Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University

Tagged Divisions

Student Division (STDT)

Engineering Education, 2024 Generative Learning in Two Community-Based Experiential Undergraduate Courses This research to practice paper analyzes the innovative teaching elements of twocommunity-based experiential undergraduate courses. Experiential learning on its own shifts aclass from a more traditional format to “an approach that is semi-structured and requires studentsto cooperate and learn from one another through direct experiences tied to real world problems”[1, p. 4]. When engaging with the community through experiential learning, additionalperspectives are integrated into learning with the intent that all parties will benefit. This can beachieved through multiple course designs, two of

Conference Session

Student Division Technical Session 2: Career Development and Employability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ella Kokinda, Clemson University; Makayla Moster, Clemson University; D. Matthew Boyer, Clemson University

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Diversity

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Student Division (STDT)

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 (WIP) Compiling Resilience: A Study on First-Generation Women Pursuing Computing DegreesIntroductionUnder-representation of women in science, technology, engineering, and mathematics (STEM) iswell-researched from a range of perspectives yet persists as an issue [1]. Among the women whohave chosen to pursue a STEM degree, many are first-generation college students and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abigail Nichole Lehto, American Society of Engineering Education (ASEE); Ning Fang, Utah State University

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Diversity

Tagged Divisions

Student Division (STDT)

environment to be less supportiveoverall [1]. In terms of science, technology, engineering, and mathematics (STEM) majors,studies have also found that first-generation students are 6% less likely to complete a degree inthese fields compared to their continuing-generation peers [2]. Research focusing on theengagement of first-generation college students in engineering is a topic that has not been widelyexplored up to this point. Because of the present battles that first-generation students face, moreresearch on their engagement is essential to aid them in achieving their educational goals.This work-in-progress (WIP) research utilizes the National Survey of Student Engagement(NSSE) as the main data collection instrument [3]. This survey is 40 questions

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)

unwaveringsupport.Introduction and BackgroundFirst-generation college students face many challenges compared to their continuing-generationpeers when pursuing an undergraduate engineering education [1]. First-generation students oftenface additional barriers to success in engineering, like inadequate academic preparation [2], [3], alack of family support [4], and difficulty transitioning to postsecondary education [5], which canlead them to struggle academically [6]. First-generation students must overcome these uniquechallenges in addition to the challenges that are common in the broader population. Thetransition from high school to college not only represents a shift in academic rigor but also asignificant change in the learning environment and culture. In

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cyra Anderson, University of Michigan; Joi-lynn Mondisa, University of Michigan; Nagash Clarke, University of Michigan

Tagged Topics

Diversity

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Student Division (STDT)

was composed of 5undergraduate students and 31 graduate students. No specific demographic information about theparticipants was collected as this study was designated as “Not Regulated” by the institutional reviewboard given its focus is on the broader aspects of the program. Based on general participant feedbackduring sessions, the following themes emerged.Theme #1: Clear, Consistent ExpectationsWith program participants being mostly graduate students and faculty, the program needed to beconducive in fostering high-level thinking. We began the first session by sharing the program’sestablished purpose, desired level of engagement, and the expected outcomes. This gives participants aclear understanding of what was being asked of them and

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorna Treffert, University at Buffalo, The State University of New York; Courtney June Faber, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville

Tagged Divisions

Student Division (STDT)

both the actions taken by the students to engage in researchactivities and the actions of the faculty to engage with the students, we found that the membersof Team Y used four kinds of power, shown in Figure 1. Figure 1: A strict inclusion domain analysis of the power yielded by the members of Team YWe defined these four kinds of power as follows. Knowledge refers to the power that comes fromthe generation of new ideas or the use of other's knowledge or ideas (e.g. faculty memberssuggesting the use of a particular method to the undergraduate researchers based on theirknowledge of and prior use of the method). Resources are tangible sources of power (e.g.introducing the students to a researcher they know who could be interviewed for their

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Utah State University; Ning Fang, Utah State University

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Diversity

Tagged Divisions

Student Division (STDT)

and technological development, and general education knowledge, ascaptured by the college students’ experience questionnaire [1]. We postulate that students’investment in the quality of effort in their academic task, utilization of resources in theenvironment, motivation to learn, college environment policy in terms of scholarships that areprovided, and parents’ educational background are all significant predictors of progress studentsmake in terms of their overall desired progress they make in college.MethodResearch questionThe research questions that guided this research are as follows:RQ 1: What factors have a significant relationship with high-achieving engineering students'progress toward desired educational outcomes?RQ 2: What factors

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiffany Chan, University of California, Davis; Tate L Chatfield, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Divisions

Student Division (STDT)

-generation, Underrepresented groups and Minorities through an Engineering Student Success Course,” 2016 ASEE Annual Conference & Exposition, 2016.[27] E. Litzler and C. Samuelson, “How Underrepresented Minority Engineering Students Derive a Sense of Belonging from Engineering,” in 2013 ASEE Annual Conference & Exposition Proceedings, ASEE Conferences, 2013, pp. 23.674.1-23.674.20. doi: 10.18260/1-2--19688.[28] A. Rainey, D. Verdín, and J. Smith, “Classroom Practices that Support Minoritized Engineering Students’ Sense of Belonging,” Proceedings of the American Society for Engineering Education, Jan. 2021.[29] K. L. Tonso, “Engineering Identity,” in Cambridge Handbook of Engineering Education Research

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)

,performance, time management, commitment level, etc. Additionally, faculty who encouragethese practices in their courses may see better student engagement and knowledge retention.Unfortunately, these skills rarely come naturally to students, and many do not get the chance todevelop them before pursuing their undergraduate degree. Engineering courses should not onlyhelp students learn technical content but should also help them develop the skills of goal setting,expectation development, reflection, and self-assessment. This paper aims to address thefollowing two research questions: 1) What are the effects of self-efficacy, goal setting, andreflection on undergraduate engineering students? 2) What would a practical model forimplementing these

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

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Diversity

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Student Division (STDT)

discussed the changes that would make them feel more welcome and includedwithin academia and their department(s) (cultural and/or infrastructural changes). They alsoprovided advice and recommendations to future queer and trans graduate students. The panelreceived overwhelmingly positive feedback, and the audience expressed their willingness andenthusiasm to learn and support queer and trans graduate students. Overall, the lessons learnedfrom the Queer and Trans Graduate Students Panel are as follows: 1) Provided an opportunity to inform about the specific obstacles that many queer and trans students experience in graduate education. 2) Contributed to the knowledge of designing, facilitating, and conducting a student experiences

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)

-Learning Classrooms,” J. Chem. Educ., vol. 95, no. 12, pp. 2126– 2133, Dec. 2018, doi: 10.1021/acs.jchemed.8b00167.[6] J. Smith, “Learning-focused TA Training on a Budget,” in Proceedings of the Western Canadian Conference on Computing Education, Calgary AB Canada: ACM, May 2019, pp. 1–2. doi: 10.1145/3314994.3325091.[7] M. Ball, J. Hsia, H. Pon-Barry, A. DeOrio, and A. Blank, “Teaching TAs To Teach: Strategies for TA Training,” in Proceedings of the 51st ACM Technical Symposium on Computer Science Education, Portland OR USA: ACM, Feb. 2020, pp. 477–478. doi: 10.1145/3328778.3366987.[8] M. Gallego and C. Busch, “Preparing Teaching Assistants to Work With All Learners: The Impact of Accessibility Training,” Foreign Lang. Ann

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)

interpreted through a researcher’s point of view. Furthermore,surveys with pre-specified question options, such as rankings and multiple choice, tend tooverlook the student voice as students are required to choose auto generated responses thatprovide little opportunity for them to share their original opinions on the course [1]. There is aneed for research tools and studies that allow us to more deeply understand the studentperspective.In order to explore the student’s perspective on engineering coursework, the student-authorshave responded to a series of open-ended prompts and reflected upon their own experiences asstudents working through an open-ended modeling problem (OEMP) in an introductory levelengineering class. Using these reflections, we

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noor Aulakh, Rowan University; JoyLynn Torelli, Rowan University; Alexandria Ordoveza, Rowan University; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

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Diversity

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Student Division (STDT)

Transfer ShockAbstractIn this full student-led research paper, we investigate the social networks of both lateral andvertical engineering transfer students to determine how integrated they are at their currentinstitution, and how their social connectedness can affect the extent of their transfer shock.Transfer shock is a decrease in GPA that a transfer student might experience at their receivinginstitution and can affect student retention and likelihood of graduation. The research questionswe aim to answer are: 1) How do the social networks of lateral and vertical transfer studentsdiffer from one another? and 2) What is the correlation between a transfer student’s socialnetwork and their experience of transfer shock?To answer the research

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)

it allows notime to analyze any of the solutions generated until after the time is over. This method iscommonly used at the beginning of a brainstorming session to generate initial ideas which willbe expanded on later. The example given to participants who were assigned to continuous writingwere “to design an alarm clock, continuously draw different ideas without stopping to evaluateany of them, just draw or write whatever next pops into your head.”Participants This research was conducted over two workshops. The first workshop was conducted for11 senior students of various engineering majors from a mid-sized University in Portland, OR.The students attended the workshop as an optional breakout session hosted during a SeniorCapstone

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

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

anticipated. This issue was further compoundedby general public apprehension towards participating in in-person activities, which limited thediversity and number of participants, potentially affecting the representativeness andgeneralizability of our findings. In addition, students at some technical colleges in SouthCarolina received free tuition for their studies, decreasing their motivation to seek scholarships.Effects of Project Personnel TurnoverThe research project also faced significant turnover in personnel, primarily with the faculty andadministrators on the project. There is now only one member of the original proposal team, aseveryone from the original team has left the institution. The loss of key team members at variousproject stages led

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinyi Ma, University of Toronto; Janet Lam, University of Toronto

Tagged Divisions

Student Division (STDT)

programming?MethodologyContext and ParticipantsThe study is conducted in a third-year quality control course at the University of Toronto. Thiscourse is a required core course for industrial engineering students, and a technical elective underthe manufacturing stream for mechanical engineering students, while it could also be taken bystudents in other engineering streams as an elective. There are 114 industrial engineeringstudents and a total of 58 mechanical and other engineering students enrolled in the course in thewinter 2024 term. The course components for industrial and mechanical engineering students aredifferent: while both groups have weekly 3-hour lectures, mechanical students have 3-hour labs,and industrial students have 1-hour labs and 2

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)

evolving educational contexts. It also advocates for a deeperexploration of how faculty experience influences these perceptions, ultimately promoting adynamic approach to teaching within the educational environment. Lastly, this study lays thegroundwork for future research investigating the intersection between faculty adaptability andthe ever-changing needs of students over time.Introduction and Literature ReviewThe perceptions that faculty have about their students can impact how they approach theirteaching [1]. Faculty beliefs are known to guide their instructional decisions [2] and influencetheir classroom practices [3]. However, while some faculty’s classroom practices are consistentwith their beliefs about teaching and learning, other

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

Tagged Divisions

Student Division (STDT)

receiving high-quality mentoring duringour doctoral work, we ourselves did not receive the hidden curriculum we offer here, and weknow that doctoral programs in engineering and engineering education focus on training studentsto be independent researchers rather than to develop research agendas and manage researchgroups as faculty. We hope to support the next generation of faculty by offering practical adviceabout three aspects of earning tenure at a research institution that are rarely explicitly discussed:(1) developing and disseminating a compelling narrative about your work, (2) promoting theimpact of your work, (3) leading a research group, and (4) creating an internal and externalsupport team.We structured this paper to highlight both our

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)

she wanted to developan engineering skillset while discouraging any egotistical traits. This juxtaposition enabled her toidentify the engineering traits she wanted to adopt and continue to form as well as those that shewanted to distance herself from.Engineers are often associated with technical knowledge of math, science, and physics, and arenot generally considered to be effective communicators. However, all of the attributes ofengineers mentioned by participants were related to professional skills and critical thinking, suchas effective communication. These findings indicate that the development of such skills and traitsoften supplement engineering identity, but are not necessarily considered as anchors; in suchinstances, participants

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Elizabeth Nortz, Cornell University; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Danielle V. Lewis; Kevin Jay Kaufman-Ortiz, Purdue University; Charlie Díaz, University of Pittsburgh; Carlie Laton Cooper, University of Georgia

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Diversity

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Student Division (STDT)

students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a 2016 National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Journal of Civil Engineering Education Best Technical Paper, the 2021 Chemical

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Luke Morrison, University of South Florida; Chris S Ferekides, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Department of Electrical Engineering at University of South Florida’s RevolutionizingEngineering Departments grant support radical change in the training of undergraduateengineering students and help them establish identities as professional engineers with thenecessary technical and professional skills needed to solve the complex problems facing societytoday. At the department, the RED program consists of many changes to the departmentincluding new Professional Formation of Engineers (PFE) classes, the Take Responsibility toUnderstand Engineering (TRUE) Lecture series, Track-Focused advisory boards for differentelectrical engineering tracks, and the industry-focused, TRUE-Outreach Capstone Projects. ThePFE classes focus on preparation for

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)

engineering self-efficacy.IntroductionEngineering is a complex and challenging field of study with an overall attrition rate ofapproximately 30-50% [1]. As engineering education grows and changes, significant efforts areput towards predicting student retention and supporting those who are considered more likely toleave the field [2]. One such method for predicting retention is engineering self-efficacy: astudent’s belief in their ability to complete engineering-related tasks, including degreeattainment. Students with greater self-efficacy are generally more likely to persist in engineering[3]. Many factors impacting engineering self-efficacy have been identified, largely falling into

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simon Zhang, Northeastern University; Joshua Dennis, Northeastern University; Haridas Kumarakuru, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

Student Division (STDT)

curriculum implementation, instructional delivery, scientific research, technical writing, and student mentoring to provide students with the tools for academic and professional success. Since 2007, he has had the privilege of mentoring numerous undergraduate and master’s students, a pursuit he is most passionate about. He has applied his established teaching skills to a wide range of undergraduate courses in general physics, engineering physics, electronics for scientists, advanced physics labs and specialized courses in the fields of functional nano material science and nanotechnology. Hari is a member of IOP (UK), JSA, AAPT and ASEE and he is a reviewer for several scientific journals.Dr. Bala Maheswaran, Northeastern

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Isabel Anne Boyd, University of Tennessee, Knoxville; Chulin Chen, University of Tennessee, Knoxville; Lorna Treffert, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

Tagged Divisions

Student Division (STDT)

research teams are often composed of members from different disciplines.This interdisciplinary structure can bring a wealth of knowledge and perspectives but can also leadto challenges that hinder effective collaboration due to epistemic differences. These differences ap-pear in the approaches, values, and points of view of individual researchers toward how knowledgeis generated, expressed, and applied. If these differences in thinking are not effectively addressedand negotiated, they can compromise the success of a research team and hinder positive changesin the field of engineering education. Understanding how research teams negotiate epistemic dif-ferences is critical for developing strategies to overcome barriers to collaboration, negotiation

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Anna Brown, Utah State University; Marissa A Tsugawa, Utah State University

Tagged Divisions

Student Division (STDT)

teachers in generating interest in computer programming among students[10], [16] .Pedagogical Framework: Gamification of LearningGamification of learning is defined as “the use of game elements in non-game contexts” [17, p.2] and should include four main components, a game goal, game dynamics, game mechanics,and game elements (defined in Table 1 in the Methods section, [18]). Researchers have shownthat gamification increases learning achievement, motivation to learn, and generates positiveattitudes among students [10], [19]. Specifically, this paper focuses on problem-solving typegames to foster problem-solving skills and computational thinking. Problem-solving games haveeffectively increased intrinsic motivation to learn STEM concepts [20], [21

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aimee Sayster, Clemson University ; Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

offirst-generation college students in STEM and non-STEM majors,” Journal of Research inScience Teaching, vol. 53, no. 3, pp. 368–383, 2015.[2] “Home,” ABET. [Online]. Available:https://www.abet.org/about-abet/diversity-equity-and-inclusion/. [Accessed: 28-Feb-2023].[3] M. J. Chang, J. Sharkness, S. Hurtado, and C. B. Newman, “What matters in college forretaining aspiring scientists and engineers from underrepresented racial groups,” Journal ofResearch in Science Teaching, vol. 51, no. 5, pp. 555–580, 2014.[4] Pages, A. W. (2022, August 11). Academic web pages. banner. Retrieved May 1, 2023, fromhttps://immigrationinitiative.harvard.edu/topic/first-and-second-generation/[5] Yosso, T. J. (2016). Whose culture has capital? Critical Race Theory in

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)

activitysuccessfully provides immediate exposure to an interesting physical system, to which an array ofaccessible modeling approaches can be applied. Since the activity (and subsequent analysis)relies on relatively little background knowledge, first-year STEM students can effectively engagewith the game, and some students can produce novel models of the game’s behavior. Thischallenges an assertion sometimes made in modeling pedagogy—that undergraduate studentslack the domain knowledge necessary to engage fully in the modeling process [1]. Additionally,the proposed activity results in a rich student-generated data set which motivates a variety ofquestions about viral phenomena, and offers the opportunity for students to meaningfully answerthese questions by

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Duke University; Karis Boyd-Sinkler, Duke University; Rebecca Simmons, Duke University

Tagged Divisions

Student Division (STDT)

institution in theSoutheast United States. Given the exploratory nature of the study, a novel survey tool wascreated that focused on: residual time, club participation, design skills before and after clubparticipation, design self-efficacy, and demographic information, see Appendix A. This researchstudy was approved by the IRB at Duke University (protocol #2023-0178). 1) Survey DesignFor the purpose of transparency, we defined engineering clubs as a subset of clubs whosemembership is primarily engineers, the subject matter is technical, and/or they are a pre-professional organization for engineers. The engineering school at Duke University gives clubsthis designation. We divide engineering clubs into three categories: competition design teams

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryann Renee Hebda, Baylor University; Morgan R Castillo, Baylor University; Tracey Sulak, Baylor University

Tagged Divisions

Student Division (STDT)

engineering competencies. Competency-based education (CBE) is an instructional approach that focuses onactionable outcomes rather than traditional knowledge-based outcomes. Competencies arenecessary to effectively perform specific functions and solve contextually-specific problems [4],[5], [6]. Competencies can be described as applying general and occupation-related KSAs tocomplete a task [7]. Specifically, knowledge is the domain-specific knowledge, skills includehigher-order thinking to apply knowledge, and abilities, sometimes conceptualized asdispositions, relate to the attitudes and values of the learner [1]. Additionally, CBE course learning objectives are framed around professional practicesand problem-solving [7]. For

Conference Session

Student Division (STDT) Technical Session 4: Minoritized Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micaha Dean Hughes, North Carolina State University, Raleigh; John Roberts, UK College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

engineering, (2) identity matching and engagement opportunities, and (3)marketing and communications.Theme 1: Untangling “Broadening Participation” in EngineeringIn the last two decades, there has been a significant increase in strategies intended to “broadenparticipation” of underrepresented students in undergraduate engineering programs [2], [40],[41]. We have found the limited academic literature on best practices for recruiting Blackstudents into undergraduate engineering programs concerning. Most articles we found target“underrepresented racial minorities,” which includes African Americans, American Indiansincluding Native Alaskans, Hispanics and Native Pacific Islanders, but generally does notspecify approaches for sociocultural attunement