Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cole Joslyn, University of Texas at El Paso; Amira Williams, University of Texas at El Paso; Angelica Ann Littles

MarcelinoSerna, the most decorated soldier from Texas during World War I—but denied the Medal ofHonor because of his Mexican heritage and immigrant status. I am currently a faculty member ata large HSI in the southwestern U.S. along the U.S.-Mexico border. My research focuses onhumanizing engineering education, particularly, increasing LatinX students’ sense of belongingin engineering, integrating holistic, socio-culturally responsive practices and LatinX culturalassets and values into educational success strategies, and understanding how LatinX studentsexperience values conflicts and exploring how to help them reconcile those conflicts.Amira’s testimonioCultureI was born in San Bernardino, California, however, I wouldn’t consider myself from there

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Na'imah White, University of Massachusetts Lowell; Karoline Evans, University of Massachusetts Lowell; Douglas Correa Ospina, University of Massachusetts Lowell

attention [12], a competitive, hostile environment in the classroom [11], anda disconnect between how the information is presented and how students learn [10]. A project manager is a professional that is oftenfound in engineering industry/fieldwork that organizes, plans, and executes projects while leading a team of engineers [9]. In theacademic setting, a PM could act as an accessible mentor and advisor for students [28]; they can ease those who feel lost in theclassroom, are unsure about their career goals, and whom need further explanation and advice in a more personalized manner than aprofessor can offer. Research has found that when faculty members were accessible to students, students had more confidence in theircapabilities and subsequently

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tom Carter, College of Dupage; Cory Dicarlo; Susan Fenwick; Marcia Frank, College of Dupage; Richard Jarman, College of Dupage

summer research programs and travel for five STEM students per year. In addition to the purely financial support, the selected students received the support of aStudent Success Coach. The Success Coach was a half-time employee completely dedicated tomonitoring and supporting these 20 to 24 students.Support provided by the Coach included:  Student support services: Provides proactive individualized academic advising and career support through case management and coaching  One-on-one meetings: both electronic and in-person  Academic monitoring: the use of mid-term grade sheets or electronic records to monitor progress; mandatory meetings with the coach before dropping any classes  Resource guides: on career exploration

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Joanna Li, University of Toronto; Jenifer Hossain, University of Toronto

., 2012). • Integrative approaches (i.e., exploring how factors from multiple dimensions of student development are interwoven through life, Evans, et al., 2010): Relational Developmental Systems Theory (Lerner et al., 2013, cited in Gilmartin et al., 2019). • Typology theories: Person-environment fit - personality and career interests (Holland; 1997, cited in Branch et al., 2015). As shown in the list, some of the studies were informed by well-recognized studentdevelopment theories in higher education (e.g., work by Bandura, Holland, Kohlberg, Perry,Terenzini, Tinto, and Weidman). On the other hand, several studies (i.e., Gilmartin et al., 2019;Godwin et al., 2016; Jensen & Cross, 2021; Nelson et al., 2015

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kayla Ney, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

will help them prosper in their engineering careers.Heidi A. Diefes-Dux (Professor) Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln (UNL). She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University and now leads the Discipline-Based Education Research Initiative in the College of Engineering at UNL. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karl Schubert, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Massey, University of Arkansas; Carol Gattis, University of Arkansas; Jennie Popp; Chunhua Cao, The University of Alabama; Thomas Carter, University of Arkansas; Divya Muralidhara, University of Arkansas

State-wide multi-college faculty and administration workgroup, with the Arkansas Center for Data Science as the Education & Workforce Development Research Theme for an NSF EPSCoR grant, to develop a consistent and collaborative interdisciplinary multi-college B.S. and Associate degree, and certificate program in Data Science, and leading a team developing a State-wide High School path for Data Science for the Arkansas Department of Education, and he is developing an interdisciplinary multi-college Innovation Curriculum. Dr. Schubert is also a member of the NAMEPA Board of Directors and represents NAMEPA on The Carpentries Equity Council. Before his appointment at the University, in senior-level corporate roles

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Michael Lenover, University of Waterloo; Eugene Li, University of Waterloo; Sanjeev Bedi, University of Waterloo

Paper ID #37185Co-Designing Design Activities with Undergraduate StudentsChristopher Rennick (Engineering Educational Developer) Christopher Rennick received his B.ASc. and M.ASc. in electrical engineering from the University of Windsor, in Windsor, Ontario, Canada. Chris is currently a Ph.D. candidate in Management Sciences at the University of Waterloo studying students’ design skill development. Chris was awarded the Canadian Engineering Education Association Engineering Education Graduate Student Award in 2019 for his contributions to the field. Since 2010, Chris has been a member of the instructional staff

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Ita, The Ohio State University; Laine Rumreich, The Ohio State University; Krista Kecskemety, The Ohio State University; Rachel Kajfez, The Ohio State University

. She has been conducting research in engineering education for five years, and focuses on computing education and entrepreneurship.Krista M Kecskemety (Assistant Professor of Practice) Krista Kecskemety is an Associate Professor of Practice in the Department of Engineering Education at The Ohio State University and the Director of the Fundamentals of Engineering for Honors Program. Krista received her B.S. in Aerospace Engineering at The Ohio State University in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences

Conference Session

Imagining the Research Agenda for ASEE LEAD

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Meg Handley, Pennsylvania State University; Brian Novoselich, United States Military Academy; Matthew Dabkowski

Paper ID #38130Mapping Engineering Leadership Research through an AI-enabled Systematic Literature ReviewMeagan R. Kendall (Associate Professor) Dr. Meagan R. Kendall is an Associate Professor in the Department of Engineering Education and Leadership at the University of Texas at El Paso. As an NSF Graduate Research Fellow, she received her M.S. and Ph.D. in Mechanical Engineering, with a concentration in Biomechanics, from The University of Texas at Austin. An engineering education researcher, her work focuses on enhancing engineering students' motivation, exploring engineering identity formation, engineering

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Lee, University of California, Santa Cruz; Dustin Palea, University of California, Santa Cruz

science at an earlier point in time. However, as we continued to run thegroups, we began to see that they were not just providing an alternative pathway, they were alsohelping to support student entry into undergraduate research experiences.There were a few reasons for this. First, the lightweight nature of the reading groups made it aneasy entry point for busy students. Once they joined, they were able to learn about research beingactively worked on by faculty members and begin to understand the nature of research. Second,the relational nature of the groups also meant that they often built connections with otherstudents who were in research labs which (we believe) helped them to understand what it wouldlook like and which encouraged them to

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Miami University; Rachel Kajfez, The Ohio State University

from these surveys were used to improve the workshops over timeensuring they met the needs of the families involved.MethodsFor this paper, we chose an autoethnographic approach. Autoethnographies allow for the first-hand examination of researchers’ experiences [31]. Others in engineering education have usedsimilar approaches to share experiences as graduate students (e.g., [32]), instructors (e.g., [33])and early career faculty (e.g., [34]). As researchers in these informal learning spaces, we werefascinated by the past work of others and interested in understanding the similarities anddifferences between our lived experiences in informal STEM learning spaces. Our goal was togenerate recommendations for others interested in working in this

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Tech (primary) and Universidad EAFIT (secondary); Catherine Twyman, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University; Benjamin Chambers, Virginia Polytechnic Institute and State University

industry demand and academic fulfillment. A global engineer and researcher, Tahsin is an advocate and ally for better inclusion in STEM and beyond.Juan David Ortega-Alvarez (Collegiate Assistant Professor) For several years after earning my engineering degree in 2001, my professional duties included working full-time as a process engineer at a chemical company and teaching engineering courses as an adjunct instructor. In 2009 I left a seven- year long career in industry—interrupted only by my time abroad earning a master’s in engineering—to become a full- time faculty member, mostly in pursuit of one goal: professional and personal fulfillment. To be sure, the most gratifying experience I have had in my career is

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariah Arral, Carnegie Mellon University

accommodation is to request copies of notes and/or recordings fromlectures. These can come in the form of written notes, slides, and/or recording from 1) theprofessor and/or 2) a notetaker that is another student present in the class.31 The second optioncan and does lead to students being forced to disclose their disabilities to both the professorand their peers to obtain accommodations.31 As was previously mentioned, disclosing disabilitystatus should be a personal decision, and not one predicated on obtaining an accessibleclassroom experience. Additionally, providing notes, slides and/or recordings can assist morethan just the disabled students (Curb-Cut Effect).56 Uploading notes is a small but impactful wayto support students with disabilities.8

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brett Tallman, Montana State University - Bozeman; Bryce Hughes, Montana State University - Bozeman; Robert Carson, Montana State University - Bozeman; William Schell, Montana State University - Bozeman

, which used a groundedtheory method to gain insight into the formation of these individuals as leaders. The secondsource in the Scoping Set is the Troost leadership institute at University of Toronto [2, 15, 17,27], which researched how leader identity is perceived in the profession. More, it did so in termsof professional values, which provide the engineering student an opportunity to “…[recognize]themselves as members of a leadership profession” [15]. The third scoping literature sourceconsists of three articles, based on leadership development in bioengineering courses atUniversity of Illinois Urbana-Champaign [26, 28, 29]. The largely quantitative exploration ofengineering leadership development measured various aspects of leadership growth

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Caitlin Wylie, University of Virginia; Natalie Evans, University of Virginia; Jamie Jirout, University of Virginia; Jessica Scoville, University of Virginia; Elizabeth Opila, University of Virginia

content they were learning. Ultimately, all students entered the lab with some degreeof curiosity and engaging in a research experience provided an opportunity to explore newquestions and deepen prior knowledge.Response to uncertainty Every student interviewed in the study reported that they sought the help of a graduatestudent when they encountered uncertainty, and most also mentioned the lab’s PI as a source ofhelp. In many cases, students worked directly with a graduate student in the lab and assistedthem with their projects, therefore, it is likely that grad students were often physically present inthe lab when uncertainty arose or were available to call or email. It is also possible thatundergraduate students felt more comfortable

Conference Session

Mechanical Engineering: Student Growth

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anu Osta, Rowan University; Melanie Amadoro, Rowan University; Smitesh Bakrania, Rowan University

Success Programs which include an array of services geared towardhelping students achieve academic success. These include general advising, career advancement,education abroad, disability resources, first-year programs, testing, tutoring and military services. Figure 1. Advising structure at this universityThe College of Engineering supports a dual advising system comprised of professional advisingand faculty mentoring. It has the office of the Assistant Director of Academics which serves asthe professional advising arm. It is aided by the undergraduate coordinator which is usually anindividual engineering faculty member. Both combined, advise the first-year and second yearstudents with their transitional needs

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Rebecca Thomas, Bucknell University; Stewart Thomas, Bucknell University; Robert Nickel; Stu Thompson, Bucknell University

, particularly in the design thread of the ECE curriculum. Initial results are positive, andthe project is currently experimenting with different e-portfolio formats that can elicit howstudents are developing both functionings and capabilities. One major issue that is still beingworked out is how to have a single portfolio that covers all four years of the program. The initialexperiments are thus focused on having students address different prompts each year. In the firstyear students explore various functionings in the major and identify personally relevantfunctionings. In the second year the focus is on potential careers, extending the functioningsview beyond the undergraduate program. In the third year students focus on processes ofpersonal

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

Engineering (SE), Cybersecurity and Information Assurance(CIA)), are often indifferent to the content delivered in this manner and lack engagement withthe course material until the date of an assessment activity is near [1]. Not only does a passivelearning environment such as this fail to garner the students’ attention, but it also falls short indelivering opportunities for students to develop their soft skills.The materials for this course were originally designed for an in-person, active learningenvironment, using a variation of the ADDIE (Analysis, Design, Development, Implementation,Evaluation) process model [2]. In previous in-person course offerings, the authors had observedhigher levels of engagement when students participated in class

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

, Tamesue, Asahi, & Ishikawa, 2015), self-regulated learning and past and present academic achievements (Wolters & Hussain, 2015). Theperseverance of effort subdimension of grit has also been found to strongly predict academicadjustment, college grade point average, college satisfaction, sense of belonging, faculty-studentinteractions, students’ intent to persist, and is negatively related to students’ intent to changemajors (Bowman, Hill, Denson, & Bronkema, 2015). While the consistency of interestsubdimension was found to predict career changes in adults (Duckworth & Quinn, 2009;Bowman et al., 2015). The motivation to explore the impact of the grit construct on students’learning outcomes in engineering school stems from the fact

Conference Session

Military and Veterans Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Wilkinson, Utah State University; Angela Minichiello, Utah State University

Paper ID #37063U.S. Military Students in Civilian UndergraduateEngineering Programs: A Narrative Review of the StudentVeteran and Servicemember LiteratureHannah Wilkinson Hannah Wilkinson is a graduate student in Engineering Education at Utah State University. She received a B.S. in Chemical Engineering in 2019 from the University of Utah.Angela Minichiello (Assistant Professor) Angela (Angie) Minichiello, Ph.D., P. E., is an Assistant Professor of Engineering Education and Adjunct Faculty in Mechanical and Aerospace Engineering at Utah State University. Her research employs asset-based frameworks to improve

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Jessica Martin, Baylor University; Jana Roste, Baylor University; Austin T. Smith, Baylor University; Shane Michael Meyer, Baylor University; Emma G Cartisano, Baylor University; Emily Sandvall, Baylor University; Andrea Pouso Morales, Baylor University

Tagged Topics

Diversity, Full Papers

. Broadly categorized, students’understandings of success related to career preparation and opportunities—an expected theme forthose in technical degree programs, happiness or enjoyment in life, and living a life of purpose—what some might call “the good life.” Edwin’s response to our questions related to successreveals such understandings of success are not necessarily exclusive: “To me, [success] meansbeing able to fulfill your own personal purpose, while at the same time, enjoying it and making agood living out of it, I would say. That’d be success.”Though student participation in specific majors clearly shapes notions of success, students’insistence that the profitability of a future career is not the only—and sometimes not even theprimary

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alicia Washington, Duke University

the NSF-funded Athena Institute for Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ‘00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee. She is a native of Durham, NC. © American Society for Engineering Education, 2022 Powered by

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Thomas Siller, Colorado State University; Abigale Johnson; Samantha Fischer, Colorado State University; Matthew Lurtz

Paper ID #37659Connecting Education Abroad with an in-class EWBInternational Challenge ProjectThomas J. Siller (Associate Professor) (Colorado State University) Thomas Siller has been a faculty member at Colorado State Unversity for over 34 years.Abigale Johnson Abigale Johnson is a learning and development professional who most recently served as the Education Program Director at Engineers Without Borders USA, leading the organization's transformational educational initiatives. Through her role, Abigale served on the international steering committee of EWB organizations that were responsible for developing and

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianna Cooper, Florida International University; Trina Fletcher, Florida International University

be presenting on COVID-19 and U.S. Higher Education: The Realities of Undergraduate International STEM Students’ Experiences.Trina L. Fletcher (Assistant Professor) Dr. Trina L. Fletcher is an Assistant Professor of Engineering and Computing Education and a Faculty Fellow for the Division of Diversity, Equity and Inclusion (DEI) at Florida International University. Her research includes asset-based studies on women and people of color within STEM education and engineering and computing education at historically Black colleges and universities (HBCUs). Dr. Fletcher uses large-scale data sets to conduct research using mixed- methodologies focused her target populations. She is a 2022 NSF CAREER awardee for a project

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Kenyon; Lisa Benson, Clemson University; William Bridges, Clemson University

Paper ID #37156First-Year Engineering Student Perceptions of CalculusExams and Future-Oriented MotivationCatherine Mary Kenyon Catherine Kenyon (she/her) is a PhD Candidate in the department of Engineering and Science Education at Clemson University under the guidance of Dr. Lisa Benson as well as a faculty member for the School of Mathematical and Statistical Sciences serving as a lecturer and course coordinator for Calculus I. She received her B.S. (2017) and M.S. (2019) in Mathematical and Statistical Sciences from Clemson University. Her research interests are future time perspective, student motivation

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn O'Harra, The University of Alabama

, discussing the root, secondary,and immediate causes of a problem then analyzing the impacts and consequences. In semester two,smaller teams worked on a research project exploring the moral, legal, ethical, and social elementssurrounding an issue, evaluating from different disciplinary and personal perspectives. Other guests were integrated within this first year, to foster connections in the campuscommunity. This included faculty from the Center for Leadership and Service and Center forCommunity-Based Partnership, training through the engineering career center, conversations witha professional engineering and a scientific research librarian, and engagement with the VicePresident of the division of Diversity, Equity, and Inclusion. Networking

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

form individual academic identities. In this manner,learning becomes more about the individual and less about the course.Mini-project scaffoldingThe first few mini-projects in a series are typically team-based and meant to build confidence infoundational concepts. Each subsequent project builds on the previous, culminating in studentscompleting individual mini-projects. The removal of scaffolds over time relies on the assumptionthat students are adapting to, and developing strategies for, these tasks, meaning that as theydevelop as problem solvers, they become capable of better exploring and planning within anopen-ended space. Indeed, students seem to derive a sense of personal accomplishment fromdoing this work, which may motivate and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Colorado School of Mines; Rockwell Clancy, Colorado School of Mines; Andrea Gammon, Delft University of Technology; Ryan Thorpe

Network (KEEN), the American Society for Engineering Education (ASEE), and serves on the First-Year Engineering Education (FYEE) Conference Steering Committee.Qin Zhu (Assistant Professor) Dr. Zhu is Assistant Professor of Ethics and Engineering Education in the Department of Humanities, Arts & Social Sciences and an affiliate faculty member in the Department of Engineering, Design & Society and the Robotics Graduate Program at the Colorado School of Mines. Dr. Zhu is Editor for International Perspectives at the Online Ethics Center for Engineering and Science, Associate Editor for Engineering Studies, Chair of American Society for Engineering Education's Division of Engineering Ethics, and Executive Committee

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hugh Scribner, University of Colorado Boulder; Katherine Goodman, University of Colorado Denver; Jean Hertzberg, University of Colorado Boulder

after graduation? Explain. Feel free to include what career you are interested in. Question 10** -- Are aesthetics important in your non-professional life? Explain. Question 11 – How important are aesthetics to your studies? II. Motivated Use Question 7 **-- What motivates you when choosing an aesthetic while designing something? Question 12 – Presurvey wording: What influenced your decision to enroll in this course? Postsurvey wording: What motivated you to achieve in this course? III. Affective Value Question 5 – Rate your agreement with the following statement: I am interested in a career that is predominantly focused on design. Question 8** – How does making things on your own make you feel at the beginning of the

Conference Session

Technical Session 8 - Paper 2: PhD’ing While Black: Unpacking the Emotions of Navigating Engineering as a Black Student and the Implications for Mental Health

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Debalina Maitra, Arizona State University, Polytechnic campus; Jeremi S London, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

, cognitiveproblem-solving, decision-making and memory processes [9]. Social emotions, or emotionsrelated or directed towards other persons, have been found to directly impact how studentsengage with academic tasks [10]. This is exacerbated in traditional teacher-student situations aswell as peer-to-peer situations, which can ultimately cause these students to steer away fromacademic-centered interactions [10]. This type of disengagement could be paramount in thesocial and academic integration issues often found within Black engineering students. Emotionscan play an integral part in the experiences that Black graduate students will have navigatingengineering environments, especially amongst the racialized barriers that are faced.Racialized experiences for