Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelli Cargile Cook, Texas Tech University; Fabiola Liliana Carrion-Anampa, Texas Tech University; Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A. Cross, Texas Tech University; Mario G. Beruvides P.E., Nanyang Technological University

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Diversity

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Graduate Studies Division (GSD)

improved to support student mental health,reduce attrition rates, and bridge the gender and ethno-racial gaps in graduation rates, makingdoctoral education a more viable career path for engineers.Identity development in engineering doctoral students Research on identity development in engineering students has primarily focused onundergraduates, and only a handful have considered identity development in graduate students[1], [2], [3], [4]. Because engineering graduate students, and especially doctoral students, oftenmatriculate with professional experience, researchers have assumed that graduate students enterdoctoral programs with a ready-made professional identity as engineers. However, training indoctoral engineering programs requires

Conference Session

Curricular Innovations in Computing -2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah L. Harris, University of Nevada - Las Vegas; Yingtao Jiang, University of Nevada - Las Vegas; Christine Clark; Ed Jorgensen; Tiberio Garza, Florida International University; Norma A Marrun, University of Nevada - Las Vegas; Valerie L. Taylor

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Diversity

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Electrical and Computer Engineering Division (ECE)

, and she has co-authored three popular textbooks, most recently Digital Design and Computer Architecture: RISC-V Edition in 2021.Dr. Yingtao Jiang, University of Nevada - Las VegasChristine ClarkEd JorgensenTiberio Garza, Florida International UniversityNorma A Marrun, University of Nevada - Las VegasValerie L. Taylor ©American Society for Engineering Education, 2023 Promoting Success Through Building Community for Computer Science and Computer Engineering Undergraduates Sarah L. Harris, Christine Clark, Norma A. Marrun, Edward Jorgensen, Yingtao Jiang, Valerie Taylor, Tiberio Garza University of Nevada, Las Vegas (all except T. Garza), Florida International

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie M. Rieland, University of Michigan; Shamalee Goonetilleke, University of Michigan; Sarah Jane Bork, University of Michigan; Aaron W. Johnson, University of Michigan

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Diversity

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Graduate Studies Division (GSD)

, identity building, and coping for boththe producer and the consumer [27], [28]. Moreover, social media and memes have beenidentified as an important medium through which minoritized graduate students, especially atprimarily white institutions, can build social support, challenge racialized stereotyping, solicitadvice, and practice self-care [28], [29].Meme-producers often leverage techniques such as hyperbole, humor, and dark humor toexaggerate their lived-experiences in the quest for “relatability,” likes, and retweets. While manyindividuals [27] including the present authors, have associated graduate school memes withfeeling less alone in their programs and development of their identity as graduate students, thesesame memes may serve to

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

, persistence, and career trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2023Capturing attrition decisions in engineering graduate students using longitudinal SMS dataKeywords: Attrition, longitudinal study, SMS (Short Message Service), time series dataAbstractThis research paper reports results from a longitudinal Short Message Service (SMS) text messagesurvey study that captured attrition decisions from engineering graduate students who decided toleave their Ph.D. program or change degree objectives from Ph.D. to M.S. (Master’s-leveldeparture). While past research has investigated doctoral attrition across disciplines to

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Clay Gloster Jr., North Carolina Agricultural and Technical State University (TGC); Matthew Bonner Aurelius McCullough, North Carolina Agricultural and Technical State University (TCG); Grace Gowdy; Shea Bigsby; Dawayne Whittington; Juanda Johnson-Taylor

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Diversity

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Graduate Studies Division (GSD)

, presentations, and web materials to support numerous initiatives related to graduate student professional development, graduate assistant training, and other enrolled student services.Dawayne WhittingtonJuanda Johnson-Taylor ©American Society for Engineering Education, 2023 NCLSAMP Bridges to the Doctorate: Preparing future minority Ph.D. researchers (PFMPR) through a holistic graduate student development modelIntroductionWhile there are initiatives, such as the Alliance for Graduate Education and the Professoriate(AGEP) embedded in universities across the country that focus on preparing the next generationof science, technology, engineering, and math scholars who are prepared to enter the STEM

Conference Session

Community Engagement Division 4 - Cultivating Engineering Excellence through Mentorship and Humanitarian Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Amelia Elizabeth Cook, Lipscomb University; Lewis Ngwenya, Lipscomb University; Hannah Grace Duke, Lipscomb University

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Diversity

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Community Engagement Division (COMMENG)

experience in the workforce before pursuing graduate school. Lewis Ngwenya has been working with Dr. Dodson to research how humanitarian engineering projects impact professional formation and views of diversity, equity, and inclusion.Ms. Hannah Grace Duke, Lipscomb University Hannah Duke is an undergraduate student in the Raymond B. Jones College of Engineering at Lipscomb University. Hannah is studying mechanical engineering and plans to continue on to graduate school, following the completion of her undergraduate degree, to ©American Society for Engineering Education, 2023 Creating Inclusive Engineers through Humanitarian Engineering: Quantitative Results from a

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna Newsome Holcomb, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Lakshmi Raju

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Diversity

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First-Year Programs Division (FYP)

investigate the ways that peer mentorship affectssense of belonging and discipline identity for students from varied matriculation points.IntroductionAs higher education institutions foster increasingly diverse undergraduate populations, it isimperative that student success initiatives purposefully develop students’ sense of belongingwithin an institution, a campus, a peer community, and an academic discipline. Belonging is acritical dimension of student success affecting a student’s degree of academic adjustment,persistence, and post-graduate aspirations, while also contributing to institutional benchmarkslike retention and degree completion [1]. Additionally, the decline in the number of traditional-age college students after 2025, a result of the

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Kouo, The Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS) at the Johns Hopkins University School of Education; Jeannie Chipps, Johns Hopkins University; Rachel Figard, Arizona State University; Kenneth Reid, University of Indianapolis; Katey Shirey, eduKatey LLC, STEAM Education Services; Stacy S. Klein-Gardner, Vanderbilt University

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Diversity

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Pre-College Engineering Education Division (PCEE)

Paper ID #38035Board 155: Broadening Participation and the Mission of Engineering forUS All (e4usa) through Design Projects That Engage Students withDisabilities as Stakeholders (Work in Progress)Dr. Jennifer Kouo, The Institute for Innovation in Development, Engagement, and Learning Systems (IDE-ALS) at the Johns Hopkins University School of Education Dr. Jennifer Kouo is an Assistant Research Scientist at the IDEALS Institute. Jennifer’s areas of expertise include Universal Design for Learning, technology integration, assistive technologies, and serving stu- dents with a range of disabilities, particularly autism spectrum

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Mentoring Programs in Graduate Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nahndi Tirrell Kirk-Bradley, Texas A&M University; Cara London, Texas A&M University; Eldridge Raymond Jr., Texas A&M University; Janie M. Moore, Texas A&M University

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Graduate Studies Division (GSD)

treatment in stored grains and 2) innovate instructional strategies for Biologicaland Agricultural Engineering students. She is also a Member of the Engineering Education Faculty, In-stitute for Engineering Education and Innovation, Food Science Graduate Faculty, and MultidisciplinaryEngineering Graduate Faculty groups at Texas A&M University. ©American Society for Engineering Education, 2023Abstract Effective mentoring is critical to the success of graduate students; however, manymentors lack the skills and resources necessary to provide comprehensive support. To addressthis issue, the STAND model offers a framework for faculty mentors to guide and support theirstudents through five main actions: setting

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, Engineering for One Planet; Cynthia Anderson, Alula Consulting; Cindy Cooper, The Lemelson Foundation; Surbhi Godsay Lipkin-Moore, Amplify Evaluation

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Diversity

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Environmental Engineering Division (ENVIRON)

tocomplex crises, and recognize the importance of sustainability to future national competitivenessand growth.1,2,5–7 Educators and students are similarly rallying for changes to better address andforestall environmental and social challenges through sustainability. Engineers are poised to helpcreate this sea change because they impact nearly every industry and everything human-made.Through their design and execution decisions, engineers directly and indirectly influence thecreation of everything from consumer goods to hardware and software products to buildings andmodes of transportation, thus their decisions make positive or negative impacts on the planet andits people, today and into the future.5 For engineers to contribute in a positive and

Conference Session

Design in Engineering Education Division (DEED) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Bunt, The Pennsylvania State University; Laura Hinkle; Andrew Walton; Nathan C. Brown

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Diversity

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Design in Engineering Education Division (DEED)

Paper ID #36904Relationship between High School STEM Self-Competency and Behavior ina Parametric Building Design ActivityStephanie Bunt, The Pennsylvania State UniversityLaura HinkleAndrew WaltonDr. Nathan C. Brown ©American Society for Engineering Education, 2023 Relationship between High School STEM Self-Competency and Behavior in a Parametric Building Design ActivityBuilding designers receive discipline-specific education which prepares them to address distinctdesign goals, but they may struggle to address criteria not considered part of their professionbased on their disciplinary identity. In STEM subjects

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothy Frank, U.S. Air Force Academy; Daphne DePorres, U.S. Air Force Academy; Joel Sloan, United States Air Force Academy

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Diversity

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First-Year Programs Division (FYP)

laboratory, there also needs to be an appropriate amount of rigor in the coursecontent to help close the gap in preparation for subsequent undergraduate-level STEM courses. Ablend of fun and technical content can lead to increased student engagement [29]. The coursewill develop critical thinking and problem-solving skills and tools that will benefit students in awide range of general education courses. At USAFA, along with humanities, social sciences, andbasic sciences, general education requirements include 15 semester hours of engineering courses.Skills such as literature review, project management, and technical communication, whichstudents will practice in this first-year course, are expected to be useful in several future coursesand in their

Conference Session

Women in Engineering Division (WIED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Spencer Szczesny, Pennsylvania State University; Alyssa Salazar; Ann Cameron Casasanta

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Diversity

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Women in Engineering Division (WIED)

first-and second-year graduate students in the biomedical engineering program were enrolled in theseseminar courses since they are required to complete a degree (BS/MS/PhD) in biomedicalengineering at PSU. Second, these seminar courses provide professional development forbiomedical engineering students by presenting current research and career opportunities throughweekly invited speakers. The overall professional development learning objectives of the courseswere compatible with our education modules designed to increase student understanding andcompetency of topics related to diversity, equity, and inclusion. Third, the format of the courses(i.e., weekly invited speakers) made it easy to insert our content into the curriculum. During each

Conference Session

Committee on Educational Policy Presents: Holistic Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joan Z. Carter, Inver Hills Community College

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Diversity

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Civil Engineering Division (CIVIL)

programs was $5,665 [24] or approximately one-third thecost of the University of Minnesota.F. Engineering Pathway“Community Colleges play a key role in preparing Americans to enter the workforce withassociate’s degrees or certificates or to transition to four-year educational institutions” [2].Nearly half (47%) of all U. S. students who earned bachelor’s degrees in science andengineering between 2010 and 2017 did some coursework at a community college, and 18%earned associate degrees [2]. Students can take the first two years of a four-year engineeringdegree at a community college, and then transfer to and graduate from a four-year engineeringprogram. This is considered the community college pathway toward a Bachelor of Sciencedegree in

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Roneisha Wynette Worthy, Kennesaw State University; Amy Borello Gruss, Kennesaw State University

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Diversity

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Community Engagement Division (COMMENG)

centered on the ability of community engagement to change theirperceptions of populations, its role in confidence building, the sense of contribution as amotivation factor, and the idea that community engagement is the only tool to receive suchintangible and priceless benefits. The final theme entailed three concepts that focused primarilyon sheer enjoyment and fun participants and students found in the event, the importance ofhands-on experiences to promote such engagement, and the usage of hands-on activities to createcuriosity and engage in problem-solving.A. Community Engagement in Student IdentityRecent studies suggest that outreach as a context for developing retention-oriented identities hasled many students to seek formal volunteer

Conference Session

Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Elisabeth Gehr, Purdue University; Emily Garcia, Purdue University; Suzanne Swaine, Purdue University at West Lafayette (COE); Stephen McBride, Purdue University; Joseph Vincent Rispoli, Purdue University; Christopher Greg Brinton

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Diversity

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Graduate Studies Division (GSD)

surveys from the Graduate Student Experience in the Research University (gradSERU)online service. The fellows recognized several gaps in Purdue’s graduate mentoring experiencethat needed to be addressed: an engineering-specific individual development plan (IDP), surveysof faculty members, and educating students about taboo mentorship topics.An IDP was created for PhD or master’s students in the College of Engineering. The document isintended to guide students through four steps: a skillset self-assessment, goals for Year 1 ofgraduate school, a meeting between student and advisor, and progress updates after the first year.The IDP was published on the university website and distributed among the engineeringdepartments in August 2022 and has since

Conference Session

Improving Retention & Self-Efficacy through Experiential Learning and Research Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Charmane Caldwell, Florida A&M University - Florida State University; Reginald J. Perry, Florida A&M University - Florida State University

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Diversity

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Cooperative and Experiential Education Division (CEED)

college [5]. However, EESI takes things one step further by incorporatingexperiential learning opportunities coupled with financial support, which changes students’personal income and builds an engineering identity. These factors not only create support inareas that alleviate external barriers, which assist black students' retention in college, but theprogram opens up opportunities to better prepare students once they graduate college to be readyfor the STEM workforce and/or graduate school.Some studies show that experiential learning can positively impact participants, but few focus onblack students and even less on a Historically Black College and University (HBCU).Consequently, this research highlights the impact of a structured community

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Wolff; Pat Burnett, Whatcom Community College; Anna Fay Booker; Tran M. Phung; Mei P. Luu; Seth Greendale

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Diversity

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First-Year Programs Division (FYP)

EMSLC student participation in club meetings and projects as well as their interestin leadership opportunities and compare engagement levels to non-EMSLC students. We willinvestigate RQ5 by analyzing the demographic breakdown of findings related to the other fourresearch questions.ConclusionThis work-in-progress paper describes early development of a new learning community we aredesigning to welcome and support precalculus-level students into their engineering academicpathway. The approach leverages multiple high-impact educational practices to promote deepconceptual learning, motivate foundational skill development, explore social relevance andconnection, and ultimately seeks to strengthen students’ engineering identity, sense of belonging,and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

alsofeatured opportunities to develop a shared lexicon for ARDEI concepts and interrogate one's ownidentity and positionality.By making this a required course, we set the expectation that considering the societal impacts ofresearch is an important and natural part of the entire research process. We chose to expand anexisting professional development course for graduate students that originally solely coveredtopics like laboratory safety, library use, grant writing, and communication, to include ARDEIand social justice content. Into this predominately passive content, we added active and complexreflections and discussions of identity, bias, and (in)justice. We believe that developing thisreflective skill early sets students up to think about social

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alyssa V. B. Santos, Pennsylvania State University; Sarah J. Boehm, Pennsylvania State University; Fadi Castronovo, California State University, East Bay; Tiffany A. Mathews, Pennsylvania State University

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Diversity

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Graduate Studies Division (GSD)

fourth and final task while also following suggestions made previouslyregarding the easing of financial burdens [16]. The Graduate Research Experience and Transitioning to Grad School (GREaT GradS)program was developed to borrow from undergraduate bridge programs and interventions whilemaintaining that one does not need to approach graduate students who have already beenadmitted under the premise of a deficit model, such as the Meyerhoff Scholars Program [23] -[25] or Alliances for Graduate Education and the Professoriate (AGEP) program [26], [27].GREaT GradS is a 6-week, graduate foundational program for incoming students in STEMdisciplines, including engineering, materials science, chemistry, and physics. GREaT GradS wasdesigned to

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Jennifer Cromley, University of Illinois Urbana - Champaign; Karin Jensen, University of Michigan; Dale Robbennolt; Anne Hart, University of Tennessee, Memphis

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Diversity

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Graduate Studies Division (GSD)

Education Research & Development, vol. 38, no. 3, pp. 565-578, 2019.[4] G. M. Sallai, J. Vicente, K. Shanachilubwa, and C. Berdanier, “Coping landscapes: How graduate engineering students’ coping mechanisms correspond with dominant stressors in graduate school,” In American Society for Engineering Education 2022 Annual Conference, Minneapolis, MN, USA, June 26-29, 2022.[5] L. Osbeck, N. Nersessian, K. Malone, and W. Newstetter, Science as psychology: Sense-Making and identity in science practice. Cambridge, MA: Cambridge University Press, 2010.[6] B. A. Burt, “Toward a theory of engineering professorial intentions: The role of research group experiences,” American Educational Research Journal

Conference Session

STEM Education at the Two-Year College

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabe Hanzel-Sello, Growth Sector; Janet Yowell, University of Colorado, Boulder; Cheryl Martinez, Growth Sector; Ivanna Abreu

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Diversity

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Two-Year College Division (TYCD)

better prepare developmental math community college students for transfer into STEM bachelor’s degree programs or entry into the STEM workforce.Cheryl Martinez, Growth Sector STEM Program ManagerIvanna Abreu ©American Society for Engineering Education, 2023 Paid Pre-College STEM Bridge Programs: “Just-In-Time” Support and Engagement for Community College STEM LearnersINTRODUCTIONWhile America’s “Innovation Economy” continues to thrive and drive strong employment trendsin technology, advanced manufacturing, R&D, and defense, our country’s postsecondaryinstitutions fail to produce enough qualified graduates to meet employer demand (O'rourke,2021). To further

Conference Session

Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Elizabeth Litzler, University of Washington; Gretchen Achenbach, University of Virginia; Nancy Binowski, County College of Morris; Catherine E. Brawner, Research Triangle Educational Consultants; Jamie Lee Huber Ward, WEPAN, Inc.; Sherri L Sanders; Melissa C Stange, Laurel Ridge Community College; Zhen Wu

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CoNECD Paper Sessions, Diversity

joining NCWIT in 2017, Dr. Sanders served as a senior administrator at The University of Texas at Austin for twenty-nine years, most recently as the associate vice president for inclusion and equity. While at UT-Austin, Dr. Sanders also served as a clinical associate professor in the Department of Educational Leadership and Policy and taught graduate-level classes on college student development theory. She earned her Ph.D. in Higher Education Administration from The University of Texas at Austin; her M.A. in College Student Personnel from Bowling Green State University; and her B.S. in Psychology from Louisiana State University.Dr. Melissa C Stange, Laurel Ridge Community College Dr. Melissa C. Stange is a Professor of

Conference Session

Broadening Participation through Access, Equity, Inclusion in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yufang Jin, The University of Texas at San Antonio; Yanxia Jia, Arcadia University; Cate Wengelnik, The University of Texas at San Antonio; Frances Matos, University of Texas at San Antonio; Mason Cole Conkel, University of Texas at San Antonio; Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Jessica Gonzales, The University of Texas at San Antonio

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Diversity

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Electrical and Computer Engineering Division (ECE)

is an associate professor of mechanical engineering at Embry-Riddle Aeronautical Uni- versity in Daytona Beach, Fla. Her current research in engineering education focuses on cognitive load theory, deliberate practice, and effective pedagogicalJessica Gonzales, The University of Texas at San Antonio Jessica Gonzales received her MA in Learning, Design, and Technology from the University of Texas at San Antonio (UTSA). She currently works as a Learning Experience Designer with Academic Innovation at UTSA focusing on culture, identity, emergent technologies, and multimodal learning. ©American Society for Engineering Education, 2023Identify Challenges of Inclusive Practices at the Course Level1

Conference Session

AERO 1: Rocketry and Space Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Juhyun Kim, University of Illinois at Urbana-Champaign; Timothy Plomin, University of Illinois Urbana-Champaign; Heather Ruth Arnett, University of Illinois at Urbana-Champaign; Luisa-Maria Rosu, I-STEM, (Illinois Science Technology Engineering and Mathematics) Education Initiative; Joshua Rovey, University of Illinois at Urbana-Champaign

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Diversity

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Aerospace Division (AERO)

minorityand female students. According to National Center for Education Statistics [2], [3] of the share ofUS Citizens who graduated with a bachelor’s degree in aerospace engineering in 2019 and 2020,56% were white males and only 14% were female. There is a need for more diversity in thespace industry and overall, more degrees in aerospace and related fields. SpaceLab* (SLI) wascreated to address these issues. The hope is that by creating accessible and interestingcoursework, students who would not otherwise be interested, learn about the opportunities andbenefits that exist in space-related careers. Literature suggests that engaging students in design-based science learning activities can help them develop problem-solving and science inquiryskills

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon M. Clancy, University of Michigan; Berenice A. Cabrera, University of Michigan; Sarah Jane (SJ) Bork, University of Michigan; Kayleigh Merz, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity

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Educational Research and Methods Division (ERM)

practices, sociotechnical knowledge and skills, and queer student experiences in engineering. Their work is motivated by their passion for and experiences with inclusive teaching and holistic mentorship of students, seeking to reimagine what an en- gineer looks like, does, and who they are, especially for queer folks, women, and people of color, through empowerment, collaboration, and co-development for a more equitable world. Shannon is also a Senior Graduate Facilitator and Lab Manager with the Center for Socially Engaged Design.Berenice Alejandra Cabrera, University of Michigan Berenice Alex Cabrera (she/her) is a Ph.D. student in Higher Education at the Marsal School of Education at the University of Michigan. She

Conference Session

Student Division (STDT) Technical Session 6: Underserved Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne Victoria Wrobetz, Front Range Community College, Colorado

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Diversity

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Student Division (STDT)

., 2014), it is important that every interaction establishes an inclusive community. Informalcommunity-building and relationships with faculty and staff help students develop a sense ofbelonging in college (Myers et al., 2015). Additionally, students should be encouraged tointegrate their outside lives with academics. Community involvement in research projects canhelp engage students in problem-solving (Loeser et al., 2021). This is important particularly forstudents who have a strong sense of cultural and community identity. At United Tribes TechnicalCollege, a primarily residential college, the entire community gets involved in STEM education,joining in on environmental research projects led by students (Bahnson, 2020). Qaqish et al.(2020

Conference Session

Women in Engineering Division (WIED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shawna Dory, Pennsylvania State University; Luis Roberto Delgado Jr., Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Esther Gomez, Pennsylvania State University; Stephanie Butler Velegol, Pennsylvania State University

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Diversity

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Women in Engineering Division (WIED)

Experiences for Undergraduates (REU)program in a chemical engineering department at a large, Research 1 (R1) university. In additionto learning technical research skills through the REU program, REU administrators hoped topromote and assess a host of educational and psychosocial skills, including the interest andmotivation for participating in undergraduate research, the likelihood of attending graduateschool, engineering growth mindset, sense of belonging, and creative identity. To measure anypotential changes in participants in these areas from before to after participating in the REU,evaluators conducted both pre- and post-surveys and individual interviews with the participants.With the mentioned host of learning outcomes associated with

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

welcomedand recognize that I value them as individual learners, even in a large class.Future WorkThese teaching practices presented have specifically highlighted two main practices: clearlyarticulating the expectations in engineering classrooms and building a sense of belonging andcommunity in courses. Expanding the sense of engineering identity and belonging are bedrock toinviting students into a learning community where they can thrive. The authors hope that theseexamples are just the beginning of the anti-racist pedagogy collection. We would like to include acall to action to the educators reading this paper. We ask that you reflect on your own teaching andidentify any pedagogical practices that are focused on inclusive, anti-racist environments

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

equitable learning environments through the development and implementation of strategies geared towards increasing student sense of belonging. ©American Society for Engineering Education, 2023 Centering Social Justice in Engineering: A new course model for first year engineering educationIntroductionThis complete evidence-based practice paper shares a new model for a first-year engineeringcourse that centers social justice within first year engineering education. The course combinestechnical and social justice content with a goal of developing student understanding of therelevance of social justice to their future as engineers. Included in the course are social topicsrelated to