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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-thermal characterization as well as the design of learner-centered experiential curriculum. She is currently working to develop an inclusion-centered first-year design program in hands on design and problem-based learning to better support students as they enter the engineering fields. ©American Society for Engineering Education, 2024 Fostering Inclusivity and Engagement while Learning by Doing: A New Paradigm in Engineering Education based on Student-Designed, Student-Taught CoursesIntroductionWhat if students were the teachers? Inspired by the skill-building workshops organized by ourundergraduate science and engineering clubs and our Sustainability Minor’s

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hao Li, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology

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Student Division (STDT)

Paper ID #37793An Approach to Understanding Problem Solving Using Multiple SolutionMethodsMr. Hao Li, Massachusetts Institute of Technology Hao Li is currently a PhD student studying Mechanical Engineering at MIT. He earned his Bachelor’s degree from Rice University.Dr. Anette Hosoi, Massachusetts Institute of Technology Anette (Peko) Hosoi is Associate Dean of Engineering and the Neil and Jane Pappalardo Professor of Me- chanical Engineering, at MIT. She received her PhD in Physics from the University of Chicago and went on to become an NSF Postdoctoral Fellow in the MIT Department of Mathematics and at the Courant

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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Student Division (STDT)

various stages of their careers, and found thatwhen URMs leave the engineering field for a non-engineering career, they not only face less biasand discrimination, but also feel as if they are more positively impacting the world. We suggestsome methods for retaining URMs in engineering by leveraging interdisciplinary studies to offerbetter identity coherence by incorporating complex, impactful problem solving into their fields.All participants, especially URMs, expressed interest in the following methods of introducinginterdisciplinary aspects to engineering: (1) promoting interdisciplinary internships andintracollegiate research, (2) a revised first-year curriculum to introduce meaningfulinterdisciplinary-based projects, and (3) facilitation of

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brigid McCormack, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York

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Student Division (STDT)

Paper ID #44337Team Dynamics in Student Engineering Design Teams: Correlations to WomenRetention and Careers in Mechanical and Motorsport ProfessionsBrigid McCormack, University at Buffalo, The State University of New York Brigid McCormack, University at Buffalo, The State University of New York Brigid McCormack is an undergraduate student studying Mechanical Engineering at the University at Buffalo.Dr. Jessica E S Swenson, University at Buffalo, The State University of New York Jessica Swenson is an Assistant Professor at the University at Buffalo. She was awarded her doctorate and masters from Tufts University in mechanical

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yujiro Iwata, Shibaura Institute of Technology; Leo Kimura, Shibaura Institute of Technology; Hatsuko Yoshikubo Ph.D., Shibaura Institute of Technology; Sumito Nagasawa Ph.D. in Engineering, Shibaura Institute of Technology

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Research Grants 24K06133 and the Shibaura Institute of Technology Grants for Educational Reform and Research Activity in the AY2024. Her current main research interests are: 1) how including humanities courses in an engineering education curriculum can help students to gain flexibility, and an appreciation of equity, and a greater richness of ideas; and 2) systematic issues impacting the effectiveness of engineering education, specifically in the context of project-based learnings for the engineering education. Below are her recent presentations at international conferences: ASEE 2023, WERA 2023, 2022, 2019, APAIE 2023, 2022, IIAI DSIR 2021, 2020. She obtained the Multidisciplinary Engineering Division’s Best Diversity

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)

Paper ID #41600What No One Tells the (Future) Assistant Professor: Uncovering HiddenCurriculum for FacultyDr. Rachel Louis Kajfez, The Ohio State University Dr. Rachel Louis Kajfez is an Associate Professor in the Department of Engineering Education at The Ohio State University. She earned her B.S. and M.S. degrees in Civil Engineering from Ohio State and earned her Ph.D. in Engineering Education from Virginia Tech. Her research interests focus on the intersection between motivation and identity, first-year engineering programs, mixed methods research, and innovative approaches to teaching. She is the principal investigator

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

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Student Division (STDT)

diverse set of practical and conceptual skills.Modeling has become an increasingly important skill due to the rise of computation, which nowlies at the heart of quantitative analysis in science and engineering. As described by Coleman &Steele [5], recent advances in computing have the promise to reduce costly physicalexperimentation through computational modeling. Computational approaches have beenthoroughly adopted in sectors such as aerospace design [6].However, the teaching of modeling in undergraduate engineering is fraught. As noted byDowney [7], “Some students learn (modeling) skills implicitly, but in most schools they are nottaught explicitly, and students get little practice”. Gainsburg [8] has characterized the teaching ofmodeling

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

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Student Division (STDT)

Developing KSAs in Engineering Capstone Students (WIP) This work-in-progress research analyzes undergraduate outcomes after participation in anengineering design capstone course. In this context, knowledge, skills, and abilities (KSAs) areintegrated within a competency-based educational (CBE) [1] model with an emphasis onformative assessment and feedback throughout the semester. Mirroring work in industry, thecourse also incorporates elements of new-product design (e.g., pre-work, definition, iterations)[2]. The course provides authentic learning through community and industry partnerships forteams of mixed-major engineering students (e.g., electrical, mechanical), exemplifying integratedlearning experiences [3] in pursuit of real-world

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

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Student Division (STDT)

Scaffolding Approach to Enhance Students’ Engagement in Learning Structural Analysis,” Int. Educ. Stud., vol. 3, no. 1, p. p130, Jan. 2010, doi: 10.5539/ies.v3n1p130.[21] M. Taghizadeh and S. Saadatjoo, “Engineering students’ needs for listening scaffolding strategies and their perceptions of instructors’ performance in an academic listening course,” Res. Sci. Technol. Educ., vol. 39, no. 3, pp. 368–392, Jul. 2021, doi: 10.1080/02635143.2020.1764925.[22] S. Portman, “Reflective Journaling: A Portal Into the Virtues of Daily Writing,” Read. Teach., vol. 73, no. 5, pp. 597–602, Mar. 2020, doi: 10.1002/trtr.1877.[23] C. M. Badenhorst, C. Moloney, and J. Rosales, “New Literacies for Engineering Students: Critical Reflective

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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. (1985). Improving the mentoring process. Training & Development Journal, 39(4), 40,42-43.Laiduc, G., & Covarrubias, R. (2022). Making meaning of the hidden curriculum: Translating wise interventions to usher university change. Translational Issues in Psychological Science, 8(2), 221.Lattuca, L. R., Terenzini, P. T., & Volkwein, J. F. (2006). Engineering change: A study of the impact of EC2000. Baltimore, MD: ABET.Miller, J.P., & Seller, W. (1990). Curriculum: Perspectives and practice. Toronto, ON: Copp Clark Pitman.Mondisa, J. L. (2018). Examining the mentoring approaches of African-American mentors. Journal of African American Studies, 22(4), 293-308.Mondisa, J. L., & McComb, S. A. (2015). Social community: A

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)

and personality. New York: Harper & Brothers Publishers.[3] M. M. Shoura and A. Singh, "Motivation Parameters for Engineering Managers UsingMaslow’s Theory," Journal of Management in Engineering, vol. 15, pp. 44-55, 1999.[4] F. Parsons, Choosing a Vocation. Boston: Houghton Mifflin, 1909.[5] J. M. Chartrand, "The evolution of trait-and-factor career counseling: A person × environmentfit approach," Journal of Counseling & Development, vol. 69, no. 6, pp. 518–524, 1991. [Online].Available: https://doi.org/10.1002/j.1556-6676.1991.tb02635.x[6] R. S. Sharf, "Applying integrative life planning: A practical guide for career counselors,"Career Planning & Adult Development Journal, vol. 22, no. 2, pp. 123-151, 2006.[7] I. Chauvin, M. J

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

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Student Division (STDT)

edition. New York: Broadway Books, 2020.[7] E. Wilson and P. Mukhopadhyaya, “Role of Empathy in Engineering Education and Practice in North America,” Education Sciences, vol. 12, no. 6, Art. no. 6, Jun. 2022, doi: 10.3390/educsci12060420.[8] S. J. Lunn, C. L. Bell-Huff, and J. M. Le Doux, “Learning to Care: Faculty Perspectives on Developing Empathy and Inclusive Mindsets in Biomedical Engineering,” Biomed Eng Education, vol. 2, no. 2, pp. 123–140, Sep. 2022, doi: 10.1007/s43683-022-00077-0.[9] M. H. Davis, “Measuring individual differences in empathy: Evidence for a multidimensional approach.,” Journal of Personality and Social Psychology, vol. 44, no. 1, pp. 113–126, Jan. 1983, doi: 10.1037/0022-3514.44.1.113.[10] J

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

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Student Division (STDT)

: 10.1177/0706743716686919.[39] M. A. Khan and L. S. Law, “An Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework,” IES, vol. 8, no. 3, p. p66, Feb. 2015, doi: 10.5539/ies.v8n3p66.[40] T. Simpson, “CPWR, Suicide Prevention Resources,” CPWR. https://www.cpwr.com/research/research-to-practice-r2p/r2p-library/other-resources-for- stakeholders/mental-health-addiction/suicide-prevention-resources/ (accessed Feb. 09, 2023).Appendix Stress evaluation and preliminary need assessment for mental health curricula in engineering educationDemographic Information:What is your age?○ Below 20○ 20-25○ 26-30○Above 30Gender:○ Female○ Male○ Transgender○ Non-/binary○ Prefer Not to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jackson Clyde Smith; Ilham Kabir; Cassandra McCall, Utah State University

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Student Division (STDT)

Engineering Education: Practice and Policy. University of Dublin: IEEE Press, 2016.[2] T. Gorichanaz, “‘It made me feel like it was okay to be wrong’: Student experiences with ungrading,” Active Learning in Higher Education, vol. I-13, May 2022. [Online]. Available: Sage Journals, https://journals.sagepub.com. [Accessed Feb 23, 2023][3] A. R. Carberry, S. A. Atwood, M.T. Siniawski, and H. A. Diefes-Dux, “A comparison and classification of grading approaches used in engineering education,” in Varietas Delectat... Complexity is the New Normality: Proceeding of the 47th SEFI Annual Conference, SEFI 2019, Budapest, Hungary, September 16- 19, 2019, Balazs Vince Nagy, Mike Murphy, Hannu-Matti Jarvinen, Aniko

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

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Student Division (STDT)

complete the physics requirements for most engineering majors.22. I am confident that taking math courses will help me to keep my career options open.23. I am confident that I can cope with friends’ disapproval of my chosen major.24. I am confident that a degree in engineering will allow me to get a job where I can use my talents and creativity.25. I am confident that I can cope with being the only person of my race/ethnicity in a class.26. I am confident that I can persist in engineering during the current academic year.27. I am confident that I can approach a faculty or staff member to get assistance with academic problems.28. I am confident that I can adjust to a new campus environment.29. I am confident that a degree in engineering will

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Kaitlyn Anne Thomas, University of Nevada, Reno; Marie C. Paretti, Virginia Polytechnic Institute and State University; Kelly J Cross, Georgia Institute of Technology

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variable impact on each of the writers of this study. We have suppliedpositionality statements for each member of the research team to add context to this work and tobe transparent in how we approach these concepts [25]. Author 1: I am a queer, White woman raised by upper middle-class parents in a suburb ofa mid-sized Southeastern city. I attended a mid-size public high school that was mildly diversein terms of race and socio-economic status. I attended the same large, research-focused, publicland-grant university as my parents and sister to study biomedical engineering. Due to the focusof this project on African American females in engineering, my identities are important to note,since I am the primary analyst of this data. Because my role in

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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Student Division (STDT)

materials science and technical drawing courses at Colombian universities for four years. His current research interests involve teaching identity development of graduate and undergraduate students, and additional focuses are the improvement of teaching practices and the development and assessment of teaching skills at the graduate level.Amena Shermadou, Purdue University Amena Shermadou is a Visiting Assistant Professor in the School of Engineering Education at Purdue University. Her research agenda focuses on exploring hidden curriculum through the lens of Muslim experiences in engineering. She earned her PhD in Engineering Education at The Ohio State University. Prior to her PhD, Amena received her B.S. and M.S. in

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

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Student Division (STDT)

, University at Buffalo, The State University of New York Jessica Swenson is an Assistant Professor at the University at Buffalo. She was awarded her doctorate and masters from Tufts University in mechanical engineering and STEM education respectively, and completed postdoctoral work at the University of Michigan. Her research work aims to improve the learning experience for undergraduate students by examining conceptual knowledge gains, affect, identity development, engineering judgment, and problem solving. ©American Society for Engineering Education, 2024 Using an Autoethnographic Approach to Examine the Student Experience Solving an Open-Ended Statics ProblemAbstractThis research paper

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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Student Division (STDT)

and diverse demographic, it is the ideal place to research ImpostorSyndrome and address students' perceived sense of belonging in the engineering discipline andindustry.Research MethodologyThe primary research methodology employed in this study is a qualitative interview study. Whilea quantitative approach may hold value for future studies, the focus here lies on a qualitativeinvestigation akin to the recent studies conducted in the RED program. Given the emphasis onstudents' perceptions, a qualitative interview approach was deemed more suitable for effectivelycommunicating the study's objectives and obtaining nuanced results. Nonetheless, somequestions from previous studies will be adapted for a new interview format, specificallyregarding

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Narangoo Tumur, Southern Illinois University, Edwardsville; Amardeep Kaur, Southern Illinois University, Edwardsville

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Student Division (STDT)

, ILAbstractThe learning enhancement brought on by hands-on experience is a well-established principle.For most engineering classes, laboratory (lab) experiments make an integral part of thecurriculum. In engineering education, we place a lot of significance on student participation inthe labs, but we seldom make students part of the curriculum and lab development. Throughactive involvement in lab development, students gain higher levels of learning andunderstanding. It is also well established that a good lab design involves open-ended design toprovide sufficient challenge to students for them to achieve cognitive learning and practicalskills. Our student-developed labs provide open-ended design opportunities to promptquestioning and higher-level

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Fitzpatrick, University of Nebraska-Lincoln; Jessica Deters, University of Nebraska - Lincoln

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Diversity

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Student Division (STDT)

-year engineering students’ readiness for engineering coursework, according to instructors who teach first- and second-year engineering courses?MethodsWe use an exploratory qualitative approach to answer this research question. In this study, weimplemented semi-structured interviews with two faculty members who teach first- and second-year engineering students. This study is intended to pilot our interview protocols and overallresearch approach. Future work will include more participants and more refined data collectionand analysis.Participants and SettingThe participants in this study were faculty members at a large, public, land-grant university inthe mid-west who teach required courses in the first two years of mechanical

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

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Student Division (STDT)

. Godfrey and L. Parker, “Mapping the Cultural Landscape in Engineering Education,”Journal of Engineering Education, vol. 99, no. 1, pp. 5-22, Jan. 2013. doi: 10.1002/j.2168-9830.2010.tb01038.x[16] E. Dringenberg, A. Kramer, and A. Betz, “Smartness in Engineering: Beliefs ofUndergraduate Engineering Students,” Journal of Engineering Education, vol. 111, no. 3, pp.575-594, Apr. 2022. doi: 10.1002/jee.20463[17] W.E. Back and S.R. Sanders, “Industry Expectations for Engineering Graduates,”Engineering, Construction and Architectural Management, vol. 5, no. 2, pp. 137-143, 1998.[18] J. Engelbrecht, C. Bergsten, and O. Kagsten, “Conceptual and Procedural Approaches toMathematics in the Engineering Curriculum: Student Conceptions and Performance,” Journal

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

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Student Division (STDT)

Paper ID #38826Attracting Black Students to Undergraduate Engineering Programs: A RapidReview for Broadening ParticipationMicaha Dean Hughes, North Carolina State University, Raleigh Micaha Dean Hughes is a doctoral student in the Educational Psychology program in the Teacher Educa- tion and Learning Sciences department at North Carolina State University. Her research interests include community-engaged approaches to educational equity and access in STEM education, college recruitment and K-12 outreach practices for minoritized groups in STEM, mathematical identity development for rural adolescents and young adults, and

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

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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 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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Student Division (STDT)

, M.S. in Childhood Education from City University of New York, and B.S. in Mechanical Engineering from Bahonar University in Iran. ©American Society for Engineering Education, 2023 Work in Progress: A Survey of Artificial Intelligence Educational Resources for Pre-College EducationAbstractArtificial Intelligence (AI) has emerged as the next imperative topic in pre-college education.Given the rapid integration of AI in K-12 education, examining the resources and curriculacurrently available for teaching AI is vital. Therefore, this exploratory study conducted aliterature review to survey AI resources developed for K-12 education and how the resourcesenabled students to explore AI ideas

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

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Student Division (STDT)

, 2023.[37] L. T. James and R. Casidy, “Authentic assessment in business education: its effects on student satisfaction and promoting behaviour,” Stud. High. Educ., vol. 43, no. 3, pp. 401–415, 2018.[38] F. J. Lozano and R. Lozano, “Developing the curriculum for a new Bachelor’s degree in Engineering for Sustainable Development.” Journal of Cleaner Production, vol. 64, pp. 136-146, 2014.[39] E. F. Crawley, J. Malmqvist, W. A. Lucas, and D. R. Brodeur, “The CDIO syllabus v2. 0. An updated statement of goals for engineering education,” in Proc. 7th Int. CDIO Conf., Copenhagen, Denmark, Jun. 2011, vol. 20, no. 23.[40] L. Shu and Q. Xu, “Research

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

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Student Division (STDT)

pandemic on students’readiness for engineering, we discovered that engineering faculty had different perceptions – anddifferent opinions of their own perceptions – based on experience level. This paper explores thisphenomenon, addressing the following research question: How are faculty perceptions of theirundergraduate students before, during, and after the COVID-19 pandemic impacted by theirexperience level?MethodsWe used an exploratory qualitative approach to answer this research question. In this study, weimplemented semi-structured interviews with six faculty members who teach required courses inthe first two years of the engineering curriculum at a large, public, land-grant, research-intensiveuniversity in the mid-west. Participants were

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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Student Division (STDT)

toperform student data analytics work to answer questions about academic and career pathways oftheir own students. The results from this work will inform student advising, studentprogramming, and curriculum renewal.Implications for StudentsA number of recommendations to high schools, postsecondary institutions and employers havebeen documented elsewhere [4]. Taking a student-focused approach, our literature review mainlytargets at high school students and undergraduate engineering students while they navigate theireducational and career pathways. Below are summaries of some practical implications for thesestudents, based on the findings in this paper.The literature we have reviewed suggests the following for high school students

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

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Student Division (STDT)

Paper ID #43400WIP: Using Games and Robotics to Teach Computer Programming in HighSchool STEM Classes: A Collective Case StudyLeslie Anna Brown, Utah State University Leslie Brown is an Engineering Education Master’s student at Utah State University. Her thesis focuses on training high school STEM teachers to implement engineering curriculum into their classrooms.Dr. Marissa A Tsugawa, Utah State University Marissa Tsugawa is an assistant professor at Utah State University who leverages mixed-methods research to explore neurodiversity and identity and motivation in engineering. They completed their Ph.D. in Engineering

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

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Student Division (STDT)

, career goals, and awareness of diversity, equity,and inclusion underscore the potential of this approach in fostering a supportive communitywithin academic departments. With its scalability, minimal resource commitment, andencouraging results, this intervention provides a promising avenue for other departments to adoptour approach to address challenges related to student comfort and retention within their majors.Acknowledgments: This work is funded by the Health, Equity, and Wellness committee of theBiomedical Engineering department; the Undergraduate Research Center TAF23-01 grant; andthe Provost’s Undergraduate Fellowship grant PF23-42 at UC Davis. The authors would like tothank Eileen Panguito, Megan Villasenor, Dr. Marc Facciotti, Dr. Steven