Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jerry Yang, Stanford University; Crystal Nattoo

fast friends, broughttogether by our shared passion for social justice that seemed to not be reflected in anyone else inthe group. Unlike the other students, who seemed to be religiously devoted to their technicalengineering research, both of us led separate lives in the engineering social justice space, andboth of us had encountered unexpected ways in which our social justice work intersected in ourengineering experiences. Our conversations around social justice and experiences in theengineering doctoral program led naturally to this paper, an extension of our in-personconversations and storytelling experiences.CounterstoriesJerry - Navigating Academic Gatekeepers When I was applying to PhD programs in electrical engineering, I wasn’t

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacques Richard, Texas A&M University; Janie Moore, Texas A&M University

completely virtual classrooms (with options for synchronous andasynchronous content delivery) after Spring Break 2020 with the worldwide acknowledgement ofa global COVID-19 pandemic. The university faculty and student groups’ surveys found thatmost did not like the completely virtual classroom of the second half of the spring 2020 semester.According to some surveys, many students did not feel connected to their peers and the collegeclassroom experience, reflecting a broader body of related research on COVID effects 28,29 ,importance of peer interactions in FYE education 17,18 , and teaming 25,22,19,26,27 . Therefore, theuniversity decided to have onsite classes for Fall 2020 with a virtual option for students who werenot comfortable attending class

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University

programs remain dishearteninglylow. While research with military undergraduates in higher education continues to increase and expandin focus, scholars agree that this research remains reactive, deficit-based, and overly attuned to veterans’needs and services, including mental health, disability, and academic support. This historic focus on needsand services has resulted in a literature base wherein military students have been essentialized andwritten, (nearly) exclusively by civilians, as deficient—oftentimes to the point of deviance.To conduct research and engage in praxis and reflection that actively counter socio-educational injusticesimposed on military undergraduates in engineering, this paper explores theoretical, conceptual

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

research through thebody of work associated with ASEE revealed key gaps in 1) student pre-college experiences, 2)internal structures of support, 3) assessment of classroom experiences, and 4) persistence.Further reflection on the application of Terenzini and Reason’s college impacts framework forthis project reveals a gap that may indicate a uniqueness of EL that does not perfectly fit withinthe framework.Few studies focused on engaging pre-college students around the importance of EL skills fortheir academic and industry careers. Those studies that did focus on pre-college students, e.g.,[27], largely examined models for supporting teachers in their leadership development andinstruction in the Teachers as Leaders cluster. This may reflect how EL

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Theresa Meyerott, University of California, San Diego; Paul Hadjipieris

and create new innovativesolutions to solve these problems [3], [9]. Results indicate when students can reflect upon howthey learned, share with others their learning patterns, and are open to peer feedback. Thisprocess has a cumulative effect on student knowledge and comprehension of the material [10],[11], [12].Self-Directed Learning as an AssessmentRecommendations illuminated in the literature posit a significant component of self-directedlearning is for students to develop the skills to self-assess their work. Data shows successful self-assessment correlates with instructor formative and summative assessment results of theirmastery skills. Therefore, suggestions for educators center on building self-assessment into thecurriculum and

Conference Session

Electrical and Computer Engineering Laboratory and SoC Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Schuman, Virginia Polytechnic Institute and State University; Lisa McNair, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Justin Kleiber, Virginia Polytechnic Institute and State University

is a context specificallyrelevant to the university’s rural location that can stimulate students’ reflection onhuman-technology interactions and outcome-oriented engineering design. We chose autonomousfarming to contextualize the project because it is an area of rapidly improving technology thatrelates to multiple ECE fields of interest [15]. Students will learn the importance of designing fora distinctly relevant context in engineering.6. Project and ExampleThis section contains the project’s prompt (Section 6.1), setup instructions, parts list, and aninitial software outline. In the pilot studies, participants were also given a hardware diagram,which is referenced. Faculty can choose when to introduce each element in order to scaffold

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello, Utah State University

of attempting an SLR and ending up with first writing an SMR areavailable in their published work [49]. In this case, researchers were working on a project focusingon the topic of broadening the participation of African Americans in engineering and computerscience. Reflecting on the execution of the project, Phillips et al. [49] state that one of theirobjectives was to conduct an SLR to investigate the existing literature related to their project. Atfirst, they were confident that an SLR would serve the purpose of answering their researchquestions. Soon, however, they found that the process of identifying and selecting studies for anSLR may not be as straightforward as initially thought. The research team encountered many difficulties

Collection

2023 Rocky Mountain Section Conference

Authors

Ben Weihrauch

, the theoretical framework of intersectionality and college studentsimportant. The term “intersectionality,” commonly attributed to feminist legal scholar KimberléCrenshaw (1989, 1991), posited that sexism or racism does not singularly and fully account fordiscrimination in the legal arena. Within higher education, applying an intersectional frameworkcan more accurately reflect the diverse experiences of students and provide insight intoeducational inequality. Most intersectional studies focus on the interplay of race/ethnicity,gender, sexual orientation, or social class, and their impact on student academic and socialexperiences (Duran & Jones, 2019; Santa-Ramirez et al., 2022). Because of the manyintersecting identities common in the FGS

Conference Session

Engineering Ethics Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Josephine Meyer, University of Colorado Boulder; Bethany Wilcox, University of Colorado Boulder; Noah Finkelstein, University of Colorado Boulder

deeper reflection, often was sufficient to prompt anoticeable change in faculty’s attitudes regarding ESR in the QIS classroom.One reason our conversations might have had this surprising effect was simply that multiplefaculty had never thought explicitly about teaching ESR in the classroom (at least in those terms).David’s change in attitude seemed to have been sparked simply by the interview topic itself: David: I always thought of this quantum computing course as a very technical-type course. Never thought of it in those terms [ESR] but ... it could be an opportunity.Further, we argue that the way we presented these ideas in the interview – simply asking facultyto reflect and elaborate on their views from a non-judgmental position – itself

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

development described in the previous paper demonstrated the importanceof understanding the culture in which educational decisions are made, for those decisions area reflection of the society in which they are made. Opportunities taken, and opportunities lostare a function of those mores; for some a decision will be an opportunity to be taken, and forothers it will be an opportunity lost.This study confirms the importance of “culture” in educational decision making, be it interms of career choice, institutional status, or curriculum and teaching.Following a brief introduction, essentially a short precis of paper 1, answers to fourteenquestions derived from the philosophy of the Percy Report, and other elements of itsdiscussion are given in the light

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Walker, University of Texas at Dallas; Laura Gelles, University of Texas at Dallas

difficult within the university” (EE, Black, Man). Another felt they had to provestereotypes wrong. She stated: The assumption that I will be less successful due to my gender has greatly affected my intention to persist. I feel that it is my duty to prove stereotypes about women in STEM wrong, and that my success reflects not only my efforts, but the efforts of my support network (MECH, White, Woman).4.4.3 Difficulty as a double-edged sword (pride vs. demoralization)The assumption that ECS majors were difficult was both motivating and demotivating forstudents to persist. Some participants took pride in being a major that was considered difficult.This pride acted an inoculant despite experiencing difficulty. For example, one

Conference Session

Engineering Ethics Division: Ethics Education Assessment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Green, LeTourneau University; David Dittenber, Cedarville University

standarddeviations for the responses to most items are in the range from 0.7 - 1.0. Some noteworthyresults are: On average, students: 1) Agree teachers sufficiently clarify cheating in engineering classes. 2) Are neutral as to whether some banned behaviors would actually help their learning (however, 35-40% of students agree or strongly agree with this prompt, which is reflected in numerous free-response comments requesting for increased allowances). 3) Agree most other students are aware of the definition of cheating (although note the calls for clearer definitions in the free-response comments, even though only 6-10% of students disagreed with this statement). 4) Agree teachers sufficiently de-motivate cheating

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hao He, University of Missouri - Columbia; Heather Hunt; Suzanne Burgoyne; Joshua Saboorizadeh

interpretation. In addition to these definitions, Csikszentmihalyi [8] explored a different approach basedon assessing the impact of work on a discipline, daily life, or the entire world or society,dividing creativity (or creative acts, practices, and thinking) into little-c and Big-C types ofcreativity. This classification of creativity was complemented by Kaufman and Beghetto [9]raising the concepts of mini-c and Pro-c. While little-c means a small innovation in daily lifeand Big-C reflects a major one that may significantly revolutionize society or the world,mini-c refers to “novel and personally meaningful interpretation of experiences, actions, andevents,” and Pro-c indicates a relatively impactful contribution to a professional field but

Conference Session

Session 12: Track 3: Exploring Two Contrasting Narratives of LGBTQ+ Undergraduate Engineering Students at a Hispanic Serving Institution

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

J Garcia, Florida International University; Malak Elaouinate, Florida International University; Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

undergraduate degree. As shebegan to integrate more fully into campus life and the engineering center, she realized that herhome life, in which she was raised with a single, feminist mother who was the provider in thefamily, contrasted with the patriarchal nature of the atmosphere at the university. This caused herto experience cultural shock and felt pressured as a woman to suppress parts of herself inengineering spaces. Reflecting on this pattern prompted her desire to push for change to improvethe experiences of underrepresented student groups in engineering. She identifies as an ally forLGBTQ+ people, and the lack of emphasis on LGBTQ+ students in the STEM research literaturetroubled her and motivated her to take part in this research.Bailey Bond

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheila Gobes-Ryan, University of South Florida; Kingsley Reeves, University of South Florida; Elizabeth Vicario, University of South Florida; Walter Silva Sotillo, University of South Florida; Victor Ventor, University of South Florida; Ardis Hanson

discussedin this paper: writing to learn and writing to engage [16]. Writing-to-learn (WTL) assignmentsare low stakes assignments that focus on students thought processes rather than right or wronganswers or polished communication. Skills these assignments develop are remembering,understanding, and reflecting. Writing-to-engage (WTE) is a process of getting students tocritically engage with the material they are learning. Skills these assignment types developinclude reflecting, applying, and analyzing [17]. Use of these two approaches for writingassignments provide students the ability to engage with assignments in diverse ways, withdifferent feedback and with different stakes.Implementing Data Literacy Writing Assignments in Our CourseProbability

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelley E Dugan, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Topics

NSF Grantees Poster Session

fivedistinct sections: an introduction to the module, followed by a prior knowledge review, the corecontent, a knowledge check, an application task, and then a reflection activity. For moreinformation about the structure of the learning block modules see [16], [25].Each interview consisted of two engineering scenarios such that participants engaged with a totalof four distinct scenarios. Within each interview the scenarios were presented sequentially.Participants were first shown a problem statement that included information on the background,goal, and requirements for the problem. After reviewing the problem statement, they were askeda series of questions broadly centered around gauging participants initial impressions of theproblem, how they would

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Mario Bonilla, USFQ; Miguel Santiago Valarezo, USFQ; Brandon Danilo Villacrés , Universidad San Francisco de Quito; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ

Tagged Divisions

Civil Engineering Division (CIVIL)

high frequency of testing is a positive washback because it encouragespractice and review[32]. Having high-frequency quizzes develops good study habits, theyconducted an experiment where they concluded that students with weekly testing performedbetter than the no-testing group [33]According to Elsalem [28], students who pass their exams do not always learn and vice versa. Inpart, because grades are being used as an indicator of academic achievement [34]. Grades areimportant for students in practical terms, but they don't necessarily reflect the amount ofknowledge the students have acquired, their understanding of the subject, or their creativity inthat field, which means that the results obtained may not represent the level of knowledge

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelsey Louise Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Mackenzie C. Parker, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, contextual, and perception-based phenomena of interest, asemi-structured approach was used when collecting data [51]. Focus groups consisted of four tofive participants, lasted about one hour, and were conducted at the end of each semester. Thefirst author led all focus groups, with the second or last author as a secondary interviewer andnotetaker. At the end of each focus group, the first author compiled these notes, information onhow the focus group went, and initial impressions of the data into summarized memos.Guiding questions prompted participants to reflect on their interest in their current majors andminors (if applicable) as well as how this interest has changed since the previous focus group.The guiding questions targeting interest were

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siavash Farzan, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

project-basedlearning framework. Section 5 concludes by reflecting on the outcomes of the proposed project-basedlearning approach, offering insights into future directions and potential improvements, anddiscussing approaches for developing other engineering courses using a similar methodology.2 Setting Up RRBot in ROS and GazeboIn this section, we outline Assignment 0, designed to assist students in setting up a reliabletoolchain for the proposed PBL framework. For the project-based assignments in the course, we usethe RRBot model, which stands for “Revolute-Revolute Manipulator Robot”. The RRBot model iscommonly used as a starting point for more complex robot models, as it provides a relatively simplebut realistic example of a robot with joint

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander P.E., Texas A&M University - Kingsville; Michael Preuss, Exquiri Consulting, LLC; Breanna Michelle Weir Bailey P.E., Texas A&M University - Kingsville; David Hicks, Texas A&M University-Kingsville ; Rajashekar Reddy Mogiligidda, Texas A&M University - Kingsville; Velda Basak Soydas; Lihua Zuo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

wasrepresentative of the cohort and that the outcomes can be treated as an accurate reflection ofthe participants’ opinions. Confidence intervals for the surveys were all lower than 3.5% at a95% level of confidence.In each year, the pre-participation response sets facilitate “a consideration of the knowledgebase of the CC transfer students in the summer bridge program as the students were asked torate their level of experience” [22] with as many as 27 different topics. “A ten-point scale wasused and informants were instructed to submit a rating of zero for ‘no experience/ability’ and arating of ten for being ‘well informed/very capable’ in the area” [22]. “The responses facilitateda rank ordering of ratings by topic, with the highest mean as the primary

Conference Session

COED Programming Education 2: Instructional Approaches

Collection

2023 ASEE Annual Conference & Exposition

Authors

Richard Whalen, Northeastern University; Joshua L. Hertz, Northeastern University

Tagged Divisions

Computers in Education Division (COED)

Figure 1. The main kit components include an Arduino based microprocessor called aRedboard, a motor driver, gear motors, servo motor, ultrasonic distance sensor, TMP36temperature sensor, photocell, Tricolor LCD, assorted color LCDs, buttons, power switch,piezoelectric speaker, resistors, LED display, various wires and wheels. Students begin to learnabout basic circuits, breadboards, programmable microcontrollers and the use of the Arduino IDE.In addition, a robot chassis is provided along with reflective sensors, ultrasonic distance sensorsand servo motors that are used as an initial platform in the robot builds.The process of learning the basics of Arduino is accomplished by completing 3 mini projects whichare outlined as follows. In project 1

Conference Session

Committee on Instructional Technology Presents: Gamers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Scott M. Katalenich, Ph.D., United States Military Academy; James Ledlie Klosky, P.E., United States Military Academy; Roderick Wilson; Kevin Taylor Scruggs, United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

the home, and the power demonstrator board can be updated to reflect andintegrate those technologies. For example, many electrical outlets now are integrated with USBand USB-C ports to eliminate the need for charging plugs. Bluetooth enabled LED lights andthermostats that control everything from common outlets to electric resistance heaters can alsobe incorporated. Additionally, updated oscilloscopes can be built into the board at variouslocations to show the voltage waveform (AC) or level (DC) depending upon location within thesystem and device used. Finally, data loggers can be included on the board to track powerrequirements, start-up power for inductive loads, and overall energy consumption of variousappliances.Assessment StrategyThe most

Conference Session

Design in Engineering Education Division (DEED) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Barker, University of Virginia; Jessica Taggart, University of Virginia

Tagged Divisions

Design in Engineering Education Division (DEED)

visualization of both a low-fidelity and a high- Week 8 testing fidelity prototype, and a plan for how field testing might be carried out. summary Outline of pitch Included an outline for each deliverable, using the rubrics as guides Week 9 and proposal Practice pitch A run through of the oral pitches for the class and the teaching team Week 10Finally, at the end of the project, each student wrote a personal reflection and completed apeer evaluation of each team member. The personal reflection assignment asked each studentto describe what was learned during the project and why it was significant for them. Promptquestions around the design process itself were used as a guide to help students focus theirreflection

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alberto Cureg Cruz, California State University, Bakersfield; Amin Malek, California State University, Bakersfield; Andrea Medina, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

studyattitudes for face-to-face classes, but it appears that our model is at least somewhat effective atengaging groups of minority students who, according to literature, may not prefer peer activities.VI. AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.(2122442). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.VII. References[1] A. P. Carnevale and N. Smith, ‘Working Learners-The New Normal’, 2018. [Online]. Available: http://proquest.umi.com/pqdlink?did=842878281&Fmt=7&clientId=10461&RQT=309& VName=PQD[2] D. A. Santiago

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Ford, The University of Tulsa; Janie Brennan, Washington University in St. Louis; Kevin Dahm, Rowan University; David Silverstein, University of Kentucky; Lucas Landherr, Northeastern University; Christy West, University of South Alabama; Jennifer Cole, Northwestern University; Stephen Thiel, University of Cincinnati; Bruce Vaughen, American Institute of Chemical Engineers; Marnie Jamieson, University of Alberta

individual projects are combined, over half of the coursesinclude a project, which is the same proportion as in 2011. Items listed for “other” were groupexams, multiple-choice conceptual exams, class activities (group and individual), pre-quizzes,creativity assignment, completion of zyBook, weekly discussion board, and clicker questions. Other Participation SAChE safety course Poster or oral presentation Final exam Exams (hour or longer) Pop quizzes Pre-announced quizzes (shorter than exams) Reflections

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Waterloo Tsutsui, Purdue University at West Lafayette (COE); Kenneth Park; Christopher Sculley, Purdue University at West Lafayette (COE); Ian Copenhaver, Purdue University at West Lafayette (COE); Marcial Gonzalez; Wayne Chen; George Takahashi; Michael Sangid

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

MacKenzie Reber, Grove City College; Yun Dong, Iowa State University of Science and Technology; Subhanwit Roy, Iowa State University of Science and Technology; Benjamin Ahn, Iowa State University of Science and Technology

several challenges engineers face during socialization, includingworking under pressure, taking responsibility, working alone, responsibility for results, workingwith people from a different background, fear of failure, dealing with superiors, not knowingenough, and learning on one’s own (Baytiyeh & Naja, 2012). Building off of these challengesand the challenges mentioned previously in section 3.1, this study agrees with and reflects thechallenges of social anxiety and personality (Personality Barriers), role ambiguity (Unclear RoleBoundaries), and relational conflict (Unclear Professional Relationship Boundaries), whileadding unique perspectives including lack of organizational support, lack of collaboration amongworkgroups, lack of

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Valle, University of Michigan - Ann Arbor; Amy Slaton, Drexel University; Donna Riley, Purdue University at West Lafayette (COE)

each other as agroup from the social sciences, engineering education, and engineering through memo-ing anddialogue. We have structured this paper to mirror the Highlander Research and EducationCenter’s model for change [9]: we begin by recognizing root causes embedded in systems andstructures (e.g., colonialism, racism, militarism, individualism, etc.) and our positionality inrelation to these. Building on shared values of community, movement-building, learning, andwellness, we seek to listen deeply to one another and to scholars in our midst, centeringexperiences and critical reflections of those directly impacted. We then pose questions in hopesof identifying possible spaces and opportunities for collective transformation and liberation

Conference Session

First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

literature, while table 2 has three based on the foundational knowledge anddistinctions discussed between self-concept and self-efficacy. This re-classification focuses onthe variables that are task-specific in regard to the assessment of outcomes essentially. Forinstance, academic self-description was used to measure self-efficacy in the paper it was pickedup from [20]. However, because Marsh [43] used academic self-description questionnaire toassess self-concept, it was adapted and reflected in this review. It was an added advantage thatMarsh [43] had used the academic self-description questionnaire to assess self-concept in theoriginal paper.Table 2: Re-classification of variables as pertaining to either academic or non-academicself-concept, or

Collection

2023 ASEE PNW Section Conference

Authors

Soyoung Kang, University of Washington; Ken Yasuhara, University of Washington; Per G. Reinhall, University of Washington; Kathleen E Kearney, University of Washington; Jonathan T.C. Liu, University of Washington; Jonathan D. Posner, University of Washington; Erin Blakeney, University of Washington; ERIC SEIBEL, University of Washington; Shayla Payne

Tagged Topics

Diversity

share remain, while a group of teams repeat [7] through all presentations. This is presentations their presentations as they rotate repeated for another group of through breakout rooms. presentations until all teams have presented to every team. Self-reflection to a prompt (1 min.), Breakout rooms for each grouping paired discussion (2 min.), group 1-2-4-all and PollEv to help