial AirlingPilots,” Proceedings of the Human Factors Society 35th Annual Meeting.[25] V.L. Nagarjuna and S. Mamidenna, “Personality Characteristics of Commerce and Engineering Graduates – AComparative Study,” Journal of the Indian Academy of Applied Psychology, 34(2

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

sociocultural dimensions of engineering education.Andrew Elby, University of Maryland, College Park Andrew Elby’s work focuses on student and teacher epistemologies and how they couple to other cognitive machinery and help to drive behavior in learning environments. His academic training was in Physics and Philosophy before he turned to science (particularly physics) education research. More recently, he has started exploring engineering students’ entangled identities and epistemologies.Dr. Ayush Gupta, University of Maryland, College Park Ayush Gupta is Assistant Research Professor in Physics and Keystone Instructor in the A. J. Clark School of Engineering at the University of Maryland. Broadly speaking he is interested in

Conference Session

Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Katherine R. McCance, The University of Texas at San Antonio

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

first-generation status [10], [11], [12]. Much of the HSI STEMliterature focuses on undergraduate students’ outcomes and experiences, and there is a need tostudy STEM pedagogies that support student success at HSIs [13].This paper focuses on a pilot PD program for engineering graduate students that wasimplemented at an HSI for graduate students to build their knowledge, beliefs, and confidence increating inclusive learning STEM environments. This paper will describe the context andstructure of the PD program, followed by preliminary qualitative and quantitative results fromthe first year of the program. The data collection and analysis focused on understanding theprogram’s impacts on the engineering graduate students' confidence in and beliefs

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Rick Hill, University of Detroit Mercy; Vanessa Burrows, University of Detroit Mercy; Linda Slowik PhD

Tagged Topics

Diversity

Minnesota, Dulut ©American Society for Engineering Education, 2025 Experiences in Piloting a Program for Implementing High Impact Practices with Limited ResourcesAbstractIt is known that low-income, first-generation, and underrepresented students in engineering andcomputer science have rates of retention and graduation that lag behind their peers. A growingbody of research has identified a range of high-impact practices and exemplar programs thathave been successful in improving outcomes for these at-risk populations. Some areas that thesepractices seek to address include: financial need, academic preparation, sense of community,confidence, and professional identity. The challenge of

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

themselves as engineers and the work that engineering entails.The overarching goal of our research agenda is to facilitate future research aimed atunderstanding how working in teams influences the emergence of professional identity andcapability among undergraduate engineering students. The purpose of this study is to advancedevelopment of a tool, the Within-team Task Choice Survey (WTCS), for collecting data abouthow students spend time, select tasks, and envision their role in the context of a team-baseddesign project.Literature Review: Team-based learning in engineering designWidely used as a pedagogical strategy for developing technical skills and professionaldispositions, team-based learning is commonly leveraged in design courses in chemical

Conference Session

History, Program Design, and even a Journal Club

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Wendy Crone, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Jeffrey Russell, University of Wisconsin, Madison; Paul Peercy, University of Wisconsin, Madison; Darryl G. Thelen, University of Wisconsin, Madison; Daniel Klingenberg, University of Wisconsin, Madison; Amy Wendt, University of Wisconsin, Madison

Tagged Divisions

Multidisciplinary Engineering

landscape that our graduates face strongly suggests a need to change the preparationour students receive.The University of Wisconsin-Madison has been facilitating change in the undergraduate programto promote a different kind of engineering education. To provide leadership and strategy forchange, the College of Engineering (CoE) formed the Engineering Beyond Boundaries EB2 TaskForce (TF) consisting of a core group of faculty.. Through a series of focus groups, facultymeetings and the formation of a larger working group, faculty and staff articulated and pursuedthe following goal:The College of Engineering will provide a contemporary engineering education that is strong inthe fundamentals of the discipline and also fosters an understanding of the

Conference Session

Study and Research Abroad

Collection

2018 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech

Tagged Divisions

International

, directed by academicmentors, with the goal of establishing a small class atmosphere that promotes peer-to-peer interactions, expandslearning beyond the classroom, and provides with mentoring and role modelling relationships. The initial goal ofthe program was to generate intrinsic motivation in engineering students regarding their civil engineeringeducation [12]. The purpose of this exploratory study is to present preliminary information about the implementationof Icarus, as a radical engineering education experiment. The program’s goal was to provide students with adifferent space to develop the competencies and skills desired while simultaneously they form their identity asengineers. Icarus is an innovative solution since the School or

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma Treadway, Trinity University; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Topics

NSF Grantees Poster Session

work? 2) Over the course of their early college experiences with mathematics, science, and engineering, how do students’ global affect about mathematics, science, and engineering change? 3) How do students’ local and global affect about mathematics, science, and engineering contribute to/interact with their identities, including engineering identity?While affect has been widely studied using qualitative methods, our parallel use of qualitativeinterviews and piloting of quantitative survey instruments will contribute to the development ofquantitative measures of affect that can be employed by others in STEM education. For thepurposes of this short grant summary, we will be focusing on the second research question

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brett Tallman, University of Texas at El Paso; Bryce E. Hughes, Montana State University - Bozeman; William J. Schell

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

has emerged as a core skill for thesuccess of new graduates and career growth. While the leadership studies field enjoys a broadliterature base, there is concern that many leadership development efforts have not demonstratedquantitatively substantive impacts on their students [9]. Some suggest this may be due to thecomplex, individual, and dynamic nature of leader development [10].IdentityOne approach that has emerged to meet the challenges of leader formation is identity (how onesees oneself, and is seen by others, in society). This approach has seen growth in the leadershipstudies field (e.g.,[3]) but is yet to be widely applied within an engineering context [11]. Thatsaid, some scholars interested in engineering leadership development have

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Karen T. Klebbe, Centennial High School, Champaign IL; Thomas Tran, University of Chicago; Elizabeth Ann McNeela, University of Illinois Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

, J. Robinson, J. McLean, K. Jensen, and H. Golecki, “Revolutionizing Robotics: Broadening the Definition of Engineering by Engaging Students in Soft Robotics,” The Science Teacher, vol. 90, no. 5, May 2023, [Online]. Available: https://www.nsta.org/science-teacher/science-teacher-mayjune-2023/revolutionizing- robotics[16] H. M. Golecki, T. Tran, E. McNeela, and K. J. Jensen, “Pilot Study of the Impacts of a Robotics Curriculum on Student’s Subject-related Identities and Understanding of Engineering,” in Proceedings of the American Society of Engineering Education, Baltimore, MD, Jun. 2023.[17] S. E. Coulter, “Using the retrospective pretest to get usable, indirect evidence of student learning,” Assessment &

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Divisions

Mathematics

mathematics graduate students. As of Fall 2016, I will be an Assistant Professor of Engineering and Science Education at Clemson Uni- versity.Dr. Lisa Benson, Clemson University Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student moti- vation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incor- porating engineering into

Conference Session

Equity, Identity, and Pedagogy in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rasha Malaeb, American University of Beirut; Elsa Maalouf, American University of Beirut; Aya Mouallem, Stanford University; Jana Sabra, American University of Beirut

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #46475Can I Be An Engineer? Factors Influencing Women’s Decisions to PursueUndergraduate Engineering Studies in Lebanon (Fundamental)Rasha Malaeb, American University of Beirut Rasha Malaeb (she/her) is a Computer and Computer Engineering student at the American University of Beirut. She is a research assistant and event coordinator at the Pipeline and Mentorship Initiative at the American University of Beirut where she works on student support-projects as the Peer2Peer Mentorship . Rasha is an applicant of the Women Leader’s in Engineering Full Scholarship and her research is focused on enhancing women’s

Conference Session

GSD 3: Pedagogy and Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hyena Cho, University of Illinois Urbana-Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign; Marcia Pool, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign

Tagged Divisions

Graduate Studies Division (GSD)

Director of Assessment and Research team at the Siebel Center for Design (SCD) at the University of Illinois at Urbana-Champaign. I work with a group of wonderful and talented people at SCD’s Assessment and Research Laboratory to conduct research that informs and evaluates our practice of teaching and learning human-centered design in formal and informal learning environments. My Research focuses on studying students’ collaborative problem solving processes and the role of the teacher in facilitating these processes in STEM classrooms. ©American Society for Engineering Education, 2025Integrating Service-Learning and the Entrepreneurial Mindset in aTeaching and Leadership Course for Graduate

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Danielle V. Lewis; Kayleigh Merz, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

information to those involved in undergraduateresearch, without the student’s perceptions of the URE’s impact on their sense of researcheridentity, the degree to which they may benefit students remains unknown. In developing a clearerunderstanding of how students participating in UREs perceive their researcher identity, thoseinvolved in these experiences can better tailor engagement to enhance undergraduates’experiences.Researchers who study UREs have explored some of the broader student outcomes in a varietyof contexts (e.g., biomedical engineering, mechanical engineering, science) [5], [6], [7]. Thiswork and other work has expanded the body of knowledge about students’ experiences inundergraduate research beyond skill development and career

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Sandra Ingram, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Liberal Education/Engineering & Society

specific to a first year Thermodynamics course, and aMechanical and Biosystems engineering program, demonstrate the aptitudes for lifelong learning.The analysis is guided by the research question that emerged from the data: What evidence ofstudents’ aptitudes for lifelong learning is found when students are encouraged to speak abouttheir learning experiences? The data are analyzed via hypothesis coding that was constructedusing the seven Dimensions of Learning Power from Deakin Crick et al.’s (2004) EffectiveLifelong Learning Inventory (ELLI)6, and the emergent codes of Becoming an engineer andAppreciation for lifelong learning. Through this pilot study, which has serendipitously emergedfrom these data, we propose to explore both the capacity and

Conference Session

Voices of Diversity: Perspectives and Experiences in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Najme Kishani, University of Toronto; Jason Bazylak, University of Toronto; Aimy Bazylak, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

education. The presented findings emanate from the fourth phase of anextensive multiphase mixed-method research project. The project seeks to elucidate theimpediments that underrepresented students, particularly women, face in pursuing graduateengineering degrees and the potential solutions to overcome those barriers.Our methodology in this phase encompassed a comprehensive mixed-method survey, garneringresponses from over 600 undergraduate and graduate engineering students within the Faculty ofEngineering. Preliminary analyses revealed that the decision to pursue graduate studies isinfluenced by intersectional identity variables.In the sphere of engineering education, the pursuit of diversity, inclusion, and equity has longbeen recognized as