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)

Society for Engineering Education, 2024 FOSTERING COMMUNITY OF PRACTICE (CoP): THE IMPACT ON SELF-EFFICACY AND BELONGING OF UNDERGRADUATE STUDENTSI. INTRODUCTIONAs of July 2021, 40.4 million students have attended college and dropped out without earning acredential—referred to as the “Some College, No Credential” (SCNC) population [1]. Out of the40.4 million SCNC population, only 2.1% re-enroll into a degree program. Student retention isrecognized as remaining in a college or university program until the course of study is complete,regardless of whether they pass or not, or until the students gain a degree [2]. Students whocancel their enrollment are classified as dropouts [3]. The six most prevalent factors thatcontribute to a lack

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eliot Nathaniel Wachtel, University of California, Santa Cruz; Qingyuan Cao, University of California, Santa Cruz; Matthew Kaltman, University of California, Santa Cruz; Khanh Tran, University of California, Santa Cruz; Miguel Robles Hernandez, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

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Diversity

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Student Division (STDT)

Paper ID #44485Board 174: Fostering Inclusivity and Engagement while Learning by Doing:A New Paradigm in Engineering Education Based on Student-Designed, Student-TaughtCoursesMr. Eliot Nathaniel Wachtel, University of California, Santa Cruz Eliot Wachtel is a fourth year Robotics Engineering Student, Student Instructor, Undergraduate Researcher, and Club leader at UC Santa Cruz. He has been involved in teaching and mentoring undergraduate peers in engineering concepts for three years, acting as the formal lead instructor for two undergraduate courses. When not teaching, or learning, he is doing research in the Braingeneers

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)

-cohort surveys. Furthermore, the participants' scores on the Likertscale for the "Seven C's" increased by 33%, with the most significant increase observed in"Collaboration" at 68%. After the data from the third and fourth cohorts have been collected andanalyzed in May 2023, a more in-depth and meaningful analysis of the results will be conducted. Fig 1. Average pre- and Post-cohort survey results, with percent change, evaluating confidence in performing each objective.Fig 2. Average pre-and post-cohort survey results, with percent change, evaluating agreement on the Likert scale with the “Seven C’s.” The impact of the CoP program on community building was also monitored

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)

increased.”Research by Eyler and Giles on service learning, the experiential education method that utilizes acycle of action and reflection focused on the application of learning to community problems, showsthat more rigorous reflection leads to better learning outcomes [28]. Students who engaged indeeper reflection had a deeper understanding of the subject matter, found it easier to apply theirknowledge, and were more able to tackle related problems. They were also more open to new ideasand showed superior problem-solving and critical thinking skills.However, Welsh pointed out that “instructors…merely telling students ‘it is now time to reflect’is a clumsy approach for them and students alike” [29]. In other words, simply instructing studentsto

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)

] conceptualized experiential learning in engineeringeducation as self-school-community. It draws connections between students’ lives and needs(self), how they experience engineering curriculum and instruction (school), and the impacts ofgeneral well-being and contextual environmental factors (e.g., community) [7]. Thisinterdependence between engineers, knowledge, and the community creates an opportunity for avariety of approaches to produce successful outcomes. Higher education institutions and facultycan tailor experiential, community-based learning practices to their specific contexts. Forinstance, these concepts could comprise one unit of study, one course, or even an overall themewithin a program. Faculty instructors innovate through combining

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne Victoria Wrobetz, Front Range Community College, Colorado

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Diversity

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Student Division (STDT)

showed thatSTEM transfer students were more likely to graduate and transfer when programs providecommunity engagement, networking opportunities with professionals in the field, financial aid,schedule flexibility, and the information students need to complete their degrees. Engineeringprograms are increasingly focused on recruiting and retaining a diverse student body, whichrequires supporting those students with responsibilities outside the classroom. The results of thispaper are intended to inform policy makers of programs which can have a positive impact onworking or caretaking students at community colleges.Introduction Community colleges (also known as junior colleges, technical colleges, or two-yearcolleges) have historically been an

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

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Diversity

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Student Division (STDT)

its effect on student’s feelings of impostorsyndrome and perceived self-efficacy. Impostor syndrome has been found to occur morefrequently in scientific communities and found more prevalently in marginalized communities.Context: In 2020, USF’s D-EE was awarded the Revolutionizing Engineering Departments(RED) grant by the National Science Foundation (NSF). The ongoing grant supportsorganizational and cultural revolutions to improve the current Research-Teaching-Service modelto a Research-Students-Practice model. Research efforts within the grant include sections onParticipatory Action Research (PAR) in which students within the department could launch theirown research projects into the effectiveness of the changes within the department, such

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah Corbin; Noor Aulakh, Rowan University; Alex Herrman, Rowan University; Conor Peterson; Shahir Shariful Mollah; Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

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Student Division (STDT)

’ higher levelthinking, leadership, and communication skills [2]. This is beneficial for students because itboosts their self esteem and prepares them for real life social and professional interactions [2].In this study, we explore the relationship between collaborative learning and the social networksof engineering students attending a mid-sized Mid-Atlantic University. The primary goal of thisstudy is to explore the use of collaborative learning by the faculty, and the way collaborativelearning impacts the social network of the engineering students at this university. This researchpaper will investigate the effects of collaborative learning on student social networks byexploring the following research question: How does collaborative learning

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Cresap, Louisiana Tech University; Ashtyne Klair Monceaux; David Hall, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University

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Diversity

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Student Division (STDT)

the participatingstudents. As students moved into their sophomore year and began to enroll in separate,major-specific courses, the lunches helped to preserve previously formed relationships and groupidentity.While the weekly lunches focused on social interaction and provided a relaxed environment forcatching up, each lunch included professional development “nuggets” strategically timed toincrease impact. Example activities included the initial introduction of faculty mentors, talksfrom Ph.D. students, ambassadors from student organizations, discussions about academicsuccess, interview skills in preparation for upcoming university career fairs, and researchopportunities for undergraduates.This paper quantifies the impact of the lunches on

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

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Diversity

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Student Division (STDT)

third point of reference to reflect on and givea rich description of their experience in the US. Through qualitative analysis of these cases, wewill address the question: In what ways do Black students who are first- or second-generationimmigrants from Africa and have studied abroad leverage community cultural wealth inengineering in the US?We use Yosso’s Community Cultural Wealth (CCW) framework to highlight the strengths thesestudents leverage in engineering. CCW is an asset-based framework developed to highlight thestrengths of the students from Communities of Color. There are six assets used as a guiding lensto inform research in these communities: familial, social, aspirational, navigational, resistance,and linguistic capital that students

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)

called This Engineering Life, the undergraduate series. ©American Society for Engineering Education, 2023 WIP: Why should you join? Exploring the Impact of Engineering Extracurriculars on the Undergraduate Engineering Experience 1. INTRODUCTIONAn engineering courseload is a big commitment, yet undergraduate engineering students findtime to engage in many activities outside of required coursework. Research, clubs, jobs, sports,extracurriculars, social activities, and leisure time all constitute attractive ways for anengineering undergraduate to spend “residual time”. The time available to spend on theseactivities, however, is limited to as little as 1.9 hours per

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)

Students’ Leadership Development,” Journal of Civil Engineering Education, vol. 149, no. 3, p. 04023002, Jul. 2023, doi: 10.1061/JCEECD.EIENG-1870.[20] “AWE.” Accessed: Feb. 06, 2024. [Online]. Available: http://aweonline.org/efficacy.html[21] A. Agustanti and K. Astuti, “Relationship Between Social Skills and Social Support with Peers’ Academic Confidence on Boarding High School Students,” Journal International Dakwah and Communication, vol. 2, no. 2, pp. 97–110, 2022.[22] S. K. Patrick, “Organizing Schools for Collaborative Learning: School Leadership and Teachers’ Engagement in Collaboration,” Educational Administration Quarterly, vol. 58, no. 4, pp. 638–673, Oct. 2022, doi: 10.1177/0013161X221107628

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)

? 6The first theme, “Unpacking the teaching toolbox,” describes some of the “tools” we recognizedas essential for our success were essential for our roles as apprentice instructors. These toolsincluded constantly communicating with and listening to the students in the class, being flexibleand adaptable in responding to unpredictable situations, and leveraging the experience of ourteaching mentors. “Putting on a good show” describes the emotions, effort, and time investedinto creating effective lessons. These investments in time and effort were rewarding when weperceived things went well but draining and discouraging when the class did not go as planned.RQ2: How did our understanding of teaching change by the end of our apprenticeship?The third

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)

informal interactions between students and faculty. Our research uses Driscoll et al.'s[14] student-faculty interaction assessment model to evaluate students' sense of belonging,incorporating Likert-scale questions and free-response inquiries to capture nuanced aspects oftheir experiences. By focusing on both immediate and lasting impacts, our investigation seeks toidentify improvements in students' perceptions and assess the sustainability of these positiveoutcomes over time.This study contributes to the broader discourse on student engagement, community building, andretention strategies in engineering or higher education in general with the translation from BMEeducation. The findings not only provide insights into the effectiveness of informal

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Philippa Eshun; Kacey Beddoes, San Jose State University

Tagged Topics

Diversity

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Student Division (STDT)

that differentiate[d] successful from unsuccessful companies” [8]. This work-in-progressexpands on Schönborn’s findings in hypothesizing that there are specific cultural norms and valuesadopted by students in engineering colleges that differ from those of engineering industries, andthose differences may affect if and how early career engineers successfully transition toengineering careers.Literature ReviewDimensions of successThe organizational behavior model developed by Robbins & Judge lies on the premise that inputsat the individual, group, and organizational levels influence processes which therein influenceoutcomes. However, this model proposes a linear path within the levels: individual inputs influenceindividual processes which then

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)

and programs. I feel honored that my graduate experience provided a very strongsupport network for me to get through my tenure-track experience, and I recognize not everyonehas that same community lifting them up. This paper is an extension of the mentoring I haveoffered as widely as I can to students and early-career faculty.Julie’s positionality: I started my faculty career in a non-tenure track role in 2004 at Universityof Houston. I was hired onto the tenure track at Clemson University in 2008 and earned tenurethere eight years ago (in 2016). One highlight of my career was serving as a program director inNSF’s Engineering Education and Centers Division from 2017-2019. Following my NSFrotation, I moved to OSU, where I worked with Rachel in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Adia Jefferson, Virginia Tech ; Jeremi S. London, Virginia Tech

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Diversity

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Student Division (STDT)

andimportance of milestones in the Ph.D. program, it is imperative that engineering programs keeppreparation for milestones in mind when thinking about students’ transition into the program. The NSF-funded Dissertation Institute (DI) is one of few nationally-scaled examples inthe engineering community that is focused on graduate student success on a milestone (i.e. thedissertation proposal) (Hasbún et al., 2016; Miller et al., 2020). It is a one-week writingworkshop that gives Ph.D. students a secure place to support one another among like-mindedpeers while they modify their task assumptions about the dissertation and develop good habitsthat might lead to degree completion. Although this is an excellent resource for Ph.D. students at later

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)

qualifications [2]. Community colleges serve as a crucial pathway for underrepresentedtalent to enter STEM disciplines and thrive in their desired career. Offering the comprehensiveeducational opportunities that come with a four-year university breaks down barriers that mayhinder individuals from pursuing a career in STEM. Even with financial aid scholarships toafford tuition, books, rent, etc., these students need more knowledge of resources that couldenhance their professional career and social experience in school. Many students who transfer from small institutions to large universities verbalize greaterdifficulty developing social groups and finding their niche. Previous research indicates that afterinterviewing transfer students on their

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

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Student Division (STDT)

: Super emphasizes that individuals inhabit various "theaters" (home, work, school, community) throughout their lives. Within each theater, they play multiple roles (e.g., student, worker, parent, citizen) that evolve and change over time. These roles impact one another and contribute to the overall career development journey. To illustrate this complex interplay, Super developed the "Life-Career Rainbow," a visual representation of the various roles individuals assume across their lifespan.In the context of engineering career, Super’s theory can be applied to understand the careerdevelopment of engineers. Super’s theory also emphasizes the importance of multiple socialroles and their interaction across the life span

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

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Diversity

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Student Division (STDT)

& McComb 2015). Inthis work, we provide details about a group of faculty and students that coalesced into an informalcommunity over a brief period of time. This community included formal and informal activities such asengaging in discussions in breakout rooms on Zoom, as well as attending a group dinner during an annualconference in 2022. During the program, social community elements emerged in that participants hadaccess to more experienced individuals through mentoring and engagement, and they were exposed toinformation relative to careers, graduate school, and networking opportunities.Researchers’ PositionalitiesThe project team consisted of three researchers: 1 Black man and 2 Black women. The first and secondauthors served as primary

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Perla Abigail Bran, City Colleges of Chicago; Casey Mikaela Tan, City Colleges of Chicago; Jason Kwame Frimpong Osei-Tutu, City Colleges of Chicago; Luis Vicente Villanueva, City Colleges of Chicago; Brenda Najjuma, City Colleges of Chicago; Doris J. Espiritu, City Colleges of Chicago

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Diversity

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Student Division (STDT)

/20009666.2021.1877891.[18] S. Scholarworks and A. Ertwine, “The Perceived Impact of Curricular Maps on Student Retention at The Perceived Impact of Curricular Maps on Student Retention at a Community College a Community College.” Available: https://scholarworks.waldenu.edu/cgi/viewcontent.cgiarticle=9978&context=dissertatio ns[19] G. Trujillo and K. D. Tanner, “Considering the Role of Affect in Learning: Monitoring Students’ Self-Efficacy, Sense of Belonging, and Science Identity,” CBE—Life Sciences Education, vol. 13, no. 1, pp. 6–15, Mar. 2014, Doi: https://doi.org/10.1187/cbe.13-12-0241 .[21] S. B. Hulley, S. R. Cummings, W. S. Browner, D. G. Grady, and T. B. Newman, Designing clinical research, 4th

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

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Student Division (STDT)

College Men from Rural Maine,” College Student Affairs Journal, vol. 37, no. 1, pp. 83– 96, 2019.[28] A. W. Astin and Anthony Lising Antonio, Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. Rowman & Littlefield Publishers, 2012.[29] T. V. Dinh, “Community College Transfer Students’ Success in STEM Fields of Study: The Impact of Engagement on Baccalaureate Degree Attainment,” Ph.D., The University of Texas at Arlington, United States -- Texas, 2017. Accessed: Nov. 22, 2021. [Online]. Available: https://www.proquest.com/pqdtglobal/docview/1920065957/abstract/EF49CBC75BE441 1BPQ/31[30] R. K. Conyne and R. J. Clack, Environmental

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)

aspiration (β=0.11, SE=0.04, p<0.05), asillustrated in Figure 3. Specifically, when not participating in the career guidance orservices provided by the university, engineering students’ satisfaction with majorcourses significantly predicted their employment aspirations in a positive direction(β=0.46, SE=0.04, t(3160)=11.64, p<0.001). However, when participating in theschool-provided career guidance and services, the impact of satisfaction with majorcourses on employment aspirations strengthened. In other words, satisfaction withmajor courses had a more pronounced effect on engineering students’ employmentaspirations when they engaged in the school-provided career guidance and services(β=0.57, SE=0.02, t(3160)=29.40, p<0.001). Figure

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aadhy Parthasarathy, University of Illinois, Urbana-Champaign; Rupal Nigam, University of Illinois, Urbana-Champaign; Aanchal Gupta, University of Illinois, Urbana-Champaign; Tove Elisabeth Kopperstad, University of Illinois, Urbana-Champaign; Ani Pirosmanishvili, University of Illinois, Urbana-Champaign; Theresa Ann Saxton-Fox, University of Illinois, Urbana-Champaign

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Diversity

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Student Division (STDT)

Aerospace (WIA) which provide support resource and foster a sense of community for women in field of aerospace engineering.Ms. Tove Elisabeth Kopperstad, University of Illinois, Urbana-Champaign Tove is a 3rd year PhD student in the Aerospace Department at the University of Illinois - Urbana Cham- paign. Her work in applied aerodynamics as an experimentalist focuses on rotors design and optimization, rotor-wing integration, and distributive propulsion. During her time at UIUC she has engaged herself in graduate student community building and welfare through the Aerospace Graduate Student Advising Committee and the Women in Aerospace student organization.Ani Pirosmanishvili, University of Illinois, Urbana-Champaign

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)

question if they belong. This belonging uncertainty, coupledwith stereotype threat, can result in a negative disparate impact on marginalized groups inengineering. As such, this work focuses on typical adversity faced by college students, not theimpacts of sexism, racism, homophobia, or other forms of bias in engineering education.The impacts of this intervention on both students and faculty are being studied throughquantitative instruments, classroom observations, and longitudinal interviews with 71 studentsstratified by intervention group, gender identity, and racial/ethnic identities. Results from ourquantitative analyses indicate promising trends in the intervention for addressing academicequity gaps (i.e., differences in student academic

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)

found to outweigh socio-demographics such as genderand race in affecting students’ engineering pathway [37]. These factors are exhibited incurricular experiences, co-curricular experiences, institutional environment, and contextualsupports and barriers, to be elaborated below.Curricular experiences are found to impact students’ intentions of studying engineering. Studentperceptions of teaching barriers, satisfaction with course activities, and interactions withlecturers and classmates have an immense impact on students’ intentions of pursuing engineeringcareers [38]–[40]. For example, engineering students, particularly male software and hardwarestudents, perceived more teaching barriers than their peers in other engineering disciplines [39

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)

integrate information from multiple units. The OEMPcombatted this by allowing students to engage with multiple concepts for one project. Conceptsthat were initially taught in independent units were woven together as the student-authors wereforced to recall various units throughout the duration of the project. This helped to create a moreholistic understanding of the statics course material and had a lasting impact on the studentsability to recall course content. The real world applications of the project also had a significantimpact on the students’ comprehension of course material: Katelyn: The realistic aspect of the OEMP was beneficial towards my understanding of statics material. It was much easier to understand why we were learning

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sydney Rose Fitzgerald, Spackenkill High School; Hoda Ehsan, The Hill School

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Diversity

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Student Division (STDT)

Paper ID #36809Looking into the Design of Accessible Musical Instruments for Musicianswith Physical DisabilitiesSydney Rose Fitzgerald, Spackenkill High SchoolDr. Hoda Ehsan, The Hill School Dr. Hoda Ehsan is Director of Quadrivium Engineering and Design, and the Chair for Engineering and Computer Science department at The Hill School. She holds a PhD in Engineering Education from Purdue University. As an educator at heart, she has over 12 years of experience working with pre-college students to learn and engage in engineering. She has designed and developed several engineering learning oppor- tunities/resources for in

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)

correlationbetween a transfer student’s social network and their experience of transfer shock?BackgroundThe complex nature of transfer students’ experiences upon transfer can be explained by theAmended Model of Adaptation to Transfer Transition, or AMATT [4]. This model suggests thata students’ perception of their transition, the environmental characteristics the student faces, andindividual characteristics of the student all impact whether the student will thrive or merelysurvive at their receiving institution. One measure of thriving is the transferring student’s GPAafter transferring. When a transfer student’s GPA at their receiving institution is lower than attheir pre-transfer institution, that student is said to experience transfer shock [3]. This

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

Tagged Divisions

Student Division (STDT)

-2, 3-5, and 9-12) [8]. The organization proposed the Five Big Ideas framework (SeeTable 1), which includes Perception, Representation and Reasoning, Learning, NaturalInteraction, and Societal Impact [8]. The framework aims to provide a structure for developingAI instructional tools [8]. Additionally, MIT’s Responsible AI for Social Empowerment andEducation (RAISE), an MIT-wide initiative to conduct AI research, education, and outreach,developed AI materials for K-12 students and the education community [9].Table 1: AI Five Big Ideas and Definition [8] Five Big Ideas Definition Process of extracting meaning from sensory signals, such as “see” and Perceptions