Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Amy Bilton; Kimia Moozeh, University of Toronto

to self-efficacy (confident). Together,these represent a lifelong learning orientation. Although the original TLO tool was developed foruse by students in specific undergraduate courses [10], it is grounded in rich theory and builds oninstruments that have been modified for the workplace (e.g. [29]) and thus seems applicable toour work.5.1.2 Career EnablersAs described, a recurring theme in our data was “the benefits of lifelong learning formultidisciplinary work and innovation.” Engineering education literature focuses on the role oflifelong learning in keeping skillsets up-to-date in response to technological change [7] but this istypically conceptualized in relation to a disciplinary knowledge base. In addition to this role, weidentified

Conference Session

CIT Division Technical Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Hensel, West Virginia University; Katerina Goseva-Popstojanova, West Virginia University

example, focusingon how that learning will be evaluated for a grade [7]. These pre-graduation professionaldevelopment opportunities promote occupational socialization by creating environments inwhich students engage directly with practicing professionals and learn the expectations and worknorms of the cybersecurity profession [8]. Differences between the participation of ACCESSscholars and other cybersecurity students in these professional development opportunities arepresented.Expected persistence and academic success can be measured in multiple ways considering theeffects of motivation, self-efficacy, grit, and achievement. This work uses GPA to measureacademic success and grit and its sub-scores to predict expected persistence.3.0 MethodologyA

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nelson Granja, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Vanessa Guerra, University of Virginia

,” in 2000 Annual Conference, 2000, pp. 5–469.[20] R. O. Mines, “The Impact of Testing Frequency and Final Exams on Student Performance,” p. 8, 2014.[21] K. Gannon, “What Is the Purpose of Final Exams, Anyway?,” p. 4, 2018.[22] C. Armitage, “Extended time limits on university examinations,” pp. vii; 55 leaves ; 30 cm., 1999, doi: 10.11575/PRISM/18065.[23] G. O’Sullivan, “The relationship between hope, eustress, self-efficacy, and life satisfaction among undergraduates,” Soc. Indic. Res., vol. 101, no. 1, pp. 155–172, 2011.[24] F. Gonçalves, D. Carneiro, P. Novais, and J. Pêgo, “EUStress: A Human Behaviour Analysis System for Monitoring and Assessing Stress During Exams,” in Intelligent Distributed

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Frederic-charles Krynen, Stanford University; Shima Salehi, Stanford University; Carl Wieman

.[21] C. J. Ballen, C. Wieman, S. Salehi, J. B. Searle, and K. R. Zamudio, “Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning,” CBE—Life Sciences Education, vol. 16, no. 4, ar56, 2017.[22] D. L. Schwartz, J. M. Tsang, and K. P. Blair, The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them. WW Norton & Company, 2016.[23] D. M. Belenky and T. J. Nokes-Malach, “Motivation and transfer: The role of mastery-approach goals in preparation for future learning,” Journal of the Learning Sciences, vol. 21, no. 3, pp. 399–432, 2012.[24] S. Salehi, C. J. Ballen, G. Trujillo, and C. Wieman, “Inclusive Instructional

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lorelle Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Darnishia Slade, Michigan Technological University; Logan Burley, University of Michigan

Paper ID #38328Recognition of Subtle Bias Tempers Explicit GenderStereotyping Among STEM StudentsDarnishia Lashalle Slade Darnishia Slade-Morris is a PhD student in Michigan Technological University's Applied Cognitive Sciences and Human Factors Program. Her research focus includes self-efficacy, mental toughness, and microaggressions. Darnishia is also the Pavlis Educator and Manager of Global Engagement Programs in the Pavlis Honors College at Michigan Tech. She’s a foodie who enjoys spending time with friends and family as well as impromptu road trips!Logan C Burley Logan is currently working as a project

Conference Session

Technical Session 6 - Paper 3: Practitioners' Reflections on Developing and Implementing Virtual Educational Programming During COVID-19

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Paula Davis Lampley Esq., University of Cincinnati; Whitney Gaskins, University of Cincinnati; Krizia L. Cabrera-Toro

Tagged Topics

CoNECD Paper Sessions, Diversity

effectiveness within four categories, learning achievement, self-efficacy, satisfaction, and climate. Compared to traditional TVLE where the participants are allstudents; our participants range from pre-college to college students, faculty, and staff. AlthoughTVLE was created with students’ learning in mind, the framework applies to all educationalvirtual environments where learning is an integral outcome part of programming.ParticipantsThe research reflects the experiences of four practitioners at the University of Cincinnati Collegeof Engineering and Applied Science (CEAS), a historically white tier-1 research institution. Thepractitioners voluntarily agreed to participate in this research study and to have their recordedexperiences included as part

Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Wickenheiser, University of Delaware; Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware

-baseddesign projects provide students with mastery experiences in their disciplines, support thedevelopment of collaboration and communication skills, and engage the novice engineer inhigher levels of thinking [11,12]. There is a growing body of research suggesting that team-based engineering design projects must be carefully designed and implemented to ensuremeaningful and equitable experiences for individual learners [12-17], particularly as it relates totask choice and self-efficacy around hands-on prototyping tasks [13,16,17]. Equitable learningexperiences on team-based projects can be promoted through various pedagogical strategies,including scaffolded assignments, regular peer evaluations, and more frequent opportunities forindividual and team

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Wawire, University of Houston; Jerrod Henderson, University of Houston; Brian McGowan, American University; Kristin Schaefer, University of Houston; Le Shorn Benjamin

identities are closely tied toengineering as a choice [3]. Performance/Competence is related to students’ self-efficacy beliefswhich have been shown to be important for identity development and engineering as a major ofchoice [24], [25]. Last, recognition refers to how others (e.g., parents, teachers, peers,instructors) view students and how this is important to engineering identity [3], [8], [26]. Theseconstructs lay the groundwork for how we position this work in progress.3. MethodologyWe approached this exploratory study from a constructivist epistemological perspective [27]using narrative inquiry [28]. Narrative inquiry is a research methodology to understand theindividual experiences of participants via conversations that are situated and

Conference Session

Inclusivity at Two Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Janet Yowell, University of Colorado Boulder; Gabe Hanzel-Sello; Gary Barnak, Saddleback College; Michael Venn, Community College of Baltimore County

of developmental students bypromoting teamwork, peer-to-peer learning, self-efficacy, and study skills [36] - [39]. These bestpractices are integral to the success of STEM Core.STEM Core’s Strategies to Address Challenges in Broadening ParticipationCommunity colleges provide an affordable, local option for education and training. IPEDS datafrom 2018 analyzed by the American Association of Community Colleges [40], [22] show that41% of all undergraduate students are enrolled at community colleges. In addition, affordabletuition and open-access admission allow community colleges to provide important academicsupport and a “home” for underrepresented, low-income, and first-generation students. Forexample, additional data from the NACME 2014

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Inesmar Briceno Rivero, Universidad Andres Bello; Maria Elena Truyol, Universidad Andres Bello

tools that teachers themselves point out, whichis done by applying a test know as "Critical success factors in accepting the use of technology inthe classroom" [21]. This test, which has been validated by the authors, is made up of differenttest items probing on different dimensions. The following dimensions have been considered forthis study: • Performance expectations (PE): the degree to which any given individual believes that the use of technology will improve their activity performance. • Effort expectation (EE): includes aspects related to how easy and usable technology is and defined as how easy to use individuals may find the technology to be. • ICT compatibility and self-efficacy (CS): represents the teacher's

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; Roger J Marino P.E., Drexel University; James R McCusker PhD, Wentworth Institute of Technology; Johanna P Casale, Drexel University

Tagged Topics

Full Papers

inspection reveals a body of work that includes thought leadership, collegialconversation, and critical analysis of the impacts of the pandemic on all areas and concernstypically considered in the engineering education community. Scholars have documented andexplored emergency remote teaching (ERT) and the implications to or impacts on acceptedteaching pedagogies and teaching modalities, student learning and self-efficacy beliefs,challenges and opportunities with hands-on learning, and the systemic challenges related toinclusivity, equity, access, and engagement in engineering higher education. The enormity of theimpact of the pandemic is underscored by the language of the pandemic ERT literatureincorporating terms like disruption, survival, and

Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

Jonathan Verrett P.Eng., University of British Columbia, Vancouver; Tasnia Naim Anika, University of British Columbia, Vancouver

Tagged Topics

Conference Submission, Diversity

, Oxford, UK, pp. 4424–4429.[11] W. C. Lee, H. M. Matusovich, and P. R. Brown, “Measuring underrepresented student perceptions of inclusion within engineering departments and universities,” Int. J. Eng. Educ., vol. 30, no. 1, pp. 150–165, 2014.[12] D. S. A. Hofacker, “Diversity and Inclusion in the Engineering Workplace: A Call for Majority Intentionality to Increase Career Self-Efficacy,” p. 10, 2014.Appendix A : Semi-structured interview format and questions[Land acknowledgement, introduction, safe space acknowledgement, review of consent form andinterview recording]Demographic Question:1. What is your gender identity?2. How would you describe your background/race/ethnicity?Interview Questions3. Please describe your role in

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darby Riley, Rowan University; Cayla Ritz, Rowan University; Cheryl Bodnar, Rowan University; Kaitlin Mallouk, Rowan University

ASEE Meeting, June 2000.[7] P. R. Lowenthal, M. L. Wray, B. Bates, T. Switzer, and E. Stevens, (2012). “Examining Faculty Motivation to Participate in Faculty Development”, International Journal of University Teaching and Faculty Development, vol. 3, no. 3, pp. 149–164, 2012.[8] A. B. Raneri, “Exploring Self-Efficacy of Faculty Participating in a Professional development Certification Program”, Doctoral Dissertation, Education, University of Florida, Gainesville, FL, 2017.[9] M. Borrego, J. E. Froyd, and T. S. Hall, “Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments”. Journal of Engineering Education, vol. 99 no. 3, pp. 185–207

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Audrey Rorrer; David Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu; Terry Xu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; H. P. Cherukuri, University of North Carolina at Charlotte; Kamalapriya Srinivasan

program outcomes, for which the PAtENT pathway model offersinnovative assessment options. The project has begun tracking patent applications from baselinethrough the project, by discipline, student and faculty, which is now available for the AssessmentOffice to utilize. Student learning outcomes can be developed to align with the patent pathway,and larger study of doctoral student mindsets are being informed via the PAtENT surveys (whichmeasure self- efficacy, entrepreneurialism, and other professional skills.DiscussionThough this current research component is a small study, it is informative about the views facultyand students have about our alternate pathway for doctoral candidates in STEM programs. Theresearch informs the project and provides

Conference Session

Mechanical Engineering: Demos and Interactives

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haejune Kim, Texas A&M University; Phapanin Charoenphol, Texas A&M University

undergraduate education," AAHE Bulletin, pp. 3-7, 1987.[7] K. Altaii, C. J. Reagle, and M. Handley, "Flipping an engineering thermodynamics course to improve student self-efficacy," American Society for Engineering Education, 2017.[8] R. D. Manteufel and A. Karimi, "Active learning in thermodynamics by leaving the front of the classroom," ASEE Gulf-Southwest section annual conference, 2017.[9] M. Plumley, A. Foley, and E. Greene, "Practical demonstration units, using common components, for an introductory thermodynamics course," American Society for Engineering Education, 2009.[10] D. R. Sokoloff and R. K. Thornton, "Using interactive lecture demonstrations to create an active learning environment," (in English), Aip

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

assessing not only what they learnedbut how they learned [2], [3]. Specifically, SDL allows students to create their learning goals,diagnose resources required to meet those goals, and finally self-assess against the goals theycreated [4]. Seminal studies on SDL suggest the importance of the instructor to design learningenvironments in which students can choose their path in a safe and supported space [5], [6].Further, the intentional design of these environments is essential for students to develop theirSDL skills and self-efficacy in the college classroom [7], [8]. The SDL research reveals whenstudents apply SDL techniques they can apply their learning strategies to gain a deeperconceptual comprehension of the problems they are trying to solve

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yagmur Onder, Purdue University at West Lafayette (COE)

inengineering, or women in STEM (Science, Technology, Engineering, Mathematics) [2] ,[3], [4],[5]. Even if the model is not explicit, components of engineering identity such ascompetency/self-efficacy and recognition (from herself and others) are still discussed [6], [7].Godwin’s Engineering Identity Model [2] for early post-secondary students (as thisautoethnography fits into this category) is situated in the idea of “role identity” in that “theindividual attaches to the context of a social and cultural role. An individual has as many selvesor identities as he or she has groups of people with which he or she interacts. Some identitiesbecome more salient based on the particular context and social situation in which an individual isimmersed” [2]. The

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cijy Sunny, Baylor University; Idalis Villanueva, University of Florida

still in its infancy, studying the HC in engineering is gaining momentum across nationaland international circles [2]-[16]. Traditionally viewed as implicit messaging for women inengineering learning and research environments [2], [3], Villanueva [4] (re)introduced the HC asa structural framework that contains several interconnected pathways (awareness, emotions, self-efficacy, and self-advocacy; each are described in the paragraph below). According to sociologyscholars [17]-[19], structural frameworks consider how moving parts of a system (e.g., commonnorms, customs, traditions, and cultures) are structurally supported and sustained to promotestability and solidarity amongst its actors (individuals or groups). In HC, the interconnected

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo Fuentes, The University of Texas Rio Grande Valley

follows: 1) ethnic enrollment, 88% Hispanics, 2) graduation rates: fouryears (Fall 2020: 24%), six years (Fall 2020: 46%), 3) commuter school, approximately 60% ofstudent population, and 4) 84.6% of the student body receives financial assistance (e.g., 65%receive Pell Grants).I.2 Bootcamp BackgroundThe bootcamp was conducted prior to the start of the 2021-2022 academic year and developedwith the intention of adhering to the ongoing academic mission of UTRGV (Figure 1), which is toincrease student persistence and self-efficacy in STEM fields, particularly serving the HispanicRGV population. An area of opportunity for many Hispanic Serving Institutions (HSI) is retentionrates. According to the retention rates from Texas Public Universities, UTRGV

Conference Session

Labs and Demonstrations in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Mohalley-Snedeker, Georgia Institute of Technology; Benjamin Galfond, Georgia Institute of Technology

in their skill development, and to enhance student confidence in their self-efficacy related to non-technical skills” [18].Anecdotally, students have mentioned that while this assignment can be painful, it provides a veryuseful tool for self-reflection and self-improvement. Notably, presentation scores increased inrecent semesters by about 4-6% from the first presentation to the second presentation.Student comments about the content and structure of the communications component of thecourse are positive, with end-of-the-semester survey rankings for the course and the technicalcommunications instructor about 4.8 out of 5, where an average score at the institution is about4.3. A sampling of comments from 2019 indicates student reaction to the

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Ausman; Atsushi Akera, Rensselaer Polytechnic Institute; Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Melissa Shuey, Virginia Polytechnic Institute & State University

Self-Efficacy,” Journal of Engineering Education, vol. 98, no. 1, pp. 27–38, 2009.[12] M. Ong, N. Jaumot-Pascual, and L. T. Ko, “Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis,” Journal of Engineering Education, vol. 109, no. 3, pp. 581–615, 2020.[13] L. Leyva, T. McNeill, and A. Duran, “A Queer of Color Challenge to Neutrality in Undergraduate STEM Curriculum and Instruction,” Journal of Women and Minorities in Science and Engineering, Dec. 2022.[14] M. W. Ohland, C.E. Brawner, M.M. Camacho, R.A. Layton, R.A. Long, S.M. Lord, M.H. Wasburn, “Race, Gender, and Measures of Success in Engineering Education,” Journal of Engineering Education, vol. 100, no

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Virginia Davis, Auburn University; Joni Lakin, The University of Alabama; Daniela Marghitu, Auburn University; Edward Davis, Auburn University

transformative experience as the altruism-focusedinterventions. This research has shown that framing engineering as an altruistic career path canlead to meaningful changes in students’ definitions of engineering and their connection ofengineering to their career interests.IntroductionThe Goal Congruity Framework (GCF)[1, 2] predicts that students will experience greatercommitment to a career when there is alignment of their career values and their perceptions of thefield in terms of what values it can align with. Similarly, Social Cognitive Career Theory (SCCT)explains how students’ learning experiences can inform their career identity development throughtheir self-efficacy, outcomes expectations (perceptions in GCF), and values for their career.[3

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Mardis, Florida A&M University - Florida State University; Faye Jones, Florida A&M University - Florida State University

]. Available: http://ies.ed.gov/pdf/CommonGuidelines.pdf.[16] U.S Department of Labor [DOL]. (2010, February 2). Advanced manufacturing competency model [Online]. Available: http://careeronestop.org/Advanced- Manufacturing.pdf.[17] U.S Department of Labor [DOL]. (2020). Advanced Manufacturing competency model [Online]. Available: https://www.careeronestop.org/competencymodel/competency- models/advanced-manufacturing.aspx.[18] C. C. Chen, P. G. Greene, and A. Crick, "Does entrepreneurial self-efficacy distinguish entrepreneurs from managers?," Journal of Business Venturing, vol. 13, pp. 295-316, 1998.[19] J. Cheng, "Intrapreneurship and exopreneurship in manufacturing firms: An empirical study of

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ashita Bawankule, University of Illinois at Urbana - Champaign; Lara Hebert, University of Illinois at Urbana - Champaign; Rafael Tinoco, University of Illinois at Urbana - Champaign; Tracy Dace, University of Illinois at Urbana - Champaign; Alexandria Cervantes

, particularly family, on the interests and careersthat students choose. Students develop higher self-efficacy and STEM outcome expectancieswhen parents stress the importance and value of these subjects and support STEM experiencesboth in- and out-of-school [7]. Parental encouragement including toy selection, access totechnology, and high-quality community resources and formal schooling can provide childrensubstantial advantages during elementary and secondary schooling [8]. The STEM community’sgoal should be to create culturally responsive partnerships with diverse families. Thesepartnerships should be authentic and equal, empowering the families to become activeparticipants, allowing them to show who they really are and celebrating the strengths

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gerald Wang, Carnegie Mellon University

, we find increased perceptionsof self-efficacy, increased belief that the subject matter of the course is related to future careeraspirations, increased belief that it is possible to improve computing skills within the timespan ofone semester, a sharp reduction in feelings of anxiety associated with coding, and an increasedbelief that computing is a collaborative activity. Perhaps most intriguingly, the data also showthat students have a decreased belief that computing skill is an innate talent possessed by otherpeople (in other words, investment of effort can yield improvements even if one does not startout strong in this area) with a simultaneously increased belief that they themselves possess innatetalent!Beyond these measures of changed

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Conrad, University of Detroit Mercy; Alexa Rihana Abdallah, University of Detroit Mercy; Lauren Ross

2020 Literature,” Society of Women Engineers - Magazine, Mar. 15, 2021. https://magazine.swe.org/women-in-engineering-a- review-of-the-2020-literature/ (accessed Feb. 12, 2022).[11] F. A. H. A. Kader and M. A. Eissa, The Effectiveness of Time Management Strategies Instruction on Students’ Academic Time Management and Academic Self Efficacy, vol. 4, no. 1. 2015, pp. 43–50. Accessed: Feb. 12, 2022. [Online]. Available: https://eric.ed.gov/?id=ED565629[12] C. Gopalan and M. C. Klann, “The effect of flipped teaching combined with modified team-based learning on student performance in physiology,” Adv. Physiol. Educ., vol. 41, no. 3, pp. 363–367, Sep. 2017, doi: 10.1152/advan.00179.2016.[13] “Flipped classroom

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arash Takshi; Chris Ferekides, University of South Florida

student’s self-efficacy andperceptions on the utility of the course [6] . Some studies suggest that delaying giving feedbackcan improve students learning [3]. Traditionally, the graded handwritten assignments includenotes from the instructor or the course TA pointing at the student’s mistake [7]. It is assumed thatif the graded work is returned to the students with enough delay, students would review theirown work and correct their mistakes for the next assignment/quiz/exam. However, there is noclear evidence to show this method is effective and to ensure that the students have reviewed thegraded assignments.In this article, I present early results using descriptive analysis comparing student grades inElectronics I from groups who participated in

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Therriault, University of Florida; Elliot Douglas, University of Florida; Emily Buten; Elizabeth Bates, Michigan Technological University; Jeremy Waisome, University of Florida; Marah Berry, University of Florida

equity, access, and inclusion in engineering and computing and worked to develop programs and activities that supported diverse students in these disciplines. Today, Dr. Waisome is an incoming Assistant Professor in the Department of Engineering Education where she conducts research on broadening participation in science, technology, engineering, mathematics, and computing (STEM+C). She is particularly interested in understanding how formalized mentoring programs impact student trajectories and self-efficacy. In her teaching, she utilizes the learner-centered approach to instruction.© American Society for Engineering Education, 2022 Powered by www.slayte.com Characterization of Problem Types in Engineering

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University; Gabriella Sallai, Pennsylvania State University

prepared them to cope with the challenges ofgraduate education. Recent trends in engineering education show an increased effort to mitigate the rateof attrition in graduate programs. Previous work has identified several factors that correlate with studentdeparture, including academic environment, interest, advisor-advisee relationship, self-efficacy, andSocialization. Furthermore, underrepresented groups in graduate education often contend with elevated oradditional challenges to their preparation and Socialization because of their historically marginalizedsocial identities. Various programs and initiatives, such as the Ronald E. McNair PostbaccalaureateAchievement Program (or McNair, for short), have sought to increase graduate enrollment among

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Holly Golecki, University of Illinois at Urbana - Champaign; Sara Lamer, University of Illinois at Urbana - Champaign; Elizabeth McNeela, University of Illinois at Urbana - Champaign; Thomas Tran, University of Illinois at Urbana - Champaign; Aasiyah Adnan, University of Illinois at Urbana - Champaign

outreach efforts by schools and robotics organizations, girls do not participate in pre-college robotics at the same rate as boys [1]. Sullivan et al. reported low confidence in technicalactivities related to robotics as a reason for the participation disparity [2]. An analysis of pre-college extracurricular activities and their mapping to engineering majors showed the disciplineswith high percentages of male students, such as mechanical engineering and electrical engineering,had more students tinkering with electrical and mechanical components outside of school prior tostarting college [3]. When girls are not part of extracurricular robotics programs, they miss vitalopportunities to develop tinkering self-efficacy. Attracting more girls to