Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Biswas, The University of Texas at Tyler; Ola Al-Shalash, University of Texas at Tyler; Nael Barakat, The University of Texas at Tyler

and grow capable and self-sufficient engineering professionals [1, 2]. Engineering educators have been reported to even gobeyond known techniques of experiential learning where they continue to seek pioneering andcaptivating experiential learning experiences to implement and to help students understandengineering concepts, simultaneously, while mastering related skills [1, 3, 4, 5]. In MechanicalEngineering, thermal-fluid courses are excellent candidates for the incorporation of experientiallearning to facilitate understanding of complex concepts through real tangible activities which canbe experienced by normal human senses like feeling heat from temperature increases or seeing fluidmotion and effects. Some commercial entities have emerged

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

leadership studies field. Third, the methods of the research were categorized as qualitative(12), quantitative (12), and theoretical (3). Finally, the ways in which the literature used identityto address the research was organized into three categories: 1. Grounded in Identity, research that is based on an identity framework (11 sources); 2. Identity as Lens, research that interpreted results using identity theory, even if the overall research approach was not based on identity (12 sources); and 3. Identity Tangential, research that is not explicitly identity-based but meaningfully contributes to this research, nonetheless (4 sources). 8 6 4 2 0

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Holly Golecki, University of Illinois at Urbana - Champaign; Rebecca Reck, University of Illinois at Urbana - Champaign; Christopher Schmitz, University of Illinois at Urbana - Champaign; Katherine Ansell, University of Illinois at Urbana - Champaign; Jessica TerBush, University of Illinois at Urbana - Champaign; John Popovics, University of Illinois at Urbana - Champaign

andmeetings. In addition to providing a road map for instructors to form a similar working group attheir institution, we will share knowledge gained, commonalities across course types, and asummary of answers to the questions that inspired the formation of this CoP.IntroductionLaboratory experiences are a form of experiential learning and a common component ofundergraduate STEM education. These courses have the potential to provide valuableexperiences for students, who benefit by connecting the theories learned in lectures to practice inthe laboratory [1], [2]. In the laboratory, students also have opportunities to develop skills andgain experience with design, problem solving, and exposure to real-world issues that are notusually present in

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

Yang Yang, Kansas State University; Amy Betz, Kansas State University; Craig Spencer

Engineering Launch aims to improvestudents’ math preparation in Algebra I, Geometry, Algebra II, and Trigonometry, and bridge theperceived gaps in math preparation to get students ready for Calculus I.Many universities around the country have implemented similar remedial programs. There aretwo common approaches. One is a workshop-style course, which typically requires weekly classtime in addition to regular lectures [1]. The other one, which is a more common approach, is tooffer a bridge course before the semester starts, with duration from one-week long [2] to severalweeks [3-5]. For example, Cancado, Reisel, and Walker [3] examined the impact of a 4-weeksummer residential bridge program on engineering student retention. Students with low

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

Lauren Griggs, Pennsylvania State University; Catherine Cohan, Pennsylvania State University; Carmen Vanderhoof, Pennsylvania State University; Aaron Mattingly, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

mathematics). In addition to encouraging retention and academic success inrigorous disciplines, summer bridge programs have a variety of goals related to academics, socialengagement, culture, and identity formation. A review spanning 25 years of literature on summerbridge programs identified 14 different types of goals and classified them into 3 broadcategories: 1) academic goals success such as enhancement of student knowledge of material andincreased graduation rate, 2) psychosocial goals such as improved sense of belonging and self-efficacy, and 3) department-level goals such as increasing recruitment into a specific disciplineand enhancing diversity [1]. The review also drew attention to the importance of starting withprogrammatic goals and

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

William Palm, Roger Williams University

in small universities that mightbe thought to have less need for the community development an LLC provides.IntroductionLiving-Learning Communities (LLCs), in which students live together in a dormitory or otherresidence while participating in common courses and/or co-curricular activities, have been toutedas a high-impact educational practice [1]. LLCs can be organized around particular majors suchas engineering, identity characteristics such as gender or ethnicity, or interdisciplinary themessuch as sustainability. Over one hundred universities have established Engineering-based LLCsover the past four decades [2], [3], and studies have shown that they can improve short-termmeasures of student success such as engagement, first-year academic

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jan Fertig, Milwaukee School of Engineering; Subha Kumpaty, Milwaukee School of Engineering

engineering students to enhance their academic success and transition them into a career in STEM. © American Society for Engineering Education, 2022 Powered by www.slayte.com STEMpathy as Key to Inclusivity in Engineering EducationEngineering education has a problem. At a time when greater numbers of increasingly diverseengineers are needed [1] and are indeed successfully being recruited into STEM (science,technology, engineering and mathematics) career pathways [2], [3], [4], too many students arestill being lost at startlingly high rates, especially those from groups traditionallyunderrepresented in engineering. In their national multimethod Talking About Leaving study

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephen Fernandez, University of Massachusetts Amherst; Ankita Kumar; Mariam Alkattan

launch speed is 6.1 km/s, how fast is it moving at the peak of its trajectory? - Problem from one of the authors’ first year engineering student’s Physics homework [1]If your background is engineering, you are also likely to have seen problems like the one abovein classes that you have taken.If you are unsettled by problems that engineering studentsencounter that lack any reflection on the inherent moral implications, such as the one above, weencourage you to read on as we relate our efforts to contribute to the struggle for social justice inengineering. If you are not troubled with problems like the one above, then you may not findvalue in reading any further. Then again, perhaps you could benefit from learning aboutSolidarity

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Chalece Delacoudray, Georgia Institute of Technology; Sunni Newton, Georgia Institute of Technology; Justina Jackson; Meltem Alemdar, Georgia Institute of Technology; Stephen Garrett, Georgia Institute of Technology; Hilah Barbot, Amazon Web Services; Jason Freeman; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman

social justice and equity.Students also demonstrated high levels of understanding of the ubiquity of coding skills andapplications. Taken together, program evaluation results show that this integration of themes iseffective in engaging students in difficult conversations about race while building interest incomputing.Keywords: Computing, education, equity, EarSketch, student engagement, STEAM, hip hoppedagogy, K-12Introduction:Computational thinking has become ubiquitous across many technical and creative disciplines [1].According to a 2021 report from the Bureau of Labor Statistics, employment in computer andinformation technology occupations is projected to grow 13 percent from 2020 to 2030, addingabout 667,600 new jobs [2]. Diversity within

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Talamantes; Susan Rowe Rowe; Emily Nicholson; Renee O'Neill, Oregon State University

expertise. Invention Education and Youth Impacts Invention Education refers to the “deliberate efforts to teach people how to approachproblem finding and problem-solving in ways that reflect the process and practices employed byaccomplished inventors” (Couch et al., 2019, p. 1). The Lemelson Foundation (2020) notescommon traits of inventors to include empathy, creativity, curiosity, resilience, calculated risk-taking, passion, resourcefulness, and a tolerance for ambiguity and complexity. To broadly tiethese traits to IvE programs, A Framework for Invention Education (Lemelson, 2020) wascreated with adoption of six key tenets: 1. Context: Invention is the result of an ongoing creative process. 2. Empathy

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Chan; Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Dimpho Radebe, University of Toronto

identity has been variously explored within engineeringeducation research. The literature has examined the influence of identity on student retention [1],[2], interrogated the gendered nature of engineering identity formation [3], [4], andconceptualized leadership identity development within engineering education [5]. In recent years,we have seen increasing attention on the need to incorporate leadership development as part ofengineering education and to recognize engineering as a leadership profession [6]–[8].Accordingly, engineering leadership identity, for its assumed relationship with the practice anddevelopment of leadership, has been a recent focus within engineering education research [9]–[11].Through this study, we contribute to the

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Piyush Pradhananga; Mohamed Elzomor, Florida International University

of culture in communication. Then, during the training, studentswere introduced to topics such as: (1) key concepts of race, culture, and ethnicity; (2) identifydifferences between diversity, inclusion, and equity; (3) concepts of unconscious biases and theirimpact on people; and (4) concepts of microaggression. After the training, all the students whoparticipated in the training completed the post-course survey as well. The pre-survey resultsindicated that more than 50 percent of students are not familiar with the concepts of unconsciousbiases. The results of the McNemar test indicated that guided training related to unconsciousbiases significantly improves students' understanding of systemic racism and ways to addresssocial sustainability

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Farhad Reza, Minnesota State University, Mankato

variation of natural frequency with stiffness; andto familiarize students with advanced applications in structural health monitoring.The experiment is tied to one important application in the structural health monitoring of bridges.The theoretical natural frequency of a bridge is of the form of equation 1 kω= (1) mwhere k is the stiffness and m is mass. As the structural condition of the bridge deteriorates withtime, its stiffness decreases while mass remains constant. Even if mass were to change, forexample due to an overlay, it can easily be quantified. Therefore, it follows that if the naturalfrequency is measured annually, the

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Daniel Knight, University of Colorado Boulder

ten years, leadership has gained attention as a necessary skill for graduatingengineering students. This is exemplified by the increasing numbers of engineering leadershipdevelopment programs [1], the addition of a leadership development division within theAmerican Society for Engineering Education in 2014 [2], and the inclusion of leadership in therevised ABET Criterion 3 outcomes [3]. Rationale for this influx of engineering leadershipdevelopment educational opportunities includes calls from industry, the National ResearchCouncil [4] and professional engineering societies such as the American Society of MechanicalEngineers [5] and the National Society of Professional Engineers [6]. These organizationsacknowledge the increasing complexity of

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jim Sizemore, Mesa Community College

of the post-COVID hybridclasses compared to pre-COVID face-to-face classes. Generic student evaluations showed a markedimprovement, likely indicating that students enjoyed the new structure, including labs. Also, studentshad to write free form lab reports and their communication skills improved markedly as the semesterprogressed. I. IntroductionExperiential learning, that is, laboratories, internships, service learning, etc., are valuable experiencesthat improve student learning, motivation, and success, including engineering students [1], [2], [6], [5].Due to the recognized value of labs, major science teaching societies publish position statementssupporting labs in instruction [8], [9]. However, the valuable lab learning experience is

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

Engineers in Leadership Participation in engineering for Black students has been stagnantly low for several yearsnow [1], despite the heightened attention towards diversity and inclusion in the field. One areawhere this trend is especially prevalent is within engineering leadership. When you think ofBlack leaders, do any Black engineering leaders come to mind? There has been a recent uptick inCEOs with engineering backgrounds, such as Amazon's Jeff Bezos, Apple's Tim Cook, andAlphabet's Larry Page. In 2009, Ursula Burns became the first Black woman engineer CEO of aFortune 500 company when she took on the role with IBM. However, when she left her positionin 2016, she left a void of Black engineers occupying the C-suite of major companies

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

Opportunities to Orient Students in their Transition) onboarding bootcamp forincoming and transfer students in the College of Engineering and Computer Science (CECS) atThe University of Texas Rio Grande Valley (UTRGV), a predominantly Hispanic ServingInstitution (HSI) and one of the newest universities in the state of Texas and the United States.I.1 UTRGV BackgroundUTRGV consolidates the former University of Texas-Pan American (UTPA) with the Universityof Texas at Brownsville (UTB) and is now the second largest federally certified HSI of highereducation in the United States, with a student population of more than 32,000, almost of 90% ofwhom are Hispanic, mainly Mexican American due to the region’s proximity to Mexico. Statisticaldata defines UTRGV as

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

Miriam Howland Cummings, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Stephanie Ivey, The University of Memphis; Craig Stewart; David Russomanno, Indiana University - Purdue University Indianapolis; Danny King, Indiana University - Purdue University Indianapolis; Katherine Goodman, University of Colorado Denver; James Campbell, The University of Memphis; Tom Altman; Michael Jacobson, University of Colorado Denver; Gregory Simon, University of Colorado Denver

. Finally, recommendations for other institutionsseeking to launch or refine similar programming are shared.Background: The Urban STEM CollaboratoryThe Summer Bridge programs described take place at three public urban research universitiesparticipating in an NSF S-STEM project called the Urban STEM Collaboratory [1]. The purposeof the Urban STEM Collaboratory is to award scholarships of up to $10,000 per year toacademically talented students majoring in engineering or mathematics who have financialneed. Students receiving this S-STEM scholarship are referred to as Urban STEM Scholars(Scholars). These three institutions share some commonalities in how they execute the UrbanSTEM Collaboratory at their individual campuses, while also engaging in some

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)

within intellectual courage. --Dylan Rodríguez (2012, p. 812) [1] My position is impossible, a colonialist-by-product of empire, with decolonizing desires. I am, and maybe you are too, a produced colonist. I am also a by-product of colonization. As a colonialist scrap, I desire against the assemblage that made me. This impossibility motivates this analysis, which seeks not to resolve colonialist dilemmas but to acknowledge that they include specific machined privileges that may be put to work in the service of decolonizations. --la paperson (p. xxiii) [2]In the 2017 book, A Third University Is Possible, la paperson [2] offers a technological analysisof the machinery and assemblages

Conference Session

Technical Session 1 - Paper 3: Online and Global Education in Engineering: Building a Strategic Case for Placed-based Learning

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Natasha B. Watts, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

homes[1]. Many students living in these areas also face socio-economicchallenges, with 49% of children in the Black rural South living in poverty [1]. Students inthe states noted in Dr. Harrison's report often work and lack the extra funding needed fortravel. The social dynamic is far out of their comfort zone to attend events that would 4expose them to opportunities. Given the pressing need for the Internet in the last few yearsdue to the pandemic, access to virtual environments is needed now more than ever. Studentscan get to a virtual environment much quicker than a physical one and for less money. Wemust start creating spaces that allow students to

Conference Session

Technical Session 1 - Paper 4: The Sweet Sounds of Coding: promoting digital inclusion via remote instruction of introductory Python in a musical context

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sommer Anjum, University of Pittsburgh; Maria K Jantz, University of Pittsburgh; Kirk Holbrook; James M Churilla, Pittsburgh Public Schools Pittsburgh Miller PreK-5

Tagged Topics

CoNECD Paper Sessions, Diversity

codeblocks as preparation for actual coding. Recruitment Strategy Generalized over both semesters 1 2 3 4 5 Connect with Email graduate Hold instructor Behind-the- Finalize list of students who Bioengineering interest meeting scenes paperwork students who will have cleararances students about and gather names

Conference Session

Technical Session 13 - Paper 1: Transformational Resistance and Identity Development: A Case Study of an Asexual Woman Engineer

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vivian Xian-Wei Chou, University of Texas at Austin; Jerry Austin Yang, Stanford University; Brandon Bakka, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University

Tagged Topics

CoNECD Paper Sessions, Diversity

and Identity Development: A Case Study of an Asexual Woman Engineer Vivian X. Chou 1, Jerry A. Yang 2, Brandon Bakka 3, Patricia Clayton 4, Maura Borrego1,5 1 Mechanical Engineering, University of Texas at Austin, Austin, TX, 78712 USA 2 Electrical Engineering, Stanford University, Stanford, CA, 94305 USA 3 Biomedical Engineering, University of Texas at Austin, Austin, TX, 78712 USA 4 Department of Engineering, Wake Forest University, Winston-Salem, NC, 27101 USA 5 Center for Engineering Education, University of Texas at Austin, Austin, TX, 78712 USADEI programming in recent years has focused

Conference Session

Technical Session 11 - Paper 1: Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabella Grace Sorensen, California Polytechnic State University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

CoNECD Paper Sessions, Diversity

ways students perceived value and relevance ofengineering mechanics concepts in their lives. Analysis is ongoing, but preliminary findingssuggest that UVIs can help students recognize and form rich, meaningful connections betweenengineering mechanics topics and their personal lives and values. Specifically, students describeconnections in terms of 1) personal relevance; 2) a sense of “seeing” mechanics in everyday life;and 3) sociotechnical dimensions of engineering. These themes suggest that when given thespace and time, students can form valuable personal connections to the concepts they encounterin introductory engineering mechanics courses in ways that enrich and give meaning to theirlearning. Such findings are noteworthy because

Conference Session

Technical Session 4 - Paper 1: Valuable Professional Learning and Development Activities for Black STEM Postdoctoral Scholars

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Canek Moises Luna Phillips, Rice University; Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; Kathryn Joan Watson, University of Colorado Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs

Tagged Topics

CoNECD Paper Sessions, Diversity

Peterson from theUniversity of Colorado Colorado Springs. 1 WARM UP • How do you define STEM identity? • Which classroom practices do you believe are beneficial to fostering  the STEM identity of undergraduate women?  • Alternatively, which classroom practices do you believe are  detrimental to the formation of STEM identity among  undergraduate women?To begin, how do you define STEM identity?Which classroom practices do you believe are beneficial to fostering the STEM identity ofundergraduate women?Alternatively, which classroom practices do you believe are detrimental to the formation of STEMidentity among

Conference Session

Technical Session 6 - Paper 1: Who Gets to Be the Player Character? A Visual Content Analysis of Representation in Video Game Design Programs

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Caitlin Marie Lancaster, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

degree in Communication, Technology, and Society, also from Clemson, and I have taught courses in communication studies and public speaking. American c Society for Engineering Education, 2022 Who Gets to Be the Player Character? A Visual Content Analysis of Representation in Video Game Design Programs The global video game industry is growing rapidly, with revenue reaching an estimated$179.7 billion in 2020—to put that in context, the international film industry just surpassed $100billion in revenue in 2019 while North American sports brought in an estimated $75 billion in2020 [1]. Indeed, 64% of US adults and 70% of those under 18 regularly play

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

Tagged Topics

CoNECD Paper Sessions, Diversity

practices whilenavigating their graduate programs. I discuss the findings as they relate to concepts in literatureand my own auto-ethnographic experience. I also provide researchers, students, faculty, staff,and policy makers in Science, Technology, Engineering, and Mathematics (STEM) academiawith recommendations. Finally, I present the research community with areas for furtheracademic study.IntroductionProblemThere is a dearth of knowledge pertaining to graduate students with disabilities. Publicationsregarding the enrollment, retention, and graduation rates of this population are scarce. Similarly,little is known about the retention and graduation rates of graduate students with disabilities [1],[2]. More generally, there is a gap in knowledge

Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

regarding their wellbeing. The findings on the lack of perceived support areorganized by departmental and university-level influences. The students also identify areasfor improvement that have posed barriers to their awareness and utilization of universitysupports and services and to their overall wellbeing. The method of soliciting studentperspectives has implications for institutions wanting to examine their own practices andpolicies in order to better support students’ whole selves.Keywords: wellbeing, student support, undergraduate, student experience, studentperception, thematic analysis1. BackgroundHigher education is dealing with a mental health crisis [1]. According to the 2019 ACHA-National College Health Assessment II (ACHA-NCHA II

Conference Session

NOTE NEW TIMESLOT: Technical Session 7 - Paper 1: Auto-ethnographic Reflections : Lessons from Leading a STEM Initiative for Girls in School While We Ourselves Were in School

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kayli Heather Battel, Tufts University; Kritin Mandala, Saguaro High School; Sreyoshi Bhaduri, Society of Women Engineers; Natalie Anna Foster, Sisters in STEM - Saguaro High School; Lilianny Virguez, University of Florida; Lissa Erickson, Battel Engineering; Krishna Pakala, Boise State University

Tagged Topics

CoNECD Paper Sessions, Diversity

-appropriate activities, marketing materials, graphics and arobot mascot, recruited 40 volunteers and 10 industry/partner school sponsors for this inauguralyear. All costs of the event were fully absorbed by the Saguaro Math & Science Academy parentBooster Board’s 501 (c) (3) general funds. ● Anticipating participation similar to that of theannual Girl Power event of 40 students, the launch year event fielded 130 young children and100 adult participants. ● From the connections made at the event, three long running ‘spinoff’outreach initiatives were launched: a student-led math tutoring program at a local Title 1 school;a student mentored young girls’ programming group; and full development and launch of theSisters in STEM website for connectivity

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Narasimha Siddhanti Malladi, Malladi Academy; Ramalingam Radhakrishnan, Prairie View A&M University

. On the other hand, if a system is designed so thatstudents come prepared to the class, usually reading a textbook, then students will learn better andfaster. The authors present in this paper a systematic “Five-fold Plan,” with methods and samplesto enhance student's total engagement and performance, before, during and after the class.The two authors became colleagues and friends at one of the HBCUs for a year and over decadeswere in contact to discuss about progressive student engagement to improve their performance.The first author developed Five Simplified Integrated Methods of Solution (SIMS) and wrote aclass-book on engineering mechanics.Based on the class-book, the students at home (1) Read the lesson and study the basic concepts inits

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Jay R Porter, Texas A&M University; Paul M Koola, Texas A&M University; Rahul Subramanian, Ocean Engineering, Texas A and M University

Tagged Topics

Diversity

University Dr Subramanian is currently a lecturer with the Ocean Engineering Department at Texas A and M Uni- versity at Galveston. He is primarily involved with teaching and mentoring undergraduates. He teaches courses including design of ships and floating structures, fluid mechanics and computational methods for engineers. Professional interests include developing and applying computational hydromechanics towards the hydrodynamic design of floating structures and engineering education. American c Society for Engineering Education, 2022 1