Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dorothy Decontee Gocol, Florida International University; Helen Urpi Wagner-Coello, Florida International University; Monica E. Cardella, Florida International University

Tagged Divisions

Educational Research and Methods Division (ERM)

, Credible, Emotion, Structure) and the OCAR structure (Opening, Challenge, Action, Resolution) form Writing Science. ● Draft your story: The majority of the workshop was used as time for the undergraduates to create drafts of their stories. They were reminded to think about their audience -- who do you want to tell your story to? And reminded that they could choose to tell a story about their experience working on the institutional change project, another story about their undergraduate experience, or a story about experiences that led them to choose to study a STEM field for their major. ● Peer feedback: Students read their stories aloud, and gave each other feedback (in some cases, they asked each other questions

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Delaware; Shameeka M Jelenewicz, University of Delaware

Tagged Divisions

Biomedical Engineering Division (BED)

delivered in an asynchronous format (video recordings).At the end of each unit, student teams submitted deliverables using templates modeled aftercompany forms: Product Initiation Request form, Design Inputs table, Design Details form, andFailure Mode and Effects Analysis (FMEA) table. The deliverables, mapped to the learning goals(Appendix A), included writing a need statement based on the VoC; examining regulatory, ethics,and impacts of engineered solutions; creating design inputs; summarizing design details andrecreating a CAD model of an existing product; and identifying potential failure modes of anexisting product. Additional assessments tied to learning goals included maintaining a designhistory file (DHF), team norms, peer evaluations

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashton Garner Ward, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University; Casey Kidd, Louisiana Tech University; Lindsay K. Gouedy, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

Tagged Divisions

Graduate Studies Division (GSD)

develop a community withpeers in the same field.Two faculty members, who are active STEM education researchers, have instituted a newseminar series specifically for these students that is designed to realign the course withengineering education topics, continuously improve the Ph.D. curriculum, and assist students ontheir Ph.D. paths. The group of faculty and students began meeting every other week to discusstopics specifically related to STEM education and the needs of graduate school in lieu ofattending the general engineering seminars. This new seminar series covers multiple topicsapplicable to students in STEM education, including developing a plan of study, writing andpresenting a proposal for a dissertation, and on-campus graduate

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zenaida Aguirre Munoz Ph.D., University of California, Merced; Melissa Almeida, University of California, Merced; Comlan de Souza, California State University, Fresno; Keith Collins Thompson, University of California Merced; Khang Tran, California State University, Fresno; Yue Lei, University of California, Merced; Erica M Rutter, University of California, Merced; Lalita G Oka, California State University, Fresno; Maribel Viveros, University of California Merced; Bianca Estella Salazar, University of California, Merced; Changho Kim, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

the useof effective learning strategies [23]. Therefore, identifying appropriate strategies in the classroomto alleviate anxiety and enhance mathematical achievement is crucial [25]. Classroom-Level Factors Influencing Course Performance In addition to psychosocial factors, classroom-level factors also significantly impactstudents' performance in calculus courses.Active Engagement Practices A growing body of scholarship has advocated for the adoption of active learningstrategies in higher education, especially within STEM disciplines. Active learning refers to aneducational approach where students actively participate in activities such as reading, writing,discussions, or problem-solving that promote analysis

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, The University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

research. The students in the proposed undergraduate research programwere recruited from student organizations and success programs at the University of Texas atAustin that predominately target first-generation and/or socioeconomically disadvantagedstudents. The program bookends the research experience with a lecture series at the start and aresearch conference at the end. The lectures are an instructional component designed to providestudents with the skills to write a research question, create effective search strings, andcommunicate technical subject matter. The lecture series springboards students into a researchexperience where they are matched with a graduate student or faculty member that will mentorthem on their research. Thus, this work

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaorong Zhang, San Francisco State University; Stephanie Claussen, San Francisco State University; Fatemeh Khalkhal, San Francisco State University; Yiyi Wang, San Francisco State University

Tagged Divisions

Educational Research and Methods Division (ERM)

transcripts using a dual approach that incorporates bothChatGPT and traditional human analysis techniques.Data AnalysisThe research team created the ARM Development Guidelines to streamline the quick ARMmethod-based analysis as follows: Write a short (~1-2 pages) Analytic Research Memo (ARM) about any noteworthy codes that emerged from your coding. Potential things to keep in mind as you write your ARM include: • Who is this interviewee? How do they self-identify (both with regards to their engineering identities and their non-engineering identities)? • How do they explain or justify their identities? • How do they perceive engineering? Does this perception relate to how they see themselves as engineers (or not see themselves as

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; Athena Wong, University of California, Irvine; David A. Copp, University of California, Irvine; Analia E. Rao, University of California, Irvine; Lorenzo Valdevit

Tagged Topics

Diversity, NSF Grantees Poster Session

community colleges holds great potential in contributingto the desired diversification of the engineering workforce[1]. However, transfer studentscommonly experience a “transfer shock” when transitioning from community colleges to four-year bachelor-degree awarding institutions. They need to learn to navigate a new environment[2] and often struggle to gain access to departments, people and guidance to help them with thistransition [3,4]. Due to the fact that they are also joining already existing social networks, theyoften also experience a lack of personal relationships with faculty and a lack of social integrationinto their peer group [3,4]. All these extra challenges can affect their academic achievement,retention, and degree attainment

Conference Session

Unique Pedagogies for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, Ohio Northern University

Tagged Divisions

Mechanics Division (MECHS)

defined skill from 2021 (“Use vectors to evaluate the positions of links in amechanism.”) was split into multiple, specific skills for the 2022 course: • R3: Write vector loop equations for a mechanism of four or more links • R4: Calculate the position of points on a mechanism with four or more links • R5: Perform position analysis on a crank slider • R8-C: Perform analytical position analysis on a four-bar linkage using MATLABPractically, applying this best practice improved the consistency of test questions for the mastery-skills.As a result, students demonstrated higher pass rates for the mastery skills and reported higher levels ofcompetence on post course surveys (see Section 3).Best Practice 2: Lecture materials should

Conference Session

Robotics and Circuits

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathryn Lara Wujciak, Tufts University; Briana M Bouchard, Tufts University; Chris Buergin Rogers, Tufts University

Tagged Divisions

Computers in Education Division (COED)

improving problem-solving skills, critical thinking, monitoring one’s own progress, or goal-setting [1], [3]. Forexample, an instructor might provide a worksheet where the student writes weekly goals to helpdevelop their goal-setting skills. The student may learn how to effectively set goals which couldhelp in many areas of learning. Domain-specific scaffolding is instructional guidance that isspecific to one domain [1], [3]. It aims to make understanding complex concepts in that domainmore attainable. For example, in a computer science environment, it could look like “fill-in-the-blank” code or black-boxing code. There are many techniques within scaffolding, and below wewill detail those relevant to our course.On an individual level, scaffolding

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vellore S. Gopalaratnam, University of Missouri, Columbia; Douglas J Hacker; Sarah Lynn Orton P.E., University of Missouri, Columbia; Rose M Marra, University of Missouri, Columbia

Tagged Topics

NSF Grantees Poster Session

averse to entering college, and once they do enter do not persistbeyond two years and many more do not persist to completion. A major cause for the lack ofpersistence for low-income students has been attributed to their feelings of alienation or isolationwithin the college experience (AAAS, 2021). Low-income students are often high achievers inhigh school, and yet when they enter college, they may suffer from anxiety stemming from theirbeliefs that their academic performance is perceived by others as inferior and that they will oneday be exposed as impostors or frauds not on an academic par with their peers (Sakulku &Alexander, 2011). Negative self-perceptions act as a confirmation bias that feeds into theirnegative stereotypes (Seymour &

Collection

2024 South East Section Meeting

Authors

April Anne Kay, Dalton State College; Bradley Harris, University of Tennessee at Chattanooga; Stephanie Philipp, University of Tennessee at Chattanooga

Engineering Education, 2024 A Model Research Experience for Undergraduate Biology Labs Using MicroalgaeAbstractProblem Based Learning (PBL) or Course-embedded Undergraduate Research Experience(CURE) projects challenge students to problem solve using scientific literature and teamworkwhile investigating solutions to a real problem. Through scaffolding, students learn how toconduct peer-reviewed literature research, formulate research questions, co-design experiments,collaborate in groups, conduct experimental protocols, troubleshoot lab protocols, and reporttheir findings. This paper discusses a PBL/CURE project introduced to Microbiology students atDalton State College in Spring 2023. The project begins by

Conference Session

Faculty Development Division (FDD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haley Briel, University of Wisconsin, Madison; Deesha Chadha; Chris Dakes, University of Wisconsin, Madison; Erica Jean Hagen, University of Wisconsin, Madison; James Iain Campbell, Imperial College London; Umang Vinubhai Shah

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

ofAgriculture and Life Sciences (CALS).Returning TAs at UW-Madison attend a required training called ReTA, a much shorter programheld virtually for 1.5 hours to focus on lessons learned from prior experience. This focusempowers TAs to give each other advice rather than relying on facilitators as experts. NEO andReTA both have virtual courses through the University Learning Management System, Canvas,with quizzes, readings, and reflections that participants are expected to complete independentlybefore their synchronous sessions meet. They also maintain access to the resources after thetraining is completed for reference throughout the semester as needed.Both institutions have made peer feedback of presentations a priority, a useful skill for

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 3 - Innovative Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N. Jensen, University at Buffalo

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON)

advantage. Thishypothesis was tested in two ways. First, to test whether later-testing students did better thantheir peers, the correlation between exam scores and the order in which the students took theexam (hereafter, exam order) was determined. The exam order was recorded for 9 out of the 15years in this study. A typical profile is shown in Figure 6 for 2016. In all nine years, the 95%confidence interval (CI) for the slope of score versus exam order included zero.Second, a measure was calculated to see if students performed better on the oral exam thanexpected. This measure was Δ(rank) = rank in the course – rank on the oral exam. (The rank inthe course includes the oral exam.) The Δ(rank) values are plotted versus exam order in Figure 5for

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Julio Urbina, Pennsylvania State University; Reginald F. Hamilton, Pennsylvania State University; Catherine L. Cohan, Pennsylvania State University; Tonya L. Peeples, Pennsylvania State University; Cynthia Howard Reed, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

writing and communication; and methodological development.Dr. Julio Urbina, Pennsylvania State University JULIO V. URBINA, Ph.D. is a Professor in the School of Electrical Engineering and Computer Science at The Pennsylvania State University. Dr. Julio Urbina received his BSEE degree from Universidad Nacional de Ingenieria, Lima, Peru, in 1990, and his M.S. and Ph.D. degrees in electrical engineering from the University of Illinois at Urbana–Champaign in 1996 and 2002, respectively. He has worked at Jicamarca Radio Observatory, Arecibo Observatory, and University of Arkansas. Dr. Urbina’s research has used radio and radar technologies to study the Earth’s middle and upper atmosphere. He conducts research in RF and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

Tagged Topics

Diversity, NSF Grantees Poster Session

experiences at multiple stages of the major withdifferent support and preparation for a CS major (SES and first-generation status), or the studentswho are at risk of dropping out or who have already dropped out as they may reveal reasons andcircumstances for attrition.Literature ReviewOur team investigated the lived experiences of students on their trajectory to and throughComputer Science. According to Tinto’s “Model of Institutional Departure” [10], the best way tohave student persistence and retention in Computer Science is to integrate positive formal andinformal academic systems (such as academic performance and staff interactions) as well asformal and informal social systems (such as extracurricular activities and peer-group interaction).We

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Namita Shrestha, Rose-Hulman Institute of Technology; Timothy Chow, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

), and he currently serves as a member of the ASEE Data Collections Advisory Board, as well as a Peer Reviewer for the Higher Learning Commission (HLC) and for the OAAAQA Register of External Reviewers . Timothy has a PhD from Indiana State University in Technology Management with specialization in Quality Systems. ©American Society for Engineering Education, 2024 A Flipped Classroom setting trial in GIS course.1 IntroductionFlipped classes have gained increasing popularity in undergraduate civil engineering courses [1, 2] This teaching approach allowsstudents to actively participate in the learning activities while the instructors serve as facilitator assisting and

Conference Session

Track 5: Technical Session 5: Successful mentoring practices for women undergraduate STEM students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Elizabeth Hart, University of Dayton

Tagged Topics

CoNECD Paper Sessions, Diversity

at Dayton and WiE at Purdue have developed a collaborative relationship wherethey have shared tips and strategies to develop mentoring programs as they standtoday.We will start with a brief description of our programs and then talk about ourcollaboration and transferability of mentoring components.Research shows that mentoring works. In particular, longitudinal research is beingconducted by the Purdue team through and initial results indicate that students in thementoring program graduate at higher rates than their peers not in the program.Reviewer 1 stated: “Oftentimes, in academia especially, mentorship programs are usedas a superficial band-aid for systemic inequities and toxic cultural norms.”We acknowledge that there are systemic

Conference Session

Track 6: Technical Session 8: Title: Real life experiences in recruiting, retaining, and supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; Rachel Levitt, Kansas State University

Tagged Topics

CoNECD Paper Sessions, Diversity

identity that includes or supports both their engineering and LGBTQIA+ identity?• Group 3 - What student support and training/professional development do you have to minimize the devaluation and marginalization of LGBTQIA+ students?• Group 4 - How does your campus ensure equitable access to health and wellness resources? What about your classroom? Policy or advocacy work? 10Depending on early feedback (and the set up of the room) we may use differentmodels for working together and sharing out the responses. This may includedworking at each table or having large notepad across the room that people can get upand write on

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Rui Li, New York University

willdecide on one pathway before being assigned to specific projects. The main three pathways areentrepreneurship, industry, and research.2.4 Course AssessmentThe team will be evaluated at the end of the semester as shown in Table 1. Table 1. Breakdown Assessment Component to Evaluate Student VIP Performance Documentation (VIP Notebook) 30% Responsibility and Contribution 30% Peer Evaluations & Attendance 30% End of Semester Report 10% Total 100%CATME (Comprehensive Assessment of Team Member Effectiveness) was used to

Conference Session

International Division (INTL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyu F Zeng, Indiana Wesleyan University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

innovative strategies educatorsemploy to foster inclusive, effective, and culturally enriching learning experiences. The studyreviews issues related to language proficiency, academic writing, cultural differences, differenteducation backgrounds, unique learning habits, course delivery, teaching methodology, academicdiscipline, acculturation, pedagogical adaptations, and support services, shedding light on theevolving role of American universities in shaping the global education landscape. Addressing thesechallenges and leveraging the diverse perspectives international students bring to the classroomcan enrich the educational experience for all students and prepare them for a globallyinterconnected world.IntroductionAs the globalization of higher

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

, andproject development of the participants. This paper will also focus on the continued use of remote internshipsand experiential opportunities as a High Impact Practice to engage students at an urban commuter universityacross all majors.BackgroundHigh Impact Practices (HIPs) have been shown to be effective in retention, persistence, and overall studentsuccess [1-5]. These practices include activities such as undergraduate research, service learning, experientiallearning opportunities, internships, study abroad, collaborative projects and writing intensive courses. Theseactivities have been found to be very beneficial for underrepresented students. Institutional resources,curriculums and student body demographics limit the effectiveness of the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Marino Nader, University of Central Florida; Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Hyoung Jin Cho, University of Central Florida

Tagged Divisions

Educational Research and Methods Division (ERM)

of Central Florida Professor Hyoung Jin Cho is the Associate Chair of the Department of Mechanical and Aerospace Engineering at the University of Central Florida. He coordinates two undergraduate programs – B. S. Mechanical ©American Society for Engineering Education, 2024 Paper ID #43410Engineering and B. S. Aerospace Engineering. He has published over 130 peer-reviewed journal andproceeding papers. He has 12 and 6 patents granted in the U.S. and Korea, respectively, in the areas ofsensors, microfluidic devices, and micro/nanofabrication. His current research focus is on miniaturizedenvironmental sensors and sample

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sakhi Aggrawal, Purdue University ; Lisa Bosman, Purdue University; Alejandra J. Magana, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

writing, hands-on work, programming, and more. This allowed eachof us to take on roles aligned with our capabilities and learn from each other's expertise. Ibenefited greatly from collaborating with peers who could fill my gaps and enhance mystrengths”. Another student captured the essence of interdisciplinary learning: "I really enjoyhaving research in a team... I can also see more different research fields closely becausedifferent students may have a different research focus." These comments illustrate the richnessof learning and innovation that arises from a mixture of diverse viewpoints and experiences.Positive mentorship dynamics: The role of mentors in shaping the team experience was aunique aspect. Reflecting on the impact of mentorship, a

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A Cross, Texas Tech University; Kelli Cargile Cook, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University; Jason Tham, Texas Tech University; Md Rashedul Hasan, Texas Tech University

Tagged Topics

NSF Grantees Poster Session

communication and rhetoric at Texas Tech University. He is author of Design Thinking in Technical Communication (2021 Routledge) and co-author of UX Writing (2024 Routledge), Writing to Learn in Teams (2023 Parlor Press), Designing Technical and Professional Communication (2021 Routledge), and Collaborative Writing Playbook (2021 Parlor Press). He has also edited the collection Keywords in Design Thinking (2022 University Press of Colorado).Md Rashedul Hasan, Texas Tech University I am working on my MS in Systems and Engineering Management at Texas Tech University. I am from Bangladesh, a South Asian country known for its abundant green landscapes. After completing my master’s program, I intend to pursue a Ph.D. in

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chloe Grace Hincher, North Carolina State University; Olgha Bassam Qaqish, North Carolina State University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

for paper‬ ‭submissions to allow participants to reidentify their maps face down, preventing peer or‬ ‭researcher observation. Pseudonyms remained the same throughout the experience, allowing‬ ‭individual growth to be compared at different times. Participants were not constrained on time‬ ‭and were allowed to turn in concept maps when completed. Students placed paper concept maps‬ ‭in a closed folder or submitted them anonymously online.‬‭ alfway through the 10-week experience, participants received a photocopy of their first concept‬H‭map on paper or were asked to reassess the digital version. Paper concept maps were laid out‬ ‭face down, with only the pseudonym visible. Participants were allowed to build upon the

Conference Session

Design in Engineering Education Division (DEED) - Teamwork in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Charlotte Marr de Vries, Pennsylvania State University; Qi Dunsworth, Pennsylvania State University; Doyle Dodd, The University of Oklahoma

Tagged Divisions

Design in Engineering Education Division (DEED)

it is criticalthat faculty work on improving their online teaching techniques, they must also optimize thebenefits of in-person learning when human-to-human interactions take place. One of the largestbenefits of in-person learning is the opportunity of social interaction. One study found thatallowing students to interact with each other in a flipped gamified environment provided betterlearning outcomes when compared with online or traditional education [12]. The impact of thispandemic is expected to affect social skills of those who were students during that time [4]. In-person learning provides opportunities for students to socialize with their peers and buildrelationships. It is important that, rather than taking these features for granted

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Rebecca Krylow, Duke University

winds down and prototypes are delivered, closing the semester with thoughtfuland specific communication to clients is important. Students write thank you notes to theirclients, and these are delivered in person, or by mail. We have also created a survey to gatherfeedback on the clients’ experiences. Questions focus on communication frequency from thestudent team; program coordinator, EGR 101 instructors, and the Program Director. The surveyalso asks about the prototype feasibility, feedback for the student team, and if they want to serveas a client again. Finally, there is an opportunity to share any open feedback about theirexperience. The survey is not anonymous. Greater than 70% of clients who responded to oursurvey said they would like to

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Benjamin Goldschneider, University of Virginia; Shaylin Williams, University of Virginia; Esther Tian, University of Virginia

professional development, the Career Development team providescomments and conversation to every student’s reflection, fostering an ongoing discussionsurrounding the steps required to pursue their goals. This dialogue enables students to makesmall or large adjustments to their academic, professional, and life goals, depending on theirindividual needs.In the third mini session, we discuss another course assignment, given at the end of each sectionof the course, hereafter called “modules.” Each module has a distinct focus, ranging fromresearch to the design process, and students are asked to write a short reflection about theirexperience with each when they end. These reflections ask students to evaluate what they got outof the module, what they liked

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University, West Lafayette; Thomas Harris, National Society of Black Engineers; Maeve Drummond Oakes, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

positively affect motivation [1]. At the root of the model is that behaviorscongruent with one’s identities are preferred and motivating, whereas behaviors incongruent arenot preferred and viewed as unimportant and meaningless. Moreover, what children and youngadults perceive as congruent for them is heavily influenced by what they see and experience. Assuch, role models (teachers, mentors, peers) who reinforce and share in a given identity make itfeel congruent. It can then be more readily adopted as a part of their identity – who they are.This is why having caring, dedicated and multiple mentors, for example, is at the heart of boththe CISTAR and NSBE SEEK parts of the REM program and is so critical for changing thedemographics of fields such as

Conference Session

Track 8: Technical Session 9: On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site Visits

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Finn Johnson M.A., Oregon State University; Michelle Kay Bothwell, Oregon State University

Tagged Topics

CoNECD Paper Sessions, Diversity

addresses theseresearch gaps. We used critical collaborative ethnographic site visits to center TGNCpositionality and community-centered research ethics. The four-day site visits presented hereinvolved two mechanical engineering students at a prestigious private university on the EastCoast of the United States. Activities included formal semi-structured interviews as well as lessformal interactions with each participant, such as attending classes, visiting important campusand community spaces, and hanging out with the participants’ friend/peer groups. The visitingresearcher also explored the college campus and the broader community on his own to moredeeply understand the politics and context of the local environment. As predicted by