Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Tech; David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech

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Student Division (STDT)

activities, and professional development in engineering education.Dr. David B. Knight, Virginia Tech David Knight is an associate professor in the Department of Engineering Education at Virginia Tech. He also serves as Special Assistant to the Dean for Strategic Plan Implementation and Director of Research of the Academy of Global Engineering. His research tends to be at the macro-scale, focused on a systems- level perspective of how engineering education can become more effective, efficient, and inclusive, and considers the intersection between policy and organizational contexts.Dr. Walter C. Lee, Virginia Tech Dr. Walter Lee is an associate professor in the Department of Engineering Education and the director for

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Student Division (STDT)

. Bers, L. Flannery, E. R. Kazakoff, and A. Sullivan, "Computational thinking and tinkering: Exploration of an early childhood robotics curriculum," Computers & Education, vol. 72, pp. 145-157, 2014.[10] C. Kim, D. Kim, J. Yuan, R. B. Hill, P. Doshi, and C. N. Thai, "Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching," Computers & Education, vol. 91, pp. 14-31, 2015.[11] Y. Jin, C. Qian, and S. Ahmed, "Closing the Loop: A 10-year Follow-up Survey for Evaluation of an NSF REU Site," in ASEE Annual Conference and Exposition, Aug 23 2022 Minneapolis, MN. [Online]. Available: https://peer.asee.org/41048. [Online]. Available: https

Conference Session

Motivation and Engagement in Engineering Students

Collection

2025 ASEE Annual Conference & Exposition

Authors

Autumn Cuellar, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University

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Diversity

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Student Division (STDT)

faculty,” White paper from, 2013, [Online]. Available: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=22934704e33b3b01b6fe b5797b087a075afb5cb2[5]​ R. D. Black, L. A. Weinberg, and M. G. Brodwin, “Universal Design for learning and instruction: Perspectives of students with disabilities in higher education,” Except. Educ. Int., vol. 25, no. 2, Jan. 2015, doi: 10.5206/eei.v25i2.7723.[6]​ CAST, Inc, “The UDL Guidelines.” Accessed: Dec. 09, 2024. [Online]. Available: https://udlguidelines.cast.org/[7]​ “Learning in the Time of Coronavirus.” Accessed: Jan. 06, 2025. [Online]. Available: https://www.youtube.com/watch?v=vHYecYtM3fs[8]​ M. W. Ok, K. Rao, B. R. Bryant, and D. McDougall, “Universal

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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Diversity

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Student Division (STDT)

communication (number of total messages sent) that is coming fromeach student in a group. Then, we assess the 'quality' of each student's contribution to teamprogress on the project, by categorising their messages into types 'A', 'B', or 'C' depending onhow much the communication advances the project [5]. For example, for a student teamworking on a robotics project, sharing a proposed Tinkercad design for a new circuit wouldbe classified as 'type A'. These methods provide us with detailed insights into the behavior ofstudents within each group, enabling us to identify any issues as they arise - for example, wecan identify whether particular students are disengaged from the project, or are having troubleunderstanding the project brief.Next, a cross

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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Student Division (STDT)

. 2018 ASEE Annual Conference & Exposition. https://peer.asee.org/strategies-for-developing-expanding-and-strengthening-community- college-engineering-transfer-programEspino, M. L., Rodriguez, S. L., & Le, B. D. (2022). A systematic review of literature: Engineering identity and students with financial need in community colleges. Community College Journal of Research and Practice, 46(5), 352–363. https://doi.org/10.1080/10668926.2020.1856218Franco, R. W. (2002). The civic role of community colleges: Preparing students for the work of democracy. The Journal of Public Affairs, 6(1), 119-136.*Marra, R. M., Tsai, C.-L., Bogue, B., & Pytel, J. L. (2015). Alternative pathways to engineering success: Using

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)

stages: (a) High school(HS) and the transition to postsecondary education (PSE); (b) PSE experience and the transitionto the workplace, and (c) workplace experience. For each life stage, we have organized theinformation under the following four categories based on the elements in the Social CognitiveCareer Theory: 1. Choice goals, choice actions, and performance and attainments, which are pathways- related outcomes 2. Learning Experiences and Contextual Influences 3. Self-efficacy, outcome expectations, and interests, and other individual factors 4. Person Inputs and Background Contextual AffordancesHigh school and the Transition to Postsecondary EducationPathway-Related OutcomesLiterature shows that high school students

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)

have described students with B+ to A+ on the U.S. grade scale or aCGPA of 3.0 out of 4 as high-achieving [22]–[27]. In the university where this study wasconducted, B+ is 3.33. Students with a minimum of 3.5 have been considered high-achieving fora scholarship or as honors students for exceptional academic performance. Also, a 3.5 and aboveis regarded as a distinction grade called cum laude and its variation. Based on this and existingstudies, we described students with a CGPA of 3.5 are high-achieving.Theoretical frameworkThe theoretical framework that guided this study is Astin’s theory of involvement, also known asthe Input-Environment-Output (I-E-O) theory [12], [28], [29]. The theory postulates that theeducational outcomes students

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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specifically invited to participatein the events, though all people were welcome. Invitations for the events were sent out 1-3 weeksbefore each event through graduate college newsletters and with the help of staff graduatecoordinators and student volunteers from each department. Flyers were also put up on noticeboards in the engineering buildings. Three surveys were conducted throughout the program: onejust after the first event in the series, one at the end of the Fall 2022 semester, and the last one atthe end of the Spring 2023 semester.The program targeted three categories of intervention: belonging (B), advice and support (A), andskills and opportunities (S). The belonging intervention sought to promote a feeling of belongingin the participants

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)

presented the preliminary findings of this review. To complete this effort,we plan to conduct a more in-depth comparison of the curricula content and a comprehensiveevaluation of what engineering educators and engineering education researchers can use in futureresearch and practice. In future literature, we also plan to identify the pedagogical approachesemployed to teach Al in pre-college education.AcknowledgmentWe would like to acknowledge our colleagues and mentors for their support.References[1] D. Touretzky, C. Gardner-McCune, C. Breazeal, F. Martin, F., and D. Seehorn, “A year in K-12 AI education,” AI Magazine, vol. 40, no. 4, pp. 88-90, 2019.[2] B. H. Payne, “AI+Ethics Curriculum for Middle School,” Cambridge, MA: MIT Media

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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Diversity

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Student Division (STDT)

of actionable college choice models for encouraging minoritized students toenter engineering programs. Finally, future research should investigate where college enrollmentmanagement professionals obtain their information when developing recruitment strategies, aswell as exploring the similarities and differences between recruiter and researcher perspectiveson what factors are valuable to consider for students in the midst of the college selection process.References[1] T. Holloman, W. C. Lee, J. London, A. Halkiyo, G. Jew and B. Watford, “A historical and policy perspective on broadening participation in STEM: Insights from national reports (1974-2016).” In 2018 CoNECD-The Collaborative Network for Engineering and

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

James Finn Morton, University of Georgia; Taiwo Raphael Feyijimi, University of Georgia; Sarah Jane Bork, University of Georgia

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://afterschoolalliance.org/documents/AA3PM/AA3PM-STEM-Report-2021.pdf[8] Shields, D. R., & Kisi, K. P. (2011, June), Factors Influencing High School Students’ to Pursue an Engineering Baccalaureate Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2—17985[9] Mosyjowski, E., & Daly, S. R., & Peters, D. L., & Skerlos, S., & Baker, A. B. (2014, June), The Ph.D. Advising Relationship: Needs of Returning and Direct-Pathway Students Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2—23171[10] K. Kainz, “Early academic gaps and Title I programming in high poverty, high minority schools,” Early Childhood Research Quarterly

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Abdisa Bedane Halkiyu, Bule Hora University

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Diversity

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Student Division (STDT)

://digitalcommons.liberty.edu/doctoral/5361[8] M. Mancini, Time management. New York : McGraw-Hill, 2003. Accessed: Feb. 11, 2025. [Online]. Available: http://archive.org/details/timemanagement0000manc[9] B. J. Zimmerman, “Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis,” in Self-Regulated Learning and Academic Achievement, 2nd ed., Routledge, 2001.[10] V. Brunsden, M. Davies, M. Shevlin, and M. Bracken, “Why do HE Students Drop Out? A test of Tinto’s model,” J. Furth. High. Educ., vol. 24, no. 3, pp. 301–310, Oct. 2000, doi: 10.1080/030987700750022244.[11] A. Sheikh, “Navigating the Tides of Time: A Sociological Exploration of Students and Time Management,” Medium. Accessed: Feb. 11, 2025. [Online

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

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Diversity

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Student Division (STDT)

theirrole as engineers in the greater context of engineering culture and society.AcknowledgementsThe author would like to thank Dr. Benjamin Ahn and Dr. Deborah Kuzawa for their insights andcomments on the manuscript.References[1] B. Jesiek, Q. Zhu, S. Woo, J. Thompson, and A. Mazzurco, “Global Engineering Competency in Context: Situations and Behaviors,” Online Journal for Global Engineering Education, vol. 8, no. 1, Mar. 2014, [Online]. Available: https://digitalcommons.uri.edu/ojgee/vol8/iss1/1[2] C. Baillie, “Engineers within a Local and Global Society,” Synthesis Lectures on Engineers, Technology and Society, vol. 1, pp. 1–76, Jan. 2006, doi: 10.2200/S00059ED1V01Y200609ETS002.[3] “Criteria for Accrediting Engineering Programs

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)

a bridge program (i.e., courses between completion of high schooland start of college). Professor B teaches an introductory mechanical engineering course. Bothfaculty members have at least five semesters of experience teaching their respective courses.Data Collection and AnalysisFaculty members were asked to participate in 45-minute-long semi-structured interviews aimedat uncovering differences they noticed since the COVID-19 pandemic in their classes. Interviewquestions were developed by the research team in order to answer the research questions. Theinterview protocol was piloted with two faculty members, and that data forms the basis of thispaper. The interview protocol will be modified based on the results of the pilot interviews

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Student Division (STDT)

]. MBTI’s 16 personality types align very well withthe tier-based approach of matching (discussed in the methods).B) Career Aspiration: Mentoring relationships can have a significant impact on one's feelings ofcompetence, efficacy, and interest in specific career goals [26]. Shared career aspirations helpmentors and mentees relate to and understand each other and navigate the complexities of theirrelated career paths [27]. Recognizing and acknowledging career aspirations can provideindividuals with the necessary structure to grow and succeed on their professional journeys.C) Personal Interests: A mentoring relationship is likely to succeed if shared interests are alsofactored in [28]. Shared personal interests foster deeper connections because the

Conference Session

Industry and Technical Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zain ul Abideen, Utah State University; sehrish jabeen, Utah State University

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Diversity

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Student Division (STDT)

Human Development, D. Preiss and R. J. Sternberg, Eds. New York, NY: Springer Publishing Company, 2010, pp. 51–77.[13] T. Nunes, A. D. Schliemann, and D. W. Carraher, Street mathematics and school mathematics. Cambridge University Press, 1993.[14] W.-M. Roth, “Mathematics in the everyday world and at work: Prolegomena for rethinking the concept of interdisciplinarity,” in Interdisciplinarity for the Twenty- First Century: Proceedings of the Third International Symposium on Mathematics and Its Connections to Arts and Sciences, Moncton 2009, B. Sriraman and V. Freiman, Eds. Charlotte, NC: Information Age Publishing, 2011, pp. 67–108.[15] *G. B. Saxe, Culture and cognitive development: Studies in mathematical

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brandon Wilson, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles

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Diversity

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Student Division (STDT)

://investigate.afsc.org. [Online]. Available: https://investigate.afsc.org/company/lockheed-martin. [Accessed: Jan. 21, 2025].[6]​ Investigate, “General Dynamics Corp,” https://investigate.afsc.org. [Online]. Available: https://investigate.afsc.org/company/general-dynamics. [Accessed: Jan. 21, 2025].[7]​ A. W. Johnson, C. L. Bowen, C. C. Cruz, and R. B. Rodriguez, “Ethical Issues In Mechanical And Aerospace Engineering,” in The Routledge International Handbook of Engineering Ethics Education (1st ed.). Routledge, 2024, pp. 269–284. [Online]. Available: https://doi.org/10.4324/9781003464259-19.[8]​ ABET, “Criteria for Accrediting Engineering Programs, 2022-2023,” https://www.abet.org/. [Online]. Available

Conference Session

Student Division Technical Session 3: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Student Division (STDT)

/pceea.v0i0.6469.[10] M. Richards-Babb, J. H. Penn, and M. Withers, “Results of a Practicum Offering Teaching- Focused Graduate Student Professional Development,” J. Chem. Educ., vol. 91, no. 11, pp. 1867–1873, Nov. 2014, doi: 10.1021/ed500134d.[11] M. A. Arnold, T. D. Davis, and D. W. Reed, “A Survey of Horticulture and Plant Science Graduate Programs and Faculty Salaries at North American Universities,” HortTechnology, vol. 16, no. 1, pp. 146–152, Jan. 2006, doi: 10.21273/HORTTECH.16.1.0146.[12] D. B. Knight and M. Borrego, “STUDENT SURVEY SUMMARY DATA.” 2021.[13] M. M. C. Musgrove, K. Petrie, A. Cooley, and E. E. Schussler, “Finding a Balance: Characterizing Teaching and Research Anxieties in Biology Graduate Teaching Assistants

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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Student Division (STDT)

, Greenwich, CT, 2020. [6] J. M. Lang. Small teaching: Everyday lessons from the science of learning. Jossey-Bass, London, England, 2nd edition, 2021. [7] M. C. Lovett, M. W. Bridges, M. DiPietro, S. A. Ambrose, and M. K. Norman. How learning works: Eight research-based principles for smart teaching. Jossey-Bass, London, England, 2nd edition, 2023. [8] R. McDaniel. Active learning, Jun 2016. [9] Baskin School of Engineering. End of course survey on student experience in experiential design courses, 2023. Unpublished data.[10] M. T. Owens and K. D. Tanner. Teaching as brain changing: Exploring connections between neuroscience and innovative teaching. CBE Life Sci. Educ., 16(2), Summer 2017.[11] D. H. Schunk and B. J. Zimmerman

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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Diversity

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Student Division (STDT)

, Virginia Tech, 2015.[27] Erika D Tate and Marcia C Linn. How does identity shape the experiences of women of color engineering students? Journal of Science Education and Technology, 14:483–493, 2005.[28] Angela M Locks, Sylvia Hurtado, Nicholas A Bowman, and Leticia Oseguera. Extending notions of campus climate and diversity to students’ transition to college. The Review of Higher Education, 31(3):257–285, 2008.[29] Matthew B Miles, A Michael Huberman, and Johnny Salda˜na. Qualitative data analysis: A methods source- book. 3rd, 2014.[30] Elisa S Abes and Susan R Jones. Meaning-making capacity and the dynamics of lesbian college students’ multiple dimensions of identity. Journal of college student development, 45(6):612–632, 2004

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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Student Division (STDT)

Paper ID #43987Compiling Resilience: A Study on First-Generation Women Pursuing ComputingDegreesElla Kokinda, Clemson University Ella Kokinda is a PhD student at Clemson University’s Zucker Family Graduate Center in Charleston, South Carolina. Her research intersects surround live streaming, software and game development, and developer communities.Makayla Moster, Clemson University Makayla Moster is a PhD student at Clemson University in Clemson, South Carolina. Her research encompasses improving online teamwork in software engineering education.Dr. D. Matthew Boyer, Clemson University Dr. Boyer is a Research Associate

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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Student Division (STDT)

Paper ID #37121Work in Progress: A Correlation Analysis of Engagement ofFirst-Generation College Students in EngineeringMs. Abigail Nichole Lehto, American Society of Engineering Education (ASEE) I am a master’s student studying engineering education at (school name) and my research is focused on student engagement of first-generation college students in engineering disciplines.Prof. Ning Fang, Utah State University Ning Fang is a Professor in the Department of Engineering Education at Utah State University, U.S.A. He has taught a variety of courses at both graduate and undergraduate levels, such as engineering dynamics

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)

Paper ID #36754Work in Progress: Exploring Elements of a Mentoring and ProfessionalDevelopment Program in Engineering EducationCyra Anderson, University of Michigan My name is Cyra Anderson and I am a Junior studying Industrial & Operations Engineering at the Uni- versity of Michigan. This Summer, I gained research experience, under mentor Dr. Joi-Lynn Mondisa, in which I helped cultivate and attend a virtual mentoring and professional development program for un- dergraduate and graduate students. On campus, I am an active member of the National Society of Black Engineers (NSBE) and the Co-Programming chair of U of

Conference Session

Tools, Identities, and Personality in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chloe Faith Mann, University of Nebraska - Lincoln; Nosakhare Iyobosa Idiaghe, University of Nebraska - Lincoln; Jessica Deters, University of Nebraska - Lincoln

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Diversity

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Student Division (STDT)

Paper ID #47113Preliminary Results from a Survey to Understand the Motivations BehindChoosing & Staying in an Engineering MajorMs. Chloe Faith Mann, University of Nebraska - Lincoln Chloe is an undergraduate student researcher of engineering education in the Civil Engineering department at the University of Nebraska-LincolnNosakhare Iyobosa Idiaghe, University of Nebraska - Lincoln Idiaghe Nosakhare is a PhD Student of Engineering Education Research at University of Nebraska, Lincoln. He holds a Masters degree in Industrial Engineering and a Bachelors degree in Petroleum Engineering.Dr. Jessica Deters, University of

Conference Session

Student Division (STDT) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Candice W. Bolding, Clemson University; Robert M O'Hara, Clemson University; Penny S Edwards; Katherine Mulholland, Clemson University

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Student Division (STDT)

Paper ID #39218Board 187: Poster: WIP: Neurodivergent Engineering Students’ Sense ofBelonging at the University, Major, and Course Levels: A Mixed MethodsStudyMs. Candice W. Bolding, Clemson University Ms. Candice Bolding is currently the Undergraduate Student Services Manager in the Glenn Department of Civil Engineering and graduate student at Clemson University. She acts as a support to the undergrad- uate students in areas such as advising, programming, and registration. She also serves as the advisor to the Civil Engineering Student Advisory Council, which provides a voice for undergraduate students in the program

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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-year institution through guaranteed admission.Participant B:Participant B initially attended a four-year university majoring in business for two yearsbefore reverse transferring. This student attended a 4-year institution with scholarship, somoney as a financial barrier was not a factor for reverse transferring. The original decision toenroll and attend a four-year university stemmed from wanting to explore new environmentsand create distance from their family. Realizing that their institution was lacking in diversityand felt disconnected: “I really liked the school, but I really feel being the minority there.” Inaddition, Participant B wanted to switch majors, and their 4-year institution did not have themajor. Participant B reversed transfer

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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, B. E. (2002). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Publishers.Lovitts*, B. E. (2005). Being a good course‐taker is not enough: A theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137–154.Miller, D. A., Artiles, M. S., & Matusovich, H. M. (2020). The Role of Writing Clusters in Minority Students’ Beliefs about Writing. Papers & Publications: Interdisciplinary Journal of Undergraduate Research, 8(1), 11.Sowell, R. (2008). PhD completion and attrition: Analysis of baseline data. Washington, DC: Council of Graduate Schools, 1–23.Sowell, R., Allum, J., & Okahana, H. (2015

Conference Session

Collaborative Learning in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Taylor Martini, Baylor University

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Student Division (STDT)

session. This schedule gave studentsmany opportunities to find an office hour session that worked within their schedule.MethodologyA two-part approach was used in this study to observe the impact of teaching fellows: recordingstudent attendance at TF office hours and performing an end-of-course anonymous survey. Forthis study, two professors with two sections of EGR 1301 were observed. Professors 1 and 2required the “A” section of the class to attend at least two TF office hours, one before each of thecourse’s two midterm exams, and did not require the “B” section to attend office hours. Classes1A and 1B had 28 students (n=28), 2A had 27 students (n=27), and 2B had 29 students (n=29),yielding a total sample of 112 students. The “A” Sections were

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)

. Potvin, “Understanding how engineering identity and belonging predict grit for first-generation college students,” in Proceedings of CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, VA, 2018.[11] D. J. Clandinin and F. M. Connelly, Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Wiley, 2000.[12] J. W. Creswell and C. N. Poth, Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications, 2018.[13] S. B. Merriam and E. J. Tisdell, Qualitative Research: A Guide to Design and Implementation. Jossey-Bass, 2016.[14] C. K. Riessman and L. Quinney, “Narrative in social work: A critical review,” Qual. Soc. Work, vol

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Student Division (STDT)

Responses b) Reason for Choosing Secondary Non-Engineering Field Lack of academic difficulty Prestige of field Impact on society, making a difference Sense of belongingness/culture fit Job availability Earning potential Genuine interest or passion Role models Parental pressure Non-URMs URMs 0% 20% 40% 60% 80% Percentage of Responses c) Reason for Leaving Initial Engineering Field Experienced discrimination