Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Arvin Farid, Boise State University

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NSF Grantees Poster Session

populations needs to becreated. Despite the research on successful support systems for the recruitment and retention oflow-income and/or first-generation and historically or traditionally marginalized or minoritized anddiverse populations (LIFGUR) students at the undergraduate level (e.g., Hernandez et al., 2018; Page 1 of 9Kendricks et al., 2019; Lisberg & Woods, 2018), the effectiveness of these activities at thegraduate level has not been evaluated. Therefore, the SEGSP program was created specificallyto recruit and support academically talented, low-income students (targeting LIFGUR populations)in pursuing a master’s degree in engineering. This study seeks to explore the impact of socialization

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University, West Lafayette; Julie Robinson, University of North Dakota; Tugba Boz, Indiana-Purdue University; Min Jung Lee, University of North Dakota; Ryan G. Summers; Ashley Iveland; Martha Inouye, University of Wyoming; Meghan Macias; Maria Zaman, University of North Dakota; John Galisky, University of California, Santa Barbara; Natalie Johansen, University of Wyoming

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NSF Grantees Poster Session

& Instruction, in the math, science and technology division with a focus in science education.Ashley IvelandMartha Inouye, University of WyomingMeghan MaciasMaria Zaman, University of North DakotaJohn Galisky, University of California, Santa BarbaraNatalie Johansen, University of Wyoming ©American Society for Engineering Education, 2024 Supporting Elementary Engineering Instruction in Rural Contexts Through Online Professional Learning and Modest SupportsIntroductionDespite the intent to advance engineering education with the Next Generation Science Standards(NGSS) [1], teachers across all grade levels lack self-efficacy in their engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University, West Lafayette; Tugba Boz, Indiana-Purdue University; Nicholas Lux Lux, Montana State University; Paul Gannon, Montana State University

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Diversity, NSF Grantees Poster Session

who live in rural and reservationcommunities. Students hailing from these communities possess unique funds of knowledge[1] that will help to address various engineering problems.Because career choices are often made before middle school [2], it is important to startexposing all children to engineering in elementary school. Exposing elementary students toengineering requires elementary teachers to be prepared and confident in their abilities toteach engineering. Unfortunately, many elementary teachers feel underprepared to teachengineering [3] and may even avoid teaching it. Consequently, better understandingelementary teachers’ perceptions of effective and inclusive engineering education could beleveraged to help them build their engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ngoc Chung Tran, Orange Coast College; Irene X Liang, Cornell University; Ting A&M University-San Antonio Liu; Damian Valles, Texas State University

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Diversity, NSF Grantees Poster Session

this field.Our research validates the effectiveness of a VR-based approach and emphasizes the significanceof collaborative research in providing valuable support to the underserved ASD population.IntroductionAutism spectrum disorder (ASD) is a neurological and developmental condition affectingsocialization, interaction, learning, and behavior [1]. According to CDC estimates, about 1 in 36children have ASD [2]. Individuals with ASD present a heterogeneous range of symptomatology,including persistent deficits in social communication and interaction, such as differences in eyecontact and body language, a lack of verbal communication, and restrictive, repetitive behaviorsor fixations on routines, interests, or activities [3]. These deficiencies

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Chaturved Janaki, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

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Diversity, NSF Grantees Poster Session

end of itsfunding period. The results of this evaluation build upon the previously reported findings ofinterviews in a prior ASEE conference paper [1]. The PQI’s goal is to build national capacity forSTEM education research by engaging technical STEM from across the U.S. in cohorts thatparticipate in an 8-week course on qualitative and mixed methods educational researchtechniques, followed by engagement in several communities of practice and other opportunitiesto continue supporting participant research projects and building participants’ confidence aseducational researchers. This project was funded based on impact rather than research orknowledge generation; thus, this paper will report on the impacts of the PQI in terms ofparticipants

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Aldeman, Illinois State University; Jeritt Williams, Illinois State University; Jin Ho Jo, Illinois State University; Allison Antink-Meyer, Illinois State University

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Diversity, NSF Grantees Poster Session

theSTEM workforce.I. Introduction There is a booming need for professionals in STEM fields in the United States. Employmentin STEM fields grew by 10.5% between 2009 and 2015, compared with only 5.2% for non-STEM occupations [1]. This rapid job growth is especially pronounced in the clean energyindustry, which added jobs 70% faster than the overall economy from 2015-2019 and nowemploys 2.25% of all workers in the US [2]. However, not all segments of the US population areearning STEM college degrees at the same rate. While Hispanic, Black, and American Indian orAlaska Native persons collectively account for 37% of the US population between ages 18–34 asof 2021, the same group accounts for only 26% of science and engineering-related

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Minju Kim, University of California, San Diego; Zongnan Wang, University of California, San Diego; Nathan Delson, eGrove Education

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NSF Grantees Poster Session

DiegoMinju Kim, University of California, San DiegoZongnan Wang, University of California, San DiegoDr. Nathan Delson, eGrove Education ©American Society for Engineering Education, 2024 Implementing Oral Exams in Engineering Classes to Positively Impact Students’ Learning 1. IntroductionAssessment is key to students’ learning and effective educational improvement [1]. This isparticularly critical in engineering, as a key objective of engineering education is teachingstudents how to apply scientific principles, how to reason about problems and how to thinkcritically. Unfortunately, prior research has shown that many students often resort to memorizingprocedures or processes, i.e., “plug and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nigel Berkeley Kaye, Clemson University; Lisa Benson, Clemson University; Makayla Headley, Clemson University; Komal Rohidas Sonavane

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NSF Grantees Poster Session

, and active learning focused on physical understanding. However, the first step in theproblem-solving process, abstracting the problem, is very often missing. At a fundamental level,engineers follow a four-step design process: (1) Describing or abstracting the physical worldwith diagrams, words, numbers, and equations (2) Analyzing their model (3) Designingsomething based on that analysis, and (4) Constructing the designed system. Sophomoremechanics classes traditionally focus on step (2) largely bypassing step (1), instead presentingstudents with drawings, numbers, and text and teaching them to apply appropriate equations.The goals of this research are (1) to develop a sophomore-level mechanics class that flips thetraditional approach by

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Jung Won Hur, Auburn University; Cassandra Thomas, Tuskegee University; Li Huang, Tuskegee University; Xiao Chang, Tuskegee University

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Diversity, NSF Grantees Poster Session

, deep learning, healthcare data analytics, and biomedical image analysis. He is currently the PI of two NSF funded projects and Co-PI of three NSF and NIH funded projects and committed to computer science education and workforce development. ©American Society for Engineering Education, 2024 Improving Retention Rate and Success in Computer Science ScholarsIntroductionIn the broader context of Science, Technology, Engineering, and Mathematics (STEM) fields, astudy [1] reveals that the likelihood of a Black student switching majors is approximately 19percentage points higher than that of a White student. Additionally, studies indicate that access toSTEM opportunities is restricted for students attending

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Eunice Chow, WestEd; Linlin Li, WestEd; Nagarajan Akshay, University of California San Diego; Alec Barron, University of California, San Diego; Susan Yonezawa, University of California, San Diego; Victor Hugo Minces, University of California, San Diego

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NSF Grantees Poster Session

have the potential to spreadthroughout the formal educational system by engaging teachers, and that they can beinstrumental in engaging children in STEM. This research is funded by NSF’s ITEST award“Increasing Students' Interest in STEM through the Science of Music.”1. IntroductionMusic and STEM have been deeply intertwined over centuries, as evidenced in the mathematicalformulations attributed to Pythagoras, describing musical harmony and the music of spheres, andin the investigations of Kepler, who explored the fundamental principles that unify music,mathematics, and the structure of the known universe [1]. These early natural philosophersperceived parallels between science, mathematics, astronomy, and music that offered means tothink about

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Sarah A Wilson, University of Kentucky; Joseph H Hammer; Jerrod A Henderson, University of Houston; Sherri S Frizell, Prairie View A&M University

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Diversity, NSF Grantees Poster Session

that the instrument was inclusive of help-seeking beliefs of studentsat other institutions. Through collaborations with a Historically Black College or University and aHispanic-serving Institution, we conducted focus groups to identify novel beliefs that were notrepresented within the first version of the EMHHI. Through this process, beliefs were identifiedsuch as, “My seeking help from a mental health professional in the next 3 months…”: 1) wouldrequire me to work with someone who doesn’t understand my cultural background, 2) would makeme feel overwhelmed or defeated and 3) would make me feel like an imposter in engineering.These novel beliefs were incorporated into an improved version of the instrument that improvedthe validity of the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shama Rajan Iyer, Marymount University; Eric J Bubar, Marymount University

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Diversity, NSF Grantees Poster Session

fromProject DREAM. MU has developed and piloted 1) a two-week, immersive summer program on"Maker-Neering" targeting teaching 3D printing/design, arduino programming and VR design torecruit students into a new engineering program and 2) piloted the first semester of an innovativeyear-long introductory engineering course using low-cost makerspace technologies (including3D printers, arduino, python programming, and virtual-reality) in project-based experiences toimprove foundational engineering skills. We have successfully implemented the two-weeksummer program and the first semester of the year-long introductory engineering course, wherewe have seen students complete miniature capstone projects that address genuine communityneeds including gamifying

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Paul D Adams, University of Arkansas; Carol S Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Jennie S Popp Ph.D.; Wenjuo Lo, University of Arkansas

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Diversity, NSF Grantees Poster Session

USA highlights that there are 57% are rural [1], with over 6.5 millionrural students enrolled [1, 2]. The area in the US that is historically most impacted by a lack ofSTEM professionals has been the southeast, which includes Arkansas [2]. However, little literatureexists on how to best recruit and retain rural STEM students.Rural students face significant struggles with academic persistence in college due to many factors.Often, they have insufficient funds to attend college due to rural area residents’ higher povertyrates [3]. Rural students typically live further away from educational institutions and researchinstitutions that offer STEM degrees and opportunities. This creates transportation challenges andincreases the cost of attending [2

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Marilyn Barger P.E., FLATE (Florida Advanced Technological Education Center of Excellence); Ron Eaglin, Daytona State College; Sam Ajlani; Mori Toosi; Sidney E Martin III, Saint Petersburg Junior College; Richard Gilbert, University of South Florida; Susan Frandsen

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NSF Grantees Poster Session

degree, the 4-year ET B.S.degree, and post-graduate degrees as well as a statewide recognized path to the ProfessionalEngineers license in Engineering Technology.The National Science Foundation Advanced Technological Education program (NSF-ATE)supports this effort. NSF-ATE assets provided to FLATE and five partner colleges are directedto the formation of a statewide advisory board for the 20 colleges that offer ET degrees as well assupporting six overarching Florida ET education system target goals:(1) Adjust Florida Department of Education Standards and Benchmarks to include criteria that address Florida manufacturer-identified Industry 4.0 skills gap in its technical workforce.(2) Create a statewide streamlined seamless articulation

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee at Knoxville

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NSF Grantees Poster Session

Teams Think about Knowledge and Make Research DecisionsIntroduction and BackgroundEngineering education strives to transform the field of engineering by integrating research andpractice. These efforts often involve groups of individuals from fields such as engineering,sociology, and psychology and from different roles within a university (e.g., faculty,administration, student support staff) [1], [2], [3]. Each of these team members bring their ownapproaches to the generation, expression, and application of knowledge. These differences inthinking are key to the success of engineering education; however, they create tensions thatprevent many groups from achieving their core goals. These tensions are often associated withineffective

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

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Diversity, NSF Grantees Poster Session

models, systemic inequities in preparation, barriers to entry,societal stereotypes, and harsh program cultures amplify underrepresentation in engineering ofthese historically excluded groups [1]. The high-stakes, competitive, individualistic nature ofengineering programs makes students from underrepresented groups feel isolated andoverwhelmed [2], [3]. Engineering programs tend to have intense curricula with little flexibilityand rigid prerequisite structure, preventing students from shaping their learning, pursuing whatthey’re passionate about, and connecting their learning to societal problems [4], [5]. As of 2020,women earned only 21% of the nation’s engineering degrees and made up only 15% of theengineering workforce [6]. Black and Hispanic

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ethan E Danahy, Tufts University; Chelsea Joy Andrews, Tufts University; Kaylla Cantilina, University of Michigan; Jennifer Cross, Tufts Center for Engineering Education and Outreach

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NSF Grantees Poster Session

, 2024 1 Improving Students’ Sociotechnical Literacy in EngineeringAbstractThe Improving Students’ Sociotechnical Literacy in Engineering project aims to integrate socialjustice topics with technical knowledge in a first-year engineering course. The approach involvesredesigning an existing intro to computing course with justice-based activities, supported by anEquity Learning Assistant (ELA) program. This program trains upperclass students to facilitatein-class discussions on equity and social justice. The project targets improvements in students'critical sociotechnical literacy and engineering identity. Activities include analyzing

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder

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Diversity, NSF Grantees Poster Session

capstone design course and a junior-level creativity and entrepreneurship designcourse. This assessment will compare two different learning experiences on ISE, INT, and IW,the K-12 STEM education activity design with a semester-long, group-based technical designexperience. Preliminary results will be presented in the NSF Grantees Poster Session.IntroductionEducation for innovation is increasingly recognized as vital in today's world, with numerousstudies highlighting its significance [1-4]. Innovation is essential for addressing the GrandChallenges in environmental engineering identified by the National Academies [5]. Whileinnovation can take various forms, it typically involves introducing new or significantlyimproved products, services, or

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

EC Cline, University of Washington, Tacoma; Heather Dillon, University of Washington; Amanda K Sesko, University of Washington, Tacoma; Marc Nahmani; Zaher Kmail, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Seung-Jin Lee, University of Washington, Tacoma; Emily Cilli-Turner, University of San Diego; Elin A. Björling, University of Washington

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Diversity, NSF Grantees Poster Session

markedlyhigher for program scholars during the pandemic, suggesting that the program may have beenparticularly impactful for students as they endured the emotional and financial stresses of thepandemic.IntroductionThe National Science Foundation (NSF) scholarship program for students in Science,Technology, Engineering and Mathematics (S-STEM) has been operating for many years. Thegoal of the program is to support low-income students in pathways to STEM degrees. Beyondscholarships, the program supports activities that focus on retention and recruitment of STEMstudents [1].This NSF program has been important for students with lower socioeconomic backgrounds(SES) due to persistent equity gaps [2]. SES students may be reluctant to pursue STEM degreesfor

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia G Cameratti-Baeza, University of Michigan; Erika A Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan

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NSF Grantees Poster Session

technical knowledge as well as account for the social and contextual factors thatboth shape and are shaped by engineering processes and solutions. There are numerous calls(e.g., [1] - [5]) for engineering education to help students develop what we refer to as sociallyengaged engineering skills - which relate to conducting engineering work from a holistic andinclusive perspective by gathering, utilizing, and equitably applying rich and diverse contextualinformation about stakeholders, communities, ethics, the environment, and economic factors.Engineering training, long rooted in technocentric views about the nature of work in the field,has typically stressed the development of technical competencies while underemphasizingsocially engaged aspects of

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jaejin Hwang, Northern Illinois University; Mohammad Faizan Sohail, Northern Illinois University

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NSF Grantees Poster Session

environmental stimuli. In this project, he will lead multimodal behavioral data collection, processing, and analyses to assess children’s learning and affective behaviors.Mohammad Faizan Sohail, Northern Illinois University ©American Society for Engineering Education, 2024Integrating Playful Learning: An Augmented Reality Approach to EnhanceComputational Thinking in Young Learners Jaejin Hwang1*, Yanghee Kim2, Sungchul Lee3, Joshua Mosher4, Nikitha Koradala5, and Mohammad Faizan Sohail1 1 Department of Industrial and Systems Engineering, College of Engineering and Engineering Technology, Northern Illinois University, DeKalb, IL 2

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Franny Howes, Oregon Institute of Technology; Wendy Michelle Olson, Washington State University, Vancouver; Dave Kim, Washington State University, Vancouver

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NSF Grantees Poster Session

, organizational structures,presentation/analysis/interpretation of lab data, use of primary and secondary sources, anddocument style design). We identify the prior writing knowledge and skills of the two distinctfirst-year writing-intensive course sites by investigating obvious points of productive transfer.This study provides a better understanding of how undergraduates use writing knowledge andskills earned from varying first-year writing-intensive contexts when writing their engineeringlabs.1. IntroductionMany engineering programs require students to take writing-intensive courses such as first-yearcomposition (FYC) to establish fundamental academic writing knowledge and skills at thebeginning of their programs of study [1]. Although engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Andrew Scott, Alabama A&M University; Saurav Kumar, Arizona State University; Ali Yalcin, Montana State University, Bozeman

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Diversity, NSF Grantees Poster Session

were small,negative, and non-significant. The classroom environment results were more favorable foradaptive learning, with four of the seven environmental dimensions having notable positiveeffect sizes. In this article, we present information on the development and implementation ofadaptive lessons in the RealizeIT adaptive platform as well as assessment outcomes by schooland for the schools combined.1. IntroductionFlipped instruction offers the potential for enhanced learning during class by enabling problem-solving and other types of active learning. However, active learning is dependent on sufficientpre-class preparation. This challenge motivated the present research, in which we aimed tosupport pre-class preparation through personalized

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

loopshowing reinforcing relationships among critical consciousness, values and beliefs,actions, and collective well-being.IntroductionThe Computer Engineering program (CPE) is one of 13 degree programs offered in theCollege of Engineering at California Polytechnic State University. It is the 2024 number onecomputer engineering program at a non-doctorate granting institution according to U.S.News & World Report [1], and is known for its Learn by Doing approach to education. Ourgraduates are highly sought after, and many graduates pursue full-time employment withlarge tech companies. The program is in demand for incoming students. On average, CPEreceives 1500 first-time freshman (FTF) applications, and enrolls 100 FTF students. CPEonly graduates 70

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Marti-Subirana, Phoenix College; Frank S Marfai, Phoenix College; Elena Ortiz Zuazaga; Robin Cotter, Phoenix College

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NSF Grantees Poster Session

strategy for increasing access to the educational benefits ofresearch for a larger and more diverse student population [1], [2]. Embedded into thecourse curriculum, CUREs provide students with the opportunity to work collaboratively,to use iterative scientific practices, and to conduct research that is relevant to the society atlarge [3]. In spite of a large number of studies reporting the positive impact of CUREs onstudents enrolled in STEM 4-year programs, little is known about the benefits that CUREshave on students attending 2-year institutions [4]. CUREs represent a new paradigm inSTEM education at community colleges. Community colleges have a dual mission; toprepare students for transfer and for entering the workforce. Despite a relatively

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dick Apronti, Angelo State University; William A Kitch P.E., Angelo State University; Elaine Stribling, Angelo State University; Stephanie Solis, Angelo State University

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NSF Grantees Poster Session

-studentinteractions are crucial for retaining students in STEM fields [1] [2]. This paper evaluates theASES program's inaugural year, detailing the operational challenges encountered and the insightsgained from its implementation.2.0 Program DescriptionThe ASES program embodies best practices from existing literature to assist academicallycapable, low-income students in transitioning into the engineering discipline. It aims to foster asense of belonging and develop a strong engineering identity among participants by cultivating acommunity through various activities and events. These gatherings allow students to connect,socialize, and exchange experiences. To further support integration into the field, students areencouraged to enroll in shared math and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine G. Herbert-Berger, Montclair State University; Thomas J Marlowe, Seton Hall University; Vaibhav Anu, Montclair State University; Stefan A Robila, Montclair State University

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Diversity, NSF Grantees Poster Session

. As a capstone, teachers developed research projects synthesizing this interdisciplinarycontent with their own interests and background. As a result, the teachers have submitted severalposters with abstracts to the 2024 ACM SIGCSE and IEEE ISEC conferences and will bedelivering grant-related lessons in their classes during the current academic year.1 Introduction and MotivationDeveloping and understanding data fluency is increasingly important given the rapid changesrelated to living, learning, and working in the knowledge society of the 21st century. Meeting thiscommitment requires well-prepared teachers with proper support, including tools and resources,and yet, professional development and teacher preparation around data fluency is spotty

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin

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Diversity, NSF Grantees Poster Session

of belonging [1] [2]. Sense of belonging generally relates to self-perceptions of fit within a given context and has been well established as a theoretical constructthroughout the literature [3] [4]. The context in question can be formal, such as an educationalsetting or STEM discipline, or informal, such as friendships or affinity groups. The positiveimpacts of a strong sense of belonging on academic achievement and persistence in STEMmajors are well documented [5] [6] [7]. When students interact in positive ways with diversepeers, sense of belonging improves [8]. The term student engagement refers to the extent towhich students invest, value, and participate in their educational experience in a meaningful way[8] [9]. The positive outcomes

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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

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NSF Grantees Poster Session

a pathway to recruit students to robotics and engineering careers.IntroductionPre-college robotics programs are common precursors to majoring in engineering [1]. However,gender disparities persist across engineering disciplines. The fact that girls do not participate inpre-college robotics at the same rate as boys has been proposed as a bottleneck for girls enrollingin engineering majors [2]. When girls are not part of extracurricular robotics programs, they missvital opportunities to develop tinkering self-efficacy and join engineering majors includingmechanical and electrical engineering [3]. Alternatively, bioengineering and biomedicalengineering (BME) programs graduate ~40% women students each year [4]. Diversity in BME iswell studied

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Daniel Augusto Kestering, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University; D. Jake Follmer, West Virginia University

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NSF Grantees Poster Session

Professor (Educational Psychology) in the College of Applied Human Sciences at West Virginia University. He teaches courses related to quantitative methods, applied statistical analysis, and self-regulated learning. His research examines methods of promoting learning strategy use and success among students traditionally underrepresented in postsecondary education. ©American Society for Engineering Education, 2024 1 Work in Progress: Metacognitive Intervention to Improve Problem Solving Skills in First-Year Engineering StudentsIntroductionEngineers are trained to solve problems with different levels