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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, CT College of Technology; Wendy Robicheau

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NSF Grantees Poster Session

Paper ID #43051Board 217: Building Interest in Technology Careers for High School StudentsDr. Karen Wosczyna-Birch, CT College of Technology Dr. Karen Wosczyna-Birch has been a champion of engineering and technology education for the past 30 years. Since 1995, she has been the State Director of the CT College of Technology (COT) where her leadership has been instrumental in creating nationally recognized seamless pathway programs in engineering and technology between all 12 public community colleges in CT with 10 universities and high schools. She is also the Executive Director and Principal Investigator of the National

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

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NSF Grantees Poster Session

Paper ID #43383Board 402: The First Two Years: An Overview of Contributions of the NSFCAREER: Valuing Education and Career Transition Opportunities RaisingStudent Success ProjectDr. Kristin Kelly Frady, Clemson University Kristin Frady is an Assistant Professor and Founding Program Director of the Human Capital Education and Development Bachelor of Science with a joint appointment between the Educational and Organizational Leadership Development and Engineering and Science Education Departments. Her research focuses on innovations in workforce development at educational and career transitions emphasizing two-year college

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; Emmanuel Tetteh Teye, Montana State University; Nickolas Lambert, Montana State University

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Diversity, NSF Grantees Poster Session

Paper ID #42777Board 223: CAREER: Exploring the Intersection of LGBTQ Identities andSTEM Disciplines: A Qualitative Narrative ApproachDr. Bryce E. Hughes, Montana State University Bryce E. Hughes is an Associate Professor in Adult and Higher Education at Montana State University. His research interests encompass diversity and equity in engineering education, with a focus on LGBTQ students. He was recently awarded an NSF CAREER grant to study the experiences of LGBTQ undergraduates in STEM fields. He holds a Ph.D. in education from the University of California, Los Angeles, an M.A. in student development administration from

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabella Stuopis, Boston College; Kiana Alexa Ramos; Caitlyn Hancock; Emanuel Joseph Louime; Avneet Hira, Boston College

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Diversity, NSF Grantees Poster Session

Paper ID #42856Board 222: CAREER: Engineering in Youth-led Technology-rich Settings:Promoting Belonging and Preventing HarmDr. Isabella Stuopis, Boston College Postdoctoral Research Fellow at Boston College in Human Centered Engineering program under mentorship of Professor Avneet Hira. Earned PhD in Mechanical Engineering at Tufts University under mentorship of Kristen Wendell. Interests: undergraduate learning, learning outside of the classroom setting, collaboration in engineering, learning assistants, makerspaces, broadening participation in engineeringKiana Alexa RamosCaitlyn HancockEmanuel Joseph LouimeDr. Avneet Hira

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Chika Winnifred Agha, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

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NSF Grantees Poster Session

Paper ID #41714Board 246: Early-Career Engineers’ Experiences with Equity and Ethics inthe WorkplaceChika Winnifred Agha, Colorado State University Chika Winnifred Agha is a graduate student in the Civil and Environmental Engineering department at Colorado State University, working towards her master’s degree. She holds a bachelor’s degree in Civil Engineering and has acquired expertise in both Civil Engineering and Engineering Education. This unique combination of knowledge has equipped her with a distinctive set of skills. Her research interests primarily revolve around engineering education, with a specific focus on

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

LaTricia Walker Townsend, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Micaha Dean Hughes, North Carolina State University; Aaron Arenas, North Carolina State University

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NSF Grantees Poster Session

Careers in Rural Middle SchoolsAbstractThis paper explores lessons learned about the developing and sustaining high-quality industrypartnerships during a NSF Innovative Technology Experiences for Students and Teachers(ITEST)-funded community-based engineering design course centered on advancedmanufacturing. The three-part course for underrepresented middle school students in rural NClaunched in 2020 and has served over 100 students to date. The project aims to allow studentsand teachers the opportunity to explore the full range of STEM advanced manufacturing careeroptions available in their local community. Students learned STEM content as well as technicaland job essential (soft) skills necessary for future employment; while, teachers boosted

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Alfreda Samira James, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Catherine A Scott

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Diversity, NSF Grantees Poster Session

Paper ID #43110Board 291: Future STEM Leaders: An Innovative Career-Readiness Programfor Female Graduate StudentsDr. Alfreda Samira James, Stony Brook University Dr. James used her liberal arts education to create graduate career services at Stony Brook University. In collaboration with the university’s Center for Inclusive Education and the Graduate School, Dr. James developed innovative programs to educate Phd students about professional options. She has over 20 years of experience in career education and coaching graduate students. She has led small teams of STEM graduate students in the execution of professional

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain, The University of Kansas; Swarup Bhunia; Pavlo Antonenko

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Diversity, NSF Grantees Poster Session

Paper ID #43100Board 393: Supporting Hardware Engineering Career Choice in First-YearEngineering StudentsIng. Andrea Ramirez-Salgado, University of Florida Andrea is a doctoral candidate in Curriculum and Instruction at the University of Florida, specializing in Educational Technology. Her work centers on understanding the dynamics of teaching and learning approaches that shape the identity of computer engineers to support computer engineering career choices, particularly in women first-year engineering students. She is committed to designing inclusive curricula that cater to the needs of diverse learners, guided by

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University; Samuel Shaw, Utah State University; Allison Miles, Utah State University

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Diversity, NSF Grantees Poster Session

Paper ID #41555Board 220: CAREER: ’Support our Troops’: Re-storying Student Veteranand Service Member Deficit in Engineering Through Professional Formationand Community Advocacy: YEAR 3Dr. Angela Minichiello, Utah State University Angela Minichiello is a US Army veteran, registered professional mechanical engineer, and an Associate Professor in the Department of Engineering Education at Utah State University. She is a 2021 NSF CAREER awardee and currently serves as Co-Director of Engineering Workforce Development for the NSF-sponsored ASPIRE Engineering Research Center. Her research examines issues of access, equity, and

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Vanderbilt University; Brianna Benedict McIntyre, National Action Council for Minorities in Engineering; Nicole Adia Jefferson, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

Paper ID #41070Board 221: CAREER: Disrupting the Status Quo Regarding Who Gets to bean Engineer - Exploring the Intent-to-Impact Gap for Rectifying InequityDr. Jeremi S London, Vanderbilt University Dr. Jeremi London is an Assistant Provost for Academic Opportunities and Belonging, and an Associate Professor of Practice of Mechanical Engineering at Vanderbilt University. London is a mixed methods researcher with interests in research impact and organizational change that promotes equity.Dr. Brianna Benedict McIntyre, National Action Council for Minorities in Engineering Dr. Brianna Benedict McIntyre recently joined the

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Yue Li, Miami University; Maressa L. Dixon, Miami University; Sarah Woodruff

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NSF Grantees Poster Session

Paper ID #44023Board 245: Does Integrating Innovative Technologies into STEM EducationHelp Advance K-12 Students’ STEM Career Outcomes? A Synthesis StudyDr. Yue Li, Miami University Dr. Yue Li, Associate Director of the Discovery Center for Evaluation, Research, and Professional Learning at Miami University (Oxford, OH), has extensive quantitative research skills and experiences of leading research and evaluation projects related to systemic reform efforts, with specific proficiency in equitable and inclusive STEM environments. Over the last 17 years at the Discovery Center, Dr. Li has conducted research or evaluation for

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

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NSF Grantees Poster Session

Paper ID #41505Board 269: Equity-focused Goals of Humanitarian Engineering Students:Addressing Systemic Oppression, Amplifying Community Cultural Wealth,Developing Social Justice Self-Efficacy, and Elucidating Career ConcernsMs. Emma Sophie Stine, University of Colorado Boulder Emma Stine is pursuing a Ph.D. in Civil Engineering from the University of Colorado, Boulder, where she is researching student experiences before, during, and after attending a graduate program in humanitarian engineering, focusing on how these experiences influence career goals and outcome expectations. She is interested in how these goals align with

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Karen T. Klebbe, Centennial High School, Champaign IL; Thomas Tran, University of Chicago; Elizabeth Ann McNeela, University of Illinois Urbana-Champaign

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NSF Grantees Poster Session

Institute for Inclusion, Diversity, Equity, and Access in the College of Engineering. Holly studies biomaterials and soft robotics and their applications in the university classroom, in undergraduate research and in engaging K12 students in STEM. Holly received her BS/MS in Materials Science and Engineering from Drexel University and her PhD in Engineering Sciences from Harvard University.Dr. Karin Jensen, University of Michigan Karin Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering education research at the University of Michigan. Her research interests include mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Hannah E. Glisson, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

Paper ID #43049Board 336: NSF CAREER: Engineering Pathways for Appalachian Youth:Design Principles and Long-term Impacts of School-Industry PartnershipsDr. Hannah E. Glisson, Virginia Polytechnic Institute and State University Dr. Hannah E. Glisson currently serves as a Postdoctoral Associate in Engineering Education at Virginia Tech. Hannah’s research interests include broadening participation in engineering, sense of belonging among women in engineering, undergraduate student support, and K-12 engineering outreach. She holds degrees in industrial and systems engineering (BS and MENG), higher education and student affairs

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Chris Venters, East Carolina University

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NSF Grantees Poster Session

Paper ID #44323Board 421: Using Interdisciplinary Engineering Design Challenges Coupledwith Career Exploration to Develop an Engineering Identity in Low-IncomeStudentsDr. Ricky T Castles, East Carolina University Dr. Ricky Castles is an associate professor in the Department of Engineering at East Carolina University. He primarily teaches courses in the area of electrical and computer engineering with an emphasis on digital electronics and microprocessor-based courses. His research focuses on broadening access to engineering for low-income students and transfer student success.Dr. Chris Venters, East Carolina University

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Cecilia La Place, Arizona State University, Polytechnic Campus; Joshua Owusu Ansah, Arizona State University; Rachel Figard, Arizona State University; Rashmi Wimansa Neelawathura, Arizona State University, Polytechnic Campus

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NSF Grantees Poster Session

Paper ID #44010Board 272: Examining the Catalysts and Barriers that Early-Career EngineersExperience to Their Adaptability at WorkDr. Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus Samantha Brunhaver, Ph.D. is an Associate Professor within The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Her primary areas of research include engineering career pathways and decision-making, undergraduate student persistence, professional engineering practice, and faculty mentorship. Brunhaver is a mixed-methods researcher, utilizing both qualitative and quantitative

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu, The Johns Hopkins University; Elisa Riedo, New York University; Shelley L Anna, Carnegie Mellon University; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai, New York University; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University; Stacey J Marks, The Johns Hopkins University; William Harry Sanders, Carnegie Mellon University; Tuviah E. Schlesinger, The Johns Hopkins University; Yao Wang; Nelson O. O. Zounlomè, Carnegie Mellon University; Charlie Díaz, University of Pittsburgh

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Diversity, NSF Grantees Poster Session

Pittsburgh. He is a recipient of the K. Leroy Irvis Fellowship. His research interests include minoritized student experiences in Higher Ed, student activism, and the development of inclusive policy and practice in Higher Ed. ©American Society for Engineering Education, 2024Project ELEVATE: Promoting Sustained & Equitable Change Among Black, Latinx, and Indigenous Engineering Faculty 1. Abstract Carnegie Mellon University, Johns Hopkins University, and New York Universitycreated the Project ELEVATE Alliance (AGEP Grant – Division of Equity for Excellence inSTEM in the Directorate for STEM Education) to develop a model promoting the equitableadvancement of early career tenure

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

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NSF Grantees Poster Session

interests are sparked, developed, and ultimately become (or not) lifelong pursuits. He and his team utilize insights from motivation science to identify and remove institutional and social-contextual barriers that impede the development of educational and career interests for students from marginalized and historically underrepresented backgrounds. Improving equity and inclusion is at the heart of his team’s research and translational work to support research on equity and inclusion in STEM education.Ms. Susan Wainscott, University of Nevada, Las Vegas Susan Wainscott is the Engineering Librarian for the University of Nevada, Las Vegas University Libraries. She holds a Master of Library and Information Science from San

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Matthew Aldeman, Illinois State University; Jeritt Williams, Illinois State University; Jin Ho Jo, Illinois State University; Allison Antink-Meyer, Illinois State University

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Diversity, NSF Grantees Poster Session

choose to pursue STEM fields at the postsecondary level. Theprogram is guided by the framework of the National Research Council’s STEM LearningEcosystem Model [4], with the goal of creating a network of connected groups that support andencourage the students’ interest in STEM topics. The four goals of the program are: 1. SUPERCHARGE Scholars (high school student participants) will increase their knowledge of STEM domains and careers; specifically, those related to renewable and sustainable energy systems, robotics, and technology. Simultaneously, they will increase their understanding of the secondary and post-secondary pathways that lead to attainment of STEM careers. 2. SUPERCHARGE Scholars will increase their

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeyoung Woo, California State Polytechnic University, Pomona; Jinsung Cho, California State Polytechnic University, Pomona; Winny Dong

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NSF Grantees Poster Session

Mechanical Engineering) participated in this program, assisting in the transitionand ensuring academic/career success by enhancing transfer students’ sense of belonging, andaddressing course content gaps between institutions. From the analysis of the pre-/post-surveysof the Engineering BRIDGE Program, the program significantly improved—in terms of transferreadiness—students’ conceptual understanding, technical communication, and higher-ordercognition.IntroductionIn the U.S., approximately 47% of graduating engineering students received their universitydegree after transferring from a community college [1]. However, the State of California, whichhas the largest four-year public university system in the United States, does not have anAssociate Degree

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Narges Norouzi, University of California, Berkeley; Carmen Robinson, University of California, Santa Cruz; Kip Tellez, University of California, Santa Cruz

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Diversity, NSF Grantees Poster Session

career placement. We posit that universities can betterexemplify the concept of “serving” Hispanic and Latinx, Black, Indigenous, and People of Color(BIPOC) students who attend predominantly white institutions by investing in effective transferpathways. Eligibility for our program extends to students who meet two or more of the followingcriteria: being the first in their family to attend college, experiencing socio-economic challenges,and hailing from historically underrepresented groups in terms of both gender andrace/ethnicity.Motivating RationaleThe 2007 Rising Above the Gathering Storm National Academies report sounded initial warningsabout the US’ precarious economic preeminence and competitive edge in science, technology,and innovation

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NSF Grantees Poster Session

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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

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Diversity, NSF Grantees Poster Session

Paper ID #43367Board 423: What Drives You? Exploring the Motivations and Goals of Low-IncomeEngineering Transfer Students for Pursuing EngineeringAnna-Lena Dicke, University of California, Irvine Dr. Dicke is an Associate Project Scientist within the School of Education at the University of California, Irvine. In her research, she aims to understand how students’ motivation and interest in the STEM fields can be fostered to secure their educational persistence and long-term career success. Trying to bridge the gap between theory and practice, she is currently involved in an NSF-funded project aimed at fostering the

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jung Won Hur, Auburn University; Cassandra Thomas, Tuskegee University; Li Huang, Tuskegee University; Xiao Chang, Tuskegee University

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Diversity, NSF Grantees Poster Session

high-poverty schools, where the lack ofresources hinders their chances of pursuing STEM careers [2][3]. Thus, while STEM careers canoffer a pathway for low-income students to escape poverty, these students often encounterdifficulties in pursuing a STEM degree [4].A growing body of research has concentrated on exploring factors to enhance the retention rateamong STEM students. Scholars have shared various intervention strategies, such as implementingpeer coaching programs, academic learning communities, professional development workshops,academic counseling, and research seminars [5][6][7].Study ObjectivesTo improve retention rates and academic performance among academically talented minority andunderrepresented computer science students from

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Lesley M Berhan, The University of Toledo; Anne M Lucietto, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

Engineering Technology, the careeris Engineering” trademarked by the American Society for Engineering Education reflected thetypical experience of ET graduates. However, despite these and other efforts to assert that ETis a separate but equal, less mathematically rigorous, more practical pathway to a traditionalengineering career, this messaging is often inconsistent with the reality of opportunities andadvancement in college and after graduation. Many employers do not hire ET graduates forengineering positions for a variety of reasons, including a lack of familiarity with the preparation 1and qualifications of ET graduates, and the tendency for many employers to still associate ETwith a two-year

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Katherine Acton, University of St. Thomas; Jennifer E. Holte, University of St. Thomas; Deborah Besser, University of St. Thomas; Kundan Nepal, University of St. Thomas

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NSF Grantees Poster Session

Engineering. She works closely with the Center for Engineering Education and Study Abroad programs. Her research focuses on engineering education including inclusive pedagogy and intercultural learning. Research grants include KEEN and NSF grants. Prior to her academic career, she was a design engineer with HNTB Corporation and completed new design and seismic rehabilitation of high-profile transportation structures.Dr. Kundan Nepal, University of St. Thomas Kundan Nepal is currently Professor of Electrical & Computer Engineering in the School of Engineering at the University of St.Thomas (MN). He teaches courses in areas of Engineering Design, Digital Electronics and Embedded Systems

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari, Gannon University; Karinna M Vernaza, Gannon University

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Diversity, NSF Grantees Poster Session

professional development beyond the standard curriculum in preparation for employment of advanced studies in STEM;4) Employ recruitment techniques and strategies to encourage applications from women students as a means of increasing participation of women in engineering careers;5) Provide specific academic support for students struggling in attrition-point courses.In support of these objectives, particularly objectives 2 and 3, SEECS has developed a required,zero-credit seminar course that all scholarship recipients are expected to register for, attend andparticipate in each semester for which scholarship funding is awarded – nominally all eightsemesters of SEECS eligibility, for students recruited as new incoming first-year students [4].As a

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

), aims to enhance the freshman experience forincoming students by developing key academic success skills. The program is developing self-transformation skills in freshman mechanical engineering students to help them overcomeacademic and professional challenges exacerbated by the COVID-19 pandemic. FYIE participantsare taking two courses simultaneously: Introduction to Engineering (Course A) and LearningFrameworks (Course B). In Course A, students will complete a 6-week engineering design project,and in Course B, they are completing a 6-week academic career path project. During these parallelprojects, timed interventions demonstrate the analogies between the engineering design processand the academic career pathways project. The objective is for

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley Y. Tran, University of Illinois Urbana-Champaign; Debapratim Ghosh, University of Illinois Urbana-Champaign; Samuel Harford, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Jennifer R Amos, University of Illinois Urbana-Champaign

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NSF Grantees Poster Session

questions Please tell me about your Do you feel like your family How prepared did you feel major. or your peers view you as a when choosing your major? future [insert major occupation]? Did you ever change your Is there anything about your Did you attend any major? friend group or upbringing orientations or that you think influenced sessions to explore career your major choice? options? Would you say you feel Did finances or job security Did you look into

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Paige Trubenstein, Angelo State University

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Diversity, NSF Grantees Poster Session

perceivedsupport from family members and friends, level of motivation to pursue a STEM career, andstudent experiences at the university. Variables of interest focused on sex, ethnicity, and STEMmajor status. Results and implications are discussed in the following manuscript.Introduction The significance of underrepresented women entering STEM (science, technology,engineering, and mathematics) fields and careers is critical for extinguishing the long-lastingnegative stereotypes around women and minorities in the field [1]. Both women and racialminorities have historically been the lowest group to be involved within the STEM fields andhave been so for several years [2]. Prior work suggests that women are less likely to seek andobtain STEM degrees

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, National Center for Next Generation Manufacturing; Wendy Robicheau

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NSF Grantees Poster Session

society Epsilon Pi Tau (EPT), the 2018 CT Women of Innovation Award in the Postsecondary Academic Innovation & Leadership Category, the 2012 New England Board of Higher Education Excellence Award for the State of CT and most recently, the 2020 HI TEC Innovative Program of the Year Award and 2021 ITEEA Special Recognition Award. In 2014, she was invited to the White House College Opportunity Summit recognizing leaders like Karen for their commitment to STEM education. She also serves on numerous local and national boards including the Epsilon Pi Tau Honor Society, Hartford High’s Pathway for Engineering and Green Technology, and the Connecticut Technical Education and Career System.Wendy Robicheau