Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Francine Usinski, University at Buffalo, The State University of New York; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Emma Treadway, Trinity University; Alyndra Mary Plagge, Trinity University; Shea E. Lape

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Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Engineering Science at Trinity University in San Antonio, Texas.Alyndra Mary Plagge, Trinity University Alyndra Plagge is an undergraduate Psychology student at Trinity University. She is majoring in Psychology and minoring in Education and set to graduate in May 2025. After graduation she plans to pursue her master’s degree.Shea E. Lape ©American Society for Engineering Education, 2024 Building an Identity in the MakerspaceAbstractThe purpose of this complete research paper is to analyze the impacts of an open makerspace onthe development of students’ engineering identities. This paper seeks to build upon currentbelonging analyses about makerspaces and shift the focus towards

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Ifeoma Nwanua, University of Florida

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Diversity

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Graduate Studies Division (GSD)

Paper ID #41719”Ima Nmadu”: Building Academic Success Through Relationships—A BlackCivil Engineering Ph.D. Student’s Autoethnographic InsightsMiss Mary Ifeoma Nwanua, University of Florida ©American Society for Engineering Education, 2024"Ima Nmadu": Building Academic Success Through Relationships - A BlackCivil Engineering Ph.D. Student's Autoethnographic Insights Mary Ifeoma NwanuaDivision: Graduate StudiesAbstractThe need to diversify the engineering workforce is a national imperative, emphasizing broadeningparticipation and fostering inclusivity. Achieving this goal necessitates

Conference Session

Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noel Hennessey, The University of Arizona; Dean Papajohn; Tyler Jean Le Peau, The University of Arizona

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Diversity

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Design in Engineering Education Division (DEED)

comprehension ofrigorous engineering coursework, but that students also needed to feel that they belonged, notjust in their educational pathway, but in their future profession. Strayhorn [7] defines sense ofbelonging as “students’ perceived social support on campus, a feeling or sensation ofconnectedness, and the experience of mattering or feeling cared about, accepted, respected,valued by, and important to the campus community” (p. 5). The research-informed interventionsintegrated into the Building Pathways program model are designed to cultivate students’ sense ofbelonging.Beyond a sense of belonging in engineering education, belongingness in the engineeringprofession is often referred to as engineering identity. Recognizing oneself as an engineer

Conference Session

Two-Year College Potpourri

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah L. Rodriguez, Virginia Polytechnic Institute and State University; Paul Charles Bigby, Virginia Polytechnic Institute and State University; Antarjot Kaur, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

Two-Year College Division (TYCD)

research projects focused on institutional environments and STEM identity development are sponsored by the National Science Foundation (NSF) and the Kapor Center. In recent years, she was selected as an Early Career Awardee and Faculty Fellow with the American Association of Hispanics in Higher Education (AAHHE) and a NASPA Emerging Faculty Leader. She also received the Barbara Townsend Early Career Scholar Award by the Council for the Study of Community Colleges (CSCC) and gave the distinguished ASHE-CAHEP Barbara Townsend Lecture. To learn more about her current projects, visit http://sarahlrodriguez.com/Paul Charles Bigby, Virginia Polytechnic Institute and State University Paul C. Bigby is a graduate student at

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech ; Marie C. Paretti, Virginia Polytechnic Institute and State University

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Diversity

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Graduate Studies Division (GSD)

theory and facilitating interdisciplinary graduate programs; the identity development and experiences of interdisciplinary engineering graduate students and faculty; and the decision-making processes and factors impacting implementation of interdisciplinary graduate education initiatives. She works as a graduate research assistant for the Virginia Tech Disaster Resilience and Risk Management interdisciplinary graduate program, as well as for the VT Center for Refugee, Migrant, and Displacement Studies.Dr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Virginia Tech Engineering Communications Center

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tryphenia B. Peele-Eady Ph.D., University of New Mexico; Tahira Reid, Penn State University; Lizandra C. Godwin, University of New Mexico

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Diversity

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Minorities in Engineering Division(MIND)

assistant professor in the Electrical and Computer Engineering Department at the University of New Mexico. Her research focuses on materials development (metals, dielectrics, phosphors) for advanced manufacturing processes, process optimization for microelectronic devices, biomaterials, and broadening participation in engineering through engineering education research. The focus of her inclusive, multi- disciplinary lab is to create material solutions for a more sustainable and earth conscious future. Dr. Godwin earned her M.S. and Ph.D. degrees in Materials Science and Engineering from the University of Florida where she focused on phosphor development and degradation. Her B.S. is in Mechanical Engineering from Florida

Conference Session

Design in Engineering Education Division (DEED) - Case Studies in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah S. Stuart, University of California, Berkeley; Wilson Oswaldo Torres, University of California, Berkeley; Andrew I. W. McPherson, University of California, Berkeley

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Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

relationship between engineering education and the provision of orphan devices. In http://www. resna. org/news-events/annual-meeting/annual-meeting-proceedings/annual-conference-proceedings, volume 2017. Rehabilitation Engineering and Assistive Technology Society of North America . . . , 2017.[7] Veronica Mitchell, Benjamin Matheson, Phuong Nguyen, Tye Martin, Vanessa Svihla, Eva Chi, and Heather Canavan. Diverse by design: Increasing the representation of people with disabilities in stem through community engagement. In 2020 Gulf Southwest Section Conference, 2020.[8] Barbara Jacoby et al. Building partnerships for service-learning. John Wiley & Sons, 2003.Appendix Question

Collection

2024 ASEE-GSW

Authors

Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Alejandro Gonzalez; Annalisa Perez, University of Texas at El Paso

Tagged Topics

Diversity

elements like trust, role model identity, coursework assistance,fosters belonging, resource access, and mentor skill development. Instructors benefit from and relationship dynamics.current student perspectives, enhancing teaching methods. This innovative method aims toaddress diversity and support underrepresented students in engineering. Preliminary resultssuggest positive outcomes, highlighting improved mentor-mentee relationships andknowledge sharing. This model holds potential for enhancing educational practices and Results & Discussionpromoting diversity in engineering education

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

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Diversity

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

activism.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.Jocelyn GarciaMaria Oralia Tinoco Alegre, Florida International UniversityMalak Elaouinate, Florida International University Malak Elaouinate is a Florida International University

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Crystal Alicia Nattoo, Stanford University; Crystal E Winston, Stanford University; Rachel A. G. Adenekan, Stanford University

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Diversity

Tagged Divisions

Graduate Studies Division (GSD)

Precision Health and Integrated Diagnostics Center, the Stanford Center for Digital Health, the Stanford Diabetes Research Center, and the Stanford Enhancing Diversity in Graduate Education Fellowship. ©American Society for Engineering Education, 2024 “How You Got Me Messed Up”: A Critical Analysis of Doctoral Engineering Education through the Lens of Black PhD Candidates Crystal A. Nattoo, Crystal E. Winston, Rachel A. G. AdenekanAbstract Engineering graduate education has been the machine keeping research and developmentafloat for decades. There have been recent efforts to increase the number of students from under-represented backgrounds admitted to doctoral

Conference Session

Track 2: Technical Session 7: Assessing Key STEM Identity Constructs among Hispanic Engineering Students and Professionals

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.

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CoNECD Paper Sessions, Diversity

development. As such, SHPE provides educational programs thataim to narrow the Hispanic and Latino representation disparity in STEM education and careerfields. Demographic-specific professional societies, like SHPE, play a crucial role in providingunderrepresented students with a sense of community and support throughout their academiccareers in STEM (Science, Technology, Engineering, and Mathematics). They offer a welcomingand inclusive environment where students from diverse backgrounds can connect with peers andmentors who share similar experiences and challenges. By facilitating networking opportunities,mentorship programs, and conferences that celebrate diversity, these societies helpunderrepresented students build a strong sense of belonging

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

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Diversity

Tagged Divisions

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

highlights the importance of resilience and adaptability. I remember my experiences and learnings... applying Black feminist and womanist theory held me through to graduation."QUESTION 2: Why do you choose to be a member of ASEE, and describe how you’veserved the organization and engineering education community over the years?In response to the question regarding their membership and contribution to the American Societyfor Engineering Education (ASEE), the Authors share a range of experiences and motivations.Meagan Pollock recounts joining ASEE as a natural step in their doctoral journey, eventuallybecoming deeply involved in leadership roles, including a significant position on theCommission for Diversity, Equity, and Inclusion. Their journey

Conference Session

Student Success in ET

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gretchen Dietz, University of North Carolina at Charlotte; Jordan C Bullington-Miller

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Diversity

Tagged Divisions

Engineering Technology Division (ETD)

their life experiences and felt a sense of belonging whenthese strengths were recognized by faculty [15], [16]. It was also found that faculty and peermentoring, and first year communities positively influenced a sense of belonging, confidence,and identity development for FGS [14], [16], [17]. Engineering IdentityIdentity is constructed from how one recognizes self, and how others recognize them. A widelystudied topic, engineering identity, is developed through one’s sense of interest, recognition, andperformance or competence in engineering [1], [18]. Much of the topics of focus have been onpersistence in engineering as noted by Choe et al. [19], Godwin & Lee [18], and Morelock [20].Engineering identity development is an important

Conference Session

Track 8: Technical Session 8: The Role of an Artificial Intelligence Certificate in the Computing Identity Formation of Hispanic-Serving Community College Students who Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah L Rodriguez, Virginia Tech; Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

Paper ID #40731The Role of an Artificial Intelligence Certificate in the ComputingIdentity Formation of Hispanic-Serving Community College Students whoWorkDr. Sarah L Rodriguez, Virginia Tech Sarah L. Rodriguez is an Associate Professor of Engineering Education and an affiliate faculty member with the Higher Education Program at Virginia Tech. Her engineering education research agenda centers upon engineering and computing identity development of historically marginalized populations at higher education institutions. Currently, Dr. Rodriguez is involved with several large-scale interdisciplinary research projects focused on

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

April A. Dukes, University of Pittsburgh; Valerie E. Kerr, University of Pittsburgh; Susan K. Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

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Diversity

Tagged Divisions

Graduate Studies Division (GSD)

personalized learningmodel (PLM) for graduate education within the Department of Chemical and Petroleum Engineering. Thismodel aims to transform and modernize graduate STEM education through a personalized, inclusive, andstudent-centered approach, which will, in turn, advance existing knowledge on the relationship betweenpersonalized learning and student outcomes.The principles of personalized learning guide the PLM. It is comprised of five components. The first threecomponents provide an intentional approach to learning: Instructional Goals developed for each studentbased on a learner profile and individual development plans (IDP), a purposeful Task Environment thatbreaks the traditional three-credit coursework into modules and co-curricular

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

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Diversity

Tagged Divisions

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

. Alain also serves as the lead program manager of the Summer Engineering Camps an effort that is centered on development of the engineering identity through direct experiences with Engineering fields and design challenges in the informal STEM learning space. Finally, he manages and supports research and development of new and innovative approaches to exposing Pk-12 students to active learning frameworks such as Maker Sprints and Project Based Learning. Alain has a Master of Science in Interdisciplinary Environmental Studies from the University of Texas at El Paso and a Master of Arts in Design and Innovation from Southern Methodist University. As part of his goals to contribute across the University Alain also

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlyn Pope, Utah State University; Cassandra McCall, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

engineer, and the thought of pursuing anengineering career was very intimidating. As I continued into graduate school and intoengineering education research, I found myself fascinated by student career pathways andprofessional formation. I conduct this work to gain a better understanding of this process andhow to help facilitate it in others so they can enter the engineering workforce as confidentengineers.Theoretical FrameworkThis study is grounded in social identity theory (SIT), which implies that membership in a group– in this context, in engineering – is constructed through comparisons of values and behaviorsthat members make between themselves and members of other groups [6], [7], [8]. Groupmembers use these comparisons to partially define

Conference Session

Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Conner, Clemson University; Skylar Hubbarth, Clemson University; D. Matthew Boyer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

Paper ID #43247Impacts of Near-Peer Mentoring Between Graduate Students and UndergraduateTransfer Students in Engineering and ComputingShannon Conner, Clemson UniversitySkylar Hubbarth, Clemson UniversityDr. D. Matthew Boyer, Clemson University Dr. Boyer is a Research Associate Professor in the Department of Engineering & Science Education in the College of Engineering, Computing, and Applied Sciences at Clemson University. His work focuses on how technology supports knowledge building and transfer in a range of learning environments. ©American Society for Engineering Education, 2024 Impacts of

Conference Session

Track 2: Technical Session 5: Understanding Decision Processes Related to Pathways of Community College Engineering Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rene Alberto Hernandez, Virginia Tech; David B Knight, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Sarah Rodriguez, Virginia Tech; Bevlee A. Watford, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

faculty and administrative positions. She is a licensed civil engineer with a Ph.D. in Engineering Education from Virginia Tech.Dr. Sarah Rodriguez, Virginia Tech Sarah L. Rodriguez is an Associate Professor of Engineering Education and an affiliate faculty member with the Higher Education Program at Virginia Tech. Her engineering education research agenda centers upon engineering and computing identity development of historically marginalized populations at higher education institutions. Currently, Dr. Rodriguez is involved with several large-scale interdisciplinary research projects focused on institutional environments and STEM identity development are sponsored by the National Science Foundation (NSF) and the Kapor

Conference Session

Track 4: Technical Session 6: Building Bridges to Success: A Thriving Program

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Labrisha Nicole Mabry, Mississippi State University ; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Lorena Andrea Benavides Riano, Mississippi State University

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CoNECD Paper Sessions, Diversity

University. In July 2020, she completed her bachelor’s degree in Environmental Engineering at the National University of Colombia. After graduation, Lorena worked as a research assistant investigat- ing the effects of development projects on environmental parameters and rural communities in Colombia, South America. Lorena has also been part of initiatives that promote access to high-quality education, gender equality, and environmental protection. Lorena recently started her doctoral studies at Mississippi State University, where she serves as a graduate assistant in the Office of Diversity Programs and Stu- dent Development at the Bagley College of Engineering. Currently, Lorena is interested in learning more about

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nada Elfiki, Stanford University; Helen L. Chen, Stanford University; George Toye; Micah Lande, South Dakota School of Mines and Technology; Felix Kempf, King's College London; Lauren Marie Aquino Shluzas, Stanford University; Sheri Sheppard, Stanford University

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

Engineering and co-founder of the Integrative Learning Portfolio Lab in Career Education at Stanford University. She earned her undergraduate degree from UCLA and her PhD in Communication with a minor in Psychology from Stanford. Her scholarship is focused on engineering and entrepreneurship education, portfolio pedagogy, reflective practices, non-degree credentials, and reimagining how learners represent themselves through their professional online presence.Prof. George Toye Ph.D., P.E., is adjunct professor in Mechanical Engineering at Stanford University. While engaged in teaching project based engineering design thinking and innovations at the graduate level, he also contributes to research in engineering education

Conference Session

Design in Engineering Education Division (DEED) - Empathy, Psychological Safety, and Leadership in Engineering Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tara Esfahani, University of California, Irvine; Isra Malabeh, University of California, Irvine; Mark E. Walter, University of California, Irvine; David A. Copp, University of California, Irvine

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Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

biomedicine. He is a recipient of UCSB’s Center for Control, Dynamical Systems, and Computation Best PhD Thesis award and a UCI Chancellor’s Award for Excellence in Undergraduate Research Mentorship. ©American Society for Engineering Education, 2024 An Investigation of Psychological Safety in Student-Led Undergraduate Engineering Design Projects through Student InterviewsAbstractTo supplement classroom learning and prepare students to transition from school to industry,many undergraduate engineering students participate in team-based design projects, both indesign-focused courses and as extracurricular activities. These projects can be largely organizedand

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Ahmad Farooq, Rutgers, The State University of New Jersey

Tagged Topics

Diversity, NSF Grantees Poster Session

students’ motivation to persist in and learn about an engineering subject.Many studies have shown engineering identity as a predictor of students' educational andprofessional persistence. Thus, this theoretical framework’s inclusion allows the SPVEL to relatestudent learning profiles, formal and informal learning to their development and formation intoengineers. For example, it was found that there are significant gender differences in how first-yearstudents identify with engineering and becoming an engineer, where fewer women were exposedto the engineering field through applied or building experiences (0% women to 26% men);interactions with relatives who were engineers (20% women to 26% men) and STEM activities(10% women to 26% men) [94]. Thus

Conference Session

Women in Engineering Division (WIED) Technical Session 8: Leadership and Persistence

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts, Lowell; Susan Thomson Tripathy, University of Massachusetts, Lowell; Sumudu Lewis, University of Massachusetts, Lowell; nadia sahila, University of Massachusetts, Lowell

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Diversity

Tagged Divisions

Women in Engineering Division (WIED)

and 2019 have completed their engineering degreeprogram. We assessed their experiences through exit interviews and report in this paper asummary of their responses. The students noted that being able to identify themselves asbelonging to the RAMP community was a positive outcome of their participation during thesummer, an identity they appreciated throughout their engineering program. The potential forsummer bridge programs to create community and sense of belonging has been discussed insurveys of STEM summer bridge programs [8,9]. Characterized as a psychosocial goal of theprogram, improving student sense of belonging to a community has been found to influencestudent motivation, academic achievement, and well-being [8]. The Meyerhoff

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

Tagged Topics

Diversity

Tagged Divisions

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

adult inform their research work.Dr. Kirsten A. Davis, Purdue University Kirsten Davis is an assistant professor in the School of Engineering Education at Purdue University. Her research explores the intentional design and assessment of global engineering programs, student development through experiential learning, and approaches for teaching and assessing systems thinking skills. Kirsten holds a B.S. in Engineering & Management from Clarkson University and an M.A.Ed. in Higher Education, M.S. in Systems Engineering, and Ph.D. in Engineering Education, all from Virginia Tech.Dr. Senay Purzer, Purdue University Senay Purzer is a Professor in the School of Engineering Education at Purdue University. Her research is

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

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Kajfez and L. McNair, “Graduate student identity: A balancing act between roles,” in ASEE Annual Conference and Exposition, 2014.[4] D. L. Liddell, M. E. Wilson, K. Pasquesi, A. S. Hirschy, and K. M. Boyle, “Development of professional identity through socialization in graduate school,” J Stud Aff Res Pract, vol. 51, no. 1, pp. 69–84, Feb. 2014, doi: 10.1515/JSARP-2014-0006/MACHINEREADABLECITATION/RIS.[5] T. Luft and R. Roughly, “Engaging the Reflexive Self: The Role of Reflective Practice for Supporting Professional Identity Development in Graduate Students,” Supporting the Success of Adult and Online Students Proven Practices in Higher Education, pp. 53–62, 2016.[6] H. L. Perkins, M. Bahnson, M. A

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gabriella M. Sallai, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

G.P. Berdanier is an Associate Professor of Mechanical Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2024Exploring the evolution of engineering doctoral students’ academic and career goals in the first year of graduate schoolABSTRACT The purpose of this

Conference Session

Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh; Claudia J. Morrell, STEM Equity Initiative, LLC; Sandra Staklis, RTI International; Kevin A Jordan, RTI International

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

those traditionally underrepresented in rigorous courses and programs in science, technology, engineering, and mathematics (STEM). She knows that an education in a STEM field leads students to life enriching, family supporting, and community building careers. Morrell brings an entrepreneurial spirit to every effort she undertakes. From developing and leading a research center for advancing women and IT at the University of Maryland Baltimore County to creating an international effort on behalf of women and Information and Communication Technology (ICT) for the United Nations and the World Bank to serving as the Chief Operations Officer for the National Alliance for Partnerships in Equity (NAPE). Morrell has developed

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

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Diversity

Tagged Divisions

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

Development. He graduated from the University of Alabama in August 2012 with a PhD ©American Society for Engineering Education, 2024 Teaching Social Justice in Infrastructure: A Community of Practice Framework for the use of Case StudiesAbstractThe Center for Infrastructure Transformation and Education (CIT-E) was created in 2013 as acommunity of practice (CoP) for those interested in the scholarship of infrastructure educationand has developed a model introductory infrastructure course with over 40 lessons available toany instructor to use or modify. In the summer of 2023 CIT-E held a workshop “TeachingStudents about Equitable Infrastructure”. As a result of that workshop, one of the ongoing

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

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Diversity

Tagged Divisions

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

, takeaways for future development of this and other comparable communitiesof practice for student participants in engineering education are considered.1.1 BackgroundThe EECS Design Student Community of Practice Program at Oregon State University in theSchool of Electrical Engineering and Computer Science was originally developed and piloted in2017 as a means to interweave aspects of academic, extracurricular, career preparation, andprofessional identity-building in the engineering discipline based upon the model presented byWenger [1]. Over the 6 years since the pilot, program leaders have conducted developmentresearch that has guided advancements in basic organization, educational practice, resourcefocus and overall implementation methodology [2-4