Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anastasia M. K. Schauer, Georgia Institute of Technology; August Kohls, Carnegie Mellon University; Katherine Fu, Georgia Institute of Technology

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Diversity

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Student Division (STDT)

, Jun. 2017. Accessed: Dec. 19, 2022. [Online]. Available: https://peer.asee.org/closing-the-gap-using-supplemental-instruction-as-a-tool-to-assist-minorities-in- engineering[18] N. Aish, P. Asare, and E. E. Miskioğlu, “People Like Me: Providing relatable and realistic role models for underrepresented minorities in STEM to increase their motivation and likelihood of success,” in 2018 IEEE Integrated STEM Education Conference (ISEC), Mar. 2018, pp. 83–89. doi: 10.1109/ISECon.2018.8340510.[19] H. Li, M. L. Gonzalez, M. Abdelrahman, M. D. Miller, K. Jin, and M. E. Martinez, “Improve Retention Rate and Recruitment of Minority Students through Enhanced Mentoring and Summer Research Programs,” presented at the 2017 ASEE

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Justin Jin; Parker Olkowski; Yu-Fang Jin, The University of Texas at San Antonio

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Diversity

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Student Division (STDT)

Tech Challenge (FTC), andassessed using data collected from more than 1,900 learning, practice, and service hours from2020 to 2023. Rather than a random one-time passion project, the LPS framework emphasizes aconsistent, ongoing pattern of learning beyond the classroom, characterized by direct, hands-onexperiences. Its student outcomes have been examined through challenging participants with realworld authentic engineering problems, and evaluating their work based on explicitly articulatedcriteria [19].This study is also distinctive in its focus on a group of high school student participants at one ofthe largest school districts in one of the most formative years (7th-12th grade) of their academiccareer. Sustainability of the proposed

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mandana Ashouripashaki, The Ohio State University; Krista M Kecskemety, The Ohio State University

Tagged Divisions

Student Division (STDT)

theory to the field of engineering,considering how these frameworks can inform career paths, transitions, and professionaldevelopment within this specialized domain.Maslow's Hierarchy of Needs: A Lens for Understanding Career MotivationsWhile not explicitly a career theory, Abraham Maslow's Hierarchy of Needs [1], [2] sheds lighton the motivational forces driven by different levels of human needs. Maslow's model proposes apyramid structure, where individuals progress through five levels of needs, each requiringfulfillment before moving to the next: • Physiological Needs: These fundamental survival needs include air, food, water, shelter, and warmth. • Safety and Security Needs: This level focuses on the desire for protection

Conference Session

Student Division (STDT) Technical Session 3: Student Innovative Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eisa A. Khawaja, Alpharetta High School; Hoda Ehsan, The Hill School

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Diversity

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Student Division (STDT)

interactwith AI [2], [9], [8]. As AI becomes increasingly prevalent, there is a greater demand for AI-literate workers [9]. Consequently, several studies have explored the potential of incorporatingAI in pre-college education through “playful experiences and approachable content to preparechildren for an AI-saturated world” [10, p. 2]. Additionally, AI studies in early childhood arealso emerging [6], [11], [12], [13], [14]. Given the growth of AI in K-12, it is necessary toexplore AI resources developed for pre-college education. Examining the available AI resourceswill help understand how AI is integrated into teaching and learning in pre-college education.This will also help to identify any gaps in curriculum development. Moreover, it will offer

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

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Diversity

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Student Division (STDT)

thechanging design. Finally, they note that providing students with contextual information beyond medicalneeds supported innovation. This suggests that teaching students to be socially aware of their role andwork as engineers beyond technical efficacy is important in developing their empathic design ability.Thus, Kong et al.’s [12] work provides specific instructional activities designed to teach students how toactively incorporate empathic tendencies into their design process.Eliciting Empathy Through Personal ReflectionWhile the instructional methods previously discussed are embedded in elements of traditional BMEcurriculums (design, teamwork, and ethics), Lunn et al. [13] and Morgan et al. [14] describe a standaloneBME course based on story-driven

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette

Tagged Divisions

Student Division (STDT)

AraOluwa Adaramolaba- Department of Engineering Education, b- Davidson School of Chemical University at Buffalo, SUNY Engineering, Purdue University Buffalo, NY 14213 West Lafayette, IN 47907INTRODUCTIONPractice makes perfect, yet engineering graduate students rarely have structured teachingexperiences beyond acting as a teaching assistant (TA) or substituting for a professor’s absence.Teaching is a significant component of faculty responsibilities and many roles withinengineering. Yet, few formal TA training opportunities exist to allow graduate students topractice and improve their teaching capabilities while still in graduate school. However

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

D'Andre Jermaine Wilson-Ihejirika, University of Toronto, Canada; Qin Liu, University of Toronto, Canada; Joanna Meihui Li, University of Toronto, Canada; Mustafa Nisar, University of Toronto, Canada; Jiawen Lin, University of Toronto, Canada

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Diversity

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Student Division (STDT)

the LiteratureAbstractBuilt upon the earlier literature review and research efforts on engineering pathways, we selecteda total of 76 peer reviewed articles for a systematized literature review. Three inter-relateddevelopmental theories —the “life span, life space” theory, the Relational DevelopmentalSystems Theory, and the Social Cognitive Career Theory—have informed our conceptualframework and guided our inquiry. We organize the selected articles by the life stages of highschool, postsecondary education, and workplace experience. Through the review, we haveidentified pathway-related outcomes in each life stage, and various influencing factors in thecategories of learning experiences and contextual factors, individual factors, and person

Conference Session

Student Division (STDT) Technical Session 2: Student Success and Resources

Collection

2023 ASEE Annual Conference & Exposition

Authors

Luke Raus, Olin College of Engineering; Katherine Mackowiak; Stephanos Matsumoto, Olin College of Engineering; Zachary Riggins del Rosario, Olin College of Engineering

Tagged Divisions

Student Division (STDT)

initial context, beyond apresentation of the rules. Participants necessarily play a direct role in the emergent socialphenomenon while simultaneously observing and recording a portion of the outcome. Evenwithout priming, we have found that the global dynamics of the game naturally revealthemselves to participants through their limited firsthand observations. This is a powerful andintuition-priming experience that serves as grist for the abstraction work students will dothroughout the rest of the course.The game proceeds as follows: 1. In preparation, each student receives a pad of ~30 sticky notes, a writing utensil (such as a Sharpie), and a “datasheet” (Appendix A1) which is a sheet of paper with 3 designated areas for affixing a

Conference Session

Student Division (STDT) Technical Session 3: Student Innovative Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elyas Masrour

Tagged Divisions

Student Division (STDT)

students to form connections between the narrative and the real world,challenge dominant ideas about an emerging technology, and generate opinions of their ownabout the future of said technology. The RRCD framework is based on Bloom’s Taxonomy,which is an educational framework that has been used for decades by teachers from K-12 touniversity and beyond. Bloom’s Taxonomy includes six categories of thought: knowledge,comprehension, application, synthesis, evaluation, and creation [6]. In the next few paragraphs,we will use the vocabulary of Bloom’s taxonomy to outline how the RRCD framework isintended to encourage a pattern of thinking that develops ethical design skills. Additionally, wewill cover how an instructor should design RRCD questions

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alondra Gonzalez Quintana, City Colleges of Chicago; Alexis Alvarez, City Colleges of Chicago; Amara Moreno, City Colleges of Chicago; Alessandra Romero, City Colleges of Chicago; Lourdes Beatriz Johnson, City Colleges of Chicago; Bohan Ren, City Colleges of Chicago; Kendrit Tahiraj, City Colleges of Chicago; Anthony Jesus Huerta, City Colleges of Chicago; Doris J. Espiritu, City Colleges of Chicago

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Diversity

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Student Division (STDT)

Engineering Bridge, transferring to Illinois Tech for Biomedical Engineering and will be doing NSF REU: I-BEST, through University of California Merced.Bohan Ren, City Colleges of Chicago Bohan Ren completed his Associate in Engineering Science (AES) at City Colleges of Chicago-Wilbur Wright College. Bohan is pursuing his bachelor’s degree in Computer Engineering at the University of Illinois Urbana-Champaign. He attended the NSF HSI Building Bridges into Engineering Bridge. At Wright, Bohan served as a tutor and a research assistant.Kendrit Tahiraj, City Colleges of Chicago Kendrit Tahiraj was a bridge participant and research assistant of the NSF-HSI Building Bridges project. He earned his Associate Degree in Engineering

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sruthi Dasika, Purdue University; Anyerson Cuervo, Purdue University; Amena Shermadou, Purdue University

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Diversity

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Student Division (STDT)

beyond preparing graduatestudents in their teaching assistantship roles. Without insights into the factors supportinggraduate students’ teaching motivation and identity, we risk minimizing efforts to broadenparticipation and diversify academia in engineering.The exploration of motivations and career pathways among international GTAs and facultyreveals critical insights into their significant role in diversifying faculty across U.S. institutions.Prior work indicates that international GTAs are motivated by a blend of intrinsic and extrinsicfactors, including the opportunity for personal and professional growth, a strong desire to teach,and the need for relatedness, which they fulfill through interactions within their institutionalenvironments [22

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindsey Pegram, "Be A Maker (BeAM)" Makerspace in the Department of Applied Physical Sciences at the University of North Carolina at Chapel Hill ; Maria Christine Palmtag; Anna Engelke, UNC-Chapel Hill / North Carolina State University

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Student Division (STDT)

. Each community cohort consists of an experienced Program Specialist facilitator andthree to four new Program Assistants. In total, 18 new staff members have participated for a fullyear in the program. Each cohort meets weekly for three hours in the Makerspace, and new staffrotate to a new tool domain every six weeks. During the sessions, the participants would practicenew skills through structured projects, design activities, and opportunities for peer teaching. Atthe time of writing this publication, new staff had completed two successful six-week rotationsof the CoP program and a third rotation is in process. CoP facilitators monitored the programthrough multiple assessment methods, including participant self-assessment through pre- andpost

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Nosakhare Iyobosa Idiaghe, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica R Deters, University of Nebraska, Lincoln

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Diversity

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Student Division (STDT)

is a subset of a project focused on investigating minoritized engineeringundergraduate students at a large, public, land-grant university in the Midwest. Through detailed,hour-long, semi-structured interviews, participants shared their experiences as minoritizedengineering students, especially as their experiences relate to their own mental health. This paperspecifically explores the narratives of two participants, illustrating the contrast in perspectives ofa first-year and fourth-year first-generation student. This paper underscores the importance ofcontinual dialogue with first-generation students, emphasizing that true inclusivity in engineeringeducation extends beyond mere integration; it demands sustained understanding and

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Student Division (STDT)

://muse.jhu.edu/article/200082.[6] R. Sweeder, M. Kursav, and S. Valles, “A cohort scholarship program that reduces inequities in STEM retention,” Journal of STEM Education: Innovations and Research, 2021.[7] L. R. Wetzel and K. R. Debure, “The role of faculty in Fostering Stem Transfer Student success,” Journal of College Science Teaching, vol. 47, no. 4, pp. 42–46, March 2018. doi:10.2505/4/jcst18_047_04_42[8] U. Fraefel, “Professionalization of pre-service teachers through university-school partnerships.,” WERA Focal Meeting, 2014.[9] S. Conner, O. A. DiSilvestre, M. L. Ridlehuber, L. Averitt, and D. M. Boyer, “Examining Student Experiences Related to Transfer from Two-Year Technical Colleges to Engineering

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, The Ohio State University; Julie P Martin, University of Georgia

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Student Division (STDT)

tight deadline for reasons beyond my control.Rachel: When I first started as a faculty member, I had a meeting with my sponsored programsofficer (SPO). She talked me through the entire grant process from her point of view—everything from drafting budgets, to submitting, to closing out a project. I am forever grateful forthe time she took to walk me through the process. It made me see how my pieces fit into thebigger picture. I highly recommend all faculty have a meeting with their SPO like this. It will beinvaluable.We also recommend creating templates and processes related to your group’s most commonpurchase and ensuring that your senior students all know the process. This allows them to traineach other and frees up time and space for you to

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vivian H Nguyen, City Colleges of Chicago ; Anthony Jesus Blanco, City Colleges of Chicago; Andrew Steppan, City Colleges of Chicago; Juan Munoz, City Colleges of Chicago ; Guadalupe Pina-Castillo, City Colleges of Chicago; Shlesha Patel, City Colleges of Chicago; Melvin Cabrera, City Colleges of Chicago; Tobias Wimmer; Doris J. Espiritu, City Colleges of Chicago

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Student Division (STDT)

also been shown to develop a student’s self-sufficientlearning ability in the classroom, as well as beyond that in the community and professionalsettings [9].We hypothesize that increasing community of practice through participation in studentextra/co-curricular activities could increase students’ sense of belonging and self-efficacy, whichwill consequently increase retention. The goal of this research is to find a connection betweenparticipation and academic achievements. The findings from our research can be utilized toestablish interventions to assist students' retention and overall academic success.II. METHODSA mix-method approach was used to assess the connection between student’s participation andoverall academic success. We conducted

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wylam Patrick DeSimone, University of Georgia; Parker Gavin Ferrer, University of Georgia; Sarah Jane Bork, University of Georgia

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Diversity

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Student Division (STDT)

through the project, in the quote previously mentioned, “When assembling my firstprototype this week, I felt like a real engineer, I was managing my wires, programming mymicrocontroller, and seeing the fruits of my labor starting to come together.” it was obvious thatthe skills I set out to learn were achieved through my continued work on the project. Before this,throughout my coursework I had created circuits in lab environments. However, I never had thechance to design, fabricate, and test my own designs from the ground up. The skills learned inthis project became some of the most valuable and industry-applicable in my entireundergraduate experience at the University of Georgia. Collaboration Beyond my personal experiences, I had the

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica Deters, University of Nebraska, Lincoln

Tagged Divisions

Student Division (STDT)

they have integrated more online tools(e.g., Zoom, lecture recordings) to their course, which have been beneficial to their students.Professor F explained how “COVID made it possible for [them] to explore something, and thatwas online teaching, and I do find [it to be] a helpful tool.” Moreover, Professor E attributedtheir increase in office hour attendance to their integration of Zoom office hours, which enabledmore students to access office hours.Finally, a change made by Professor B (of Level I) was also made by Professor E, which is PDFassignment submissions. Similar to Professor B, Professor E found the online submissions to behelpful to both instructors and students beyond the pandemic.Level III – A Wide LensProfessor C was the only

Conference Session

Student Division (STDT) Technical Session 3: Student Innovative Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adam J Murrison, Worcester Polytechnic Institute; Cameron Wian, Worcester Polytechnic Institute; Sydney Kerivan, Worcester Polytechnic Institute; Jakob Sperry, Worcester Polytechnic Institute

Tagged Divisions

Student Division (STDT)

staff and attendees that build a diverse and welcomingcommunity within the makerspace, while also providing standardization to workshops, ensuringquality, accessibility, and a rolling training platform so every year new employees can beonboarded. This peer-to-peer learning system encourages communication, understanding, and abalance of power between the students and instructors, understood through quantitative andqualitative data from attendee feedback and employee review.1 Introduction and Motivation: Due to the recent Maker Movement, education has seen a significant push towardshands-on-learning both in and out of the classroom. Spaces have and are continuing to bedeveloped with the goals of providing a place for students to learn

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Myers, Rowan University; Matthew Currey, Rowan University; Luciano Miles Miletta, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Student Division (STDT)

. D. Simpkins, A. E. Vest, & C. D. Price, "The Contribution of Extracurricular Activities to Adolescent Friendships: New Insight through Social Network Analysis," Developmental Psychology, vol. 47, no. 4, pp. 1141–1152, 2011. doi:10.1037/a0024091.[6] A. Portes, "Social capital: its origins and applications in modern sociology," Annual Review of Sociology, vol. 24, pp. 1-25, 1998.[7] H. Corbin, N. Aulakh, A. Herrman, C. Peterson, S. S. Mollah, D. R. Riley, & K. Mallouk, "The Effect of a Collaborative Environment on Engineering Students' Social Networks," in 2023 ASEE Annual Conference & Exposition, 2023.[8] G. Kossinets and D. J. Watts, "Origins of Homophily in an Evolving Social Network

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katelyn Churakos, University at Buffalo, The State University of New York; Jayden Mitchell, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Divisions

Student Division (STDT)

skills and problem-solving frameworks beyond the scopeof traditional coursework. The advantages identified in our research show that, through open-ended problems, students are allowed to experience freedom within an engineering framework,whether that be experimenting with different methods, or analyzing how numerical differencescan impact final results. This process enables them to leverage their understanding ofengineering principles, forming connections between course concepts and bridging the gapbetween practical and conceptual aspects of engineering. Moreover, students learn to makeinformed and logical decisions when faced with unbounded problems. In an industry whererapid, critical decision-making on unprecedented issues is commonplace, a

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini, Purdue University Library TSS

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Diversity

Tagged Divisions

Student Division (STDT)

mental and emotionalhealth. They were able to study for their exams, make time to meet with friends, and still gettheir projects and homework complete. Their sleep was better, and they had more self-confidence in themselves. They completed the semester, passing their classes and moving on intheir program. The student stayed in the lab for one more semester before deciding to leave tofocus on their studies.Synthesis and ReflectionTo start, I would say that I understand that this could be considered a radical course of action.While professional boundaries were certainly not crossed, the level of responsibility I took forthis student could be seen as going beyond what is considered necessary. I do not know if Iwould go through with this same tactic

Conference Session

Student Division (STDT) Technical Session 5: Motivation and Support for Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sepehr Khorshid, University of Alabama; Siyuan Song, University of Alabama

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

be fostered in engineering programs by integrating wellness activities into thecurriculum [9]. Previous research projects have mainly focused on the impact of students'disciplines, gender, and the nature of engineering education on mental health issues amongengineering students [4], [10], [11]. In contrast, this study aims to investigate the stressorsexperienced by Civil, Architecture, and Construction Engineering students who are approachinggraduation and going through the job-seeking process, as well as the initial stages of theircareers. The objective of the study is to address a gap in the current literature by examining thecauses of stress in these contexts and using the findings to assess the requirement for futuremental health and

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

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Diversity

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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

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University; Alexander V Struck Jannini, Purdue University

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Diversity

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Student Division (STDT)

for rich depth in thedescription of engineering research values through the natural salience afforded by introductioninto a new community and profession. To begin to answer these questions, we interviewed fiveengineering graduate students engaged in research in a Gen-4 ERC. We found that on thesurface, students communicated a good understanding of the overall values and goal of the ERC,aligned with them, and felt as though they were making a difference in the world. However, forsome, there were experiences of tension and friction with their own personal and long-term goalsand values. Additionally, discussion of certain values seemed performative for some students(namely topics of diversity, equity, and inclusion), and potential

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fangyuan Chai; Yi Wang; Zhaoping Feng; Jing Jin; Jun Zhu

Tagged Divisions

Student Division (STDT)

Additionally, educatorsare encouraged to diversify assessment methods and embrace more innovative andopen-ended evaluation strategies beyond traditional examinations and writtenassignments. By providing engineering students with a broader spectrum of assessmentoptions and creative latitude, there is potential to substantially enhance their inventivecapacities, analytical acumen, logical reasoning, problem-solving prowess, and otheressential attributes. Through the strategic refinement of course structures, institutionscan enable engineering students to adeptly navigate the vanguard of their respectivefields, leverage technological advancements, pursue sustainable development, andconsolidate their confidence in securing gainful employment [38], [39

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurel Lynn ONeill, Penn State University; Luis Delgado Jr., Penn State; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

similar events in the future. This provides an opportunity for engineering graduate studentsto organize panels and workshops that connect their experiences and identities to various aspectsof the academic environment. These future opportunities could be implemented locally and/ornationally through on-campus events and national conferences.ConclusionInclusion and diversity should go beyond allowing in those with visible, assumed identities [8].True inclusion requires an environment where all people who choose to embark on a journey willbe allowed to follow that path to the best of their ability. The biggest “trick of the trade” from thiswork is that we don’t often hear students’ stories about the academic experience. By having thispanel, the

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Christopher, Grand Valley State University and Western Michigan University; C.J. Witherell, Grand Valley State University; Aziz Gram Sarhan

Tagged Divisions

Student Division (STDT)

.” Association for Engineering Education - Engineering Library Division Papers, American Society for Engineering Education-ASEE, 2018.15. Chung, Huy Q., et al. “The Impact of Self-Assessment, Planning and Goal Setting, and Reflection before and after Revision on Student Self-Efficacy and Writing Performance.” Reading & Writing, vol. 34, no. 7, 2021, pp. 1885–913, https://doi.org/10.1007/s11145- 021-10186-x.16. Latham, Gary P., and Edwin A. Locke. “Self-Regulation through Goal Setting.” Organizational Behavior and Human Decision Processes, vol. 50, no. 2, 1991, pp. 212– 47, https://doi.org/10.1016/0749-5978(91)90021-K.17. Doren, George. “There’s a S.M.A.R.T. way to write management goals and objectives.” American Management

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jun Zhu; SUN TIEMIN, Beijing Foreign Studies University; jiayao sun; Fangyuan Chai

Tagged Divisions

Student Division (STDT)

college, a preciseemployment guidance service system is established to guide students to reasonablyadjust their employment expectations, identify career positioning, and actively pursueemployment. Through this process of adjustment and exploration, students areempowered to confidently navigate the job market and find their own path to successin the workplace.5.3 Forging the Chain from Competency Base towards Employment Quality The concept of competency-based education has evolved over time, reflectingchanging industry demands and social needs. Traditionally, this approach focusedsolely on the acquisition of specific skills relevant to a particular industry or job role.However, as we entered the 1980s and beyond, the emphasis shifted towards

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Lynn Repp, University of Portland; Sean Lyle Gestson, University of Portland; Jacob P. Kimball, University of Portland

Tagged Divisions

Student Division (STDT)

Beginning Designers,” vol. 138, no. 10, p. 101108, 2016, doi: 10.1115/1.4034087.[14] Y.-S. Chang, Y.-H. Chien, K.-C. Yu, Y.-H. Chu, and M. Y. Chen, “Effect of TRIZ on the creativity of engineering students,” vol. 19, pp. 112–122, 2016, doi: 10.1016/j.tsc.2015.10.003.[15] “Chindogu.” https://chindogu.com/ics (accessed Dec. 28, 2023).[16] Biomimicry Institute, “Introduction- What is Biomimicry?,” 2023. https://toolbox.biomimicry.org/introduction/ (accessed Dec. 28, 2023).[17] K. C. Tsai, “Facilitating creativity in adult learners through brainstorming and play,” vol. 4, no. 3, pp. 1–8, 2013.[18] A. Tero, et al., “Rules for Biologically Inspired Adaptive Network Design,” vol. 327, no. 5964, pp. 439–442, 2010, doi: 10.1126/science