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Designing A Student Success Framework with Zachman Architecture

Conference Session: Student Division Technical Session 3: Student Experiences and Support
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Benjamin Edward Chaback, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University
Tagged Divisions: Student Division (STDT)

-Bahill/publication/251201368_The_Zachman_Framework_Populated_with_Baseball_Models/links/5c718773299bf1268d1fd131/The-Zachman-Framework-Populated-with-Baseball-Models.pdf.[Accessed: 16-Jan-2024].[18] ABET, “Student Outcomes and Performance Indicators,” 2017. [Online]. Available:https://www.abet.org/wp-content/uploads/2017/02/Student-Outcomes-and-Performance-Indicators_revised.pdf. [Accessed: 25-Nov-2023].[19] G. K. Cunningham, “Educational and Psychological Measurement,” New York, MacMillianPublishing, 1986. [Accessed: 30-Jan-2024].[20] R. J. McBeath, “Instructing and Evaluating in Higher Education: A Guidebook for PlanningLearning Outcomes,” Englewood Cliffs, NJ, Educational Technology Publications, 1992.{Accessed: 30-Jan-2024}.[21] B. M. Olds

Relevance Score: 0.40679824

Enhancing Culinary Precision: Students Embarking on a Project-Based Learning Adventure

Conference Session: Student Division Technical Session 4: Project-based Learning
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Simon Zhang, Northeastern University; Joshua Dennis, Northeastern University; Haridas Kumarakuru, Northeastern University; Bala Maheswaran, Northeastern University
Tagged Divisions: Student Division (STDT)

inherent in cooking systems. A non-exhaustive list of some uncontrolled factors is theinstability of consumer oven heating; whether the cooking system is closed (wrapped in foil or closed witha lid) or open (pan frying); moisture loss and shape changes as cooking occurs.Figure 6.a.: Third degree fitting at 250 seconds Figure 6.b.: Second degree fitting at 250 secondsComparing figure 6.a. and figure 6.b., the variation between projecting cooking times varied dramaticallydpeending on the order of the polynomial fit used to predict cooking times. Given the relatively low sampleof data points, and the inertia of the food’s temperature at the start of cooking, accuracy of the final cookingtimes was limited.Figure 6.c.: First degree fitting at

Relevance Score: 0.3537745

Cultivating Robotic Professionals: A Learning-Practice-Service Educational Framework

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.34986827

A Review of Career Development Theories and Their Applications in Engineering

Conference Session: Student Division Technical Session 2: Career Development and Employability
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Mandana Ashouripashaki, The Ohio State University; Krista M Kecskemety, The Ohio State University
Tagged Divisions: Student Division (STDT)

. Miller, E. L. Godfrey, and D. Thomas, "Relationship between Holland’sVocational Typology and Myers-Briggs’ Types: Implications for Career Counselors," PsychologyJournal, vol. 7, no. 2, pp. 61–66, 2010.[8] K. Briggs and I. Myers, Myers-Briggs type indicator form G. Palo Alto, CA: ConsultingPsychologist Press, 1987.[9] I. B. Myers, M. H. McCaulley, N. L. Quenk, and A. L. Hammer, The MBTI® Manual: A Guideto the Development and Use of the Myers-Briggs Type Indicator. Palo Alto: ConsultingPsychologists Press, 1998.[10] L. F. Capretz, "Is there an engineering type?" World Transactions on Engineering andTechnology Education, vol. 1, no. 2, pp. 169-172, 2002.[11] S.-T. Shen, S. D. Prior, A. S. White, and M. Karamanoglu, "Using personality type

Relevance Score: 0.34944677

Enhancing Student Participation in Online Global Project-Based Learnings (gPBLs) Through a Slack-Based Evaluation: A Student Perspective

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.33676273

Board 175: Poster: Strategies for Empathy Instruction and Assessment in Biomedical Engineering Education: A Review

Conference Session: Student Division (STDT) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Tahlia Altgold, The Ohio State University
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.2915052

WIP: Using Games and Robotics to Teach Computer Programming in High School STEM Classes: A Collective Case Study

Conference Session: Student Division Technical Session 3: Student Experiences and Support
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Leslie Anna Brown, Utah State University; Marissa A Tsugawa, Utah State University
Tagged Divisions: Student Division (STDT)

games on effective computer programming learning in higher education,” Educ. Technol. Res. Dev., vol. 68, no. 5, pp. 2615–2634, Oct. 2020.[9] M. Moradi and N. F. B. Noor, “The Impact of Problem-Based Serious Games on Learning Motivation,” IEEE Access, vol. 10, pp. 8339–8349, 2022.[10] M. Gamarra, A. Dominguez, J. Velazquez, and H. Páez, “A gamification strategy in engineering education—A case study on motivation and engagement,” Comput. Appl. Eng. Educ., vol. 30, no. 2, pp. 472–482, Mar. 2022.[11] V. F. Martins, I. de Almeida Souza Concilio, and M. de Paiva Guimarães, “Problem based learning associated to the development of games for programming teaching,” Comput. Appl. Eng. Educ., vol. 26, no. 5, pp. 1577–1589, Sep

Relevance Score: 0.2864893

Board 177: Work in Progress: The Development of a Research-Based Application for Effective Mentor-Mentee Matching

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.23735952

Work in Progress: A Collaborative Reflection Exploring the Teaching Motivation and Identity Development for International Graduate Students in Engineering

Conference Session: Student Division Technical Session 3: Student Experiences and Support
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sruthi Dasika, Purdue University; Anyerson Cuervo, Purdue University; Amena Shermadou, Purdue University
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.23447576

Board 174: Fostering Inclusivity and Engagement while Learning by Doing: A New Paradigm in Engineering Education Based on Student-Designed, Student-Taught Courses

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.23221701

Breaking Barriers in Engineering Teams: Exploring the Experiences of African American Female Students

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.1727663

Compiling Resilience: A Study on First-Generation Women Pursuing Computing Degrees

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.17184864

Board 176: Work in Progress: Case Study of Factors Affecting Reverse-Transfer Students’ Degree Completion

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
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

-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

Relevance Score: 0.040007632

Comparing First- and Fourth-Year Undergraduate Engineering Experiences of First-Generation Students Using Narrative Analysis

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.03468952

Investigating How Engineering Faculty’s Perceptions of Students are Influenced by Experience Level

Conference Session: Student Division Technical Session 6: Belonging
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Emily Nicole Fitzpatrick, University of Nebraska, Lincoln; Chloe Faith Mann, University of Nebraska, Lincoln; Jessica Deters, University of Nebraska, Lincoln
Tagged Divisions: Student Division (STDT)

(s) B A, D, E, & F CLevel I – Have the students changed, or have I?Professor B was the only professor with less than or equal to six years of experience as anengineering professor. Professor B was initially hesitant to participate in this study, as they felttheir lack of experience would hinder their ability to acknowledge differences in their studentspre- and post-pandemic. They said: When COVID hit, I was only in my third semester teaching [second-year Mechanical Engineering course] … I was still learning and trying to optimize my class. For some of the changes [in students] I have noticed over the years, I would be tempted to attribute them mostly to my

Relevance Score: 0.034060046

What No One Tells the (Future) Assistant Professor: Uncovering Hidden Curriculum for Faculty

Conference Session: Student Division Technical Session 6: Belonging
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Rachel Louis Kajfez, The Ohio State University; Julie P Martin, University of Georgia
Tagged Divisions: Student Division (STDT)

. References[1] A. C. Estrada and L. T. Brinton, “Tricks of the trade: Navigating teaching opportunities in the research-based engineering Ph.D.,” Proc. of the 2017 ASEE Annual Conference & Exposition, June 2017.[2] J. J. Pembridge and S. Cutler, “Assembling the ideal doctoral dissertation committee in engineering education,” Proc. of the 2013 ASEE Annual Conference & Exposition, June 2013.[3] S. Secules, “How to be a graduate student (before I forget): A collection of experiential wisdom,” Proc. of the 2020 ASEE Virtual Annual Conference, June 2020.[4] H. B. Brotherton and M. K. Orr, “Overcoming perfectionism: My journey with the binary mindset,” Proc. of the 2021 ASEE Virtual Annual Conference

Relevance Score: 0.032813087

Exploring the Relationship between Transfer Students’ Social Networks and their Experience of Transfer Shock

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
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

analyze how they differ from one another, pending more survey respondents.References[1] Personal Communication between K. Mallouk and S. Chin. January 24, 2024.[2] A. M. Ogilvie and D. B. Knight, “Post-transfer Transition Experiences for Engineering Transfer Students,” Journal of College Student Retention: Research, Theory & Practice, p. 152102511882050, Jan. 2019, doi: https://doi.org/10.1177/1521025118820501.[3] N. L. Smith, J. R. Grohs, & E. M. Van Aken, (2021). "Comparison of transfer shock and graduation rates across engineering transfer student populations," Journal of Engineering Education, vol. 111. 10.1002/jee.20434.[4] M. J. Gray, S. A. Gunarathne, N. N. Nguyen, and E. E. Shortlidge, “Thriving

Relevance Score: 0.032268193

Board 173: Fostering Community of Practive (CoP): The Impact on Self-Efficacy and Belonging of Undergraduate Students

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
Tagged Divisions: Student Division (STDT)

-efficacy b. Sense of Belonging c. Participation d. Community of Practice e. Grade Point Average (GPA) f. BarriersWe classify the participants as active and inactive. Participants who were classified “activestudents” included those who participated in extra/co-curricular activities such as tutoring,mentoring, and student organizations. Participants who are classified as “inactive students”included those who did not participate in any of the previously mentioned activities. 2. Case Study InterviewThe case study interviews utilized the AI method, which is a strengths-based approach that looksat the positives rather than the negatives of a situation [49], [50]. When interviewing participantsabout the barriers they faced, the

Relevance Score: 0.03209226

The Effect of Ego Network Structure on Self-efficacy in Engineering Students

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)

Foundation, 2018.[2] T. Jungert and M. Rosander, “Self-efficacy and strategies to influence the study environment,” Teaching in Higher Education, vol. 15, no. 6, pp. 647–659, Dec. 2010. https://doi.org/10.1080/13562517.2010.522080[3] A. Ahmad and T. Safaria, “Effects of Self-Efficacy on Students’ Academic Performance,” Journal of Educational, Health and Community Psychology, vol. 2, no. 1, 2013.[4] R. W. Lent, S. D. Brown, J. Schmidt, B. Brenner, H. Lyons, & D. Treistman, "Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models," Journal of Counseling Psychology, vol. 50, no. 4, pp. 458–465, 2003.[5] D. R. Schaefer, S

Relevance Score: 0.030827632

First-Year Women’s Interpretations of Self-Efficacy After an Ecological Belonging Intervention

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
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi‐Year Single Institution Study,” J. Eng. Educ., vol. 101, no. 1, pp. 6–27, Jan. 2012, doi: 10.1002/j.2168-9830.2012.tb00039.x.[5] C. E. Foor, S. E. Walden, and D. A. Trytten, “‘I Wish that I Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, Apr. 2007, doi: 10.1002/j.2168-9830.2007.tb00921.x.[6] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice,” J. Eng. Educ., vol. 105, no. 2, pp. 312–340, Apr. 2016, doi: 10.1002/jee.20118.[7] J. Clark Blickenstaff*, “Women and science

Relevance Score: 0.029553168

An Autoethnography of the Student Experience Solving an Open-Ended Statics Problem

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)

more informed andstudent-focused approach in engineering education literature.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2313240. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. S. Courter, S. B. Millar, and L. Lyons, “From the Students’ Point of View: Experiences in a Freshman Engineering Design Course,” J. Eng. Educ., vol. 87, no. 3, pp. 283–288, Jul. 1998, doi: 10.1002/j.2168-9830.1998.tb00355.x.[2] B. Smyser, “Voice of the Students: Continuous Lab Course Improvement Using Student Feedback,” in 2018 ASEE Annual

Relevance Score: 0.028369289

Encountering Axiology: Engineering Graduate Students' Experiences with Values in an Engineering Research Center

Conference Session: Student Division Technical Session 3: Student Experiences and Support
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Herman Ronald Clements III, Purdue University; Alexander V Struck Jannini, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

Paper ID #44464Encountering Axiology: Engineering Graduate Students’ Experiences withValues in an Engineering Research CenterMr. Herman Ronald Clements III, Purdue University H. Ronald Clements is an engineering graduate student at Purdue University.Alexander V Struck Jannini, Purdue University Alex is a Ph.D. Candidate in Engineering Education at Purdue University. He is interested in furthering the use of motivational theory in engineering education research, and investigating how departmental culture can affect students’ persistence. ©American Society for Engineering Education, 2024 Encountering

Relevance Score: 0.027887229

Exploring the Critical Incidents and Sociocultural Dynamics that Initiate and Anchor Engineering Identity Formation

Conference Session: Student Division Technical Session 6: Belonging
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kaitlyn Pope, Utah State University; Cassandra McCall, Utah State University
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

,” in American Society for Engineering Education Annual Conference, Baltimore, MD: ASEE, 2023.[4] C. McCall, L. D. McNair, and D. R. Simmons, “Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering,” J Eng Educ, vol. 110, no. 2, pp. 393–413, Apr. 2021, doi: 10.1002/jee.20383.[5] R. Stevens, A. Johri, and K. O’Connor, “Professional Engineering Work,” in Cambridge Handbook of Engineering Education Research, 1st ed., A. Johri and B. M. Olds, Eds., Cambridge University Press, 2014, pp. 119–138. doi: 10.1017/CBO9781139013451.010.[6] H. Tajfel, “Social identity and intergroup behaviour,” Social Science Information, vol. 13, no. 2, pp. 65–93, Apr. 1974

Relevance Score: 0.027861468

Weekly Professional Development Lunches to Build Community Among an S-STEM Cohort

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
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

under Grant No.(2221638). Any opinions, findings, conclusions, or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] B. Willis, D. Willis, M. Fontenot, “Developing leadership skills and creating community in engineering students,” presented at the 2014 ASEE Annual Conference and Exposition, Indianapolis, IN, USA, June 15-18, 2014.[2] Z. S. Wilson, S. S. Iyengar, S.-S. Pang, I. M. Warner, and C. A. Luces, “Increasing Access for Economically Disadvantaged Students: The NSF/CSEM & S-STEM Programs at Louisiana State University,” Journal of Science Education and Technology, vol. 21, no. 5, pp. 581–587, Nov

Relevance Score: 0.027617766

Examining Imposter Syndrome and Self-Efficacy Among Electrical Engineering Students and Changes Resulting After Engagement in Department’s Revolutionary Interventions

Conference Session: Student Division Technical Session 5: Self- Efficacy
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jeffrey Luke Morrison, University of South Florida; Chris S Ferekides, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

in transformative change through research andevaluation and prioritizes student agency in research and teaching. In this paper, Chris providedbroader mentorship on the overall needs of the program and provided administrative support.Dhinesh and Chris, true to student-led research, remained in purely mentoring roles post-researchtraining for all the PAR undergraduate researchers. During the research process, guidance wasprovided based on the needs of the first author.ContextUnder the new RED program, six transformation activities were planned: a.) applying the Theoryof Rugged Landscape in planning for overall transformations; b.) applying the Theory of ActionState to study student transformations; c.) including the Taking Responsibility to

Relevance Score: 0.027616283

Predicting Engineering Students' Employment Aspirations: Roles of Students’ Satisfaction and Career Guidance

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)

contributions to the societal tapestry.References[1] International Labour Organization, “World Employment and Social Outlook: Trends 2024,” [Online]. Available: http://www.ilo.org/global/research/global- reports/weso/WCMS_908142/lang--en/index.htm.[2] X. Wang, L. Zhang, X. Yang, and L. Chen, “Persistence or Dropout? Intentional Persistence in Senior Engineering Students and Its Influencing Factors,” Res. Higher Educ. Eng., vol. 32, no. 5, pp. 96–101, 2014.[3] A. Powell, A. Dainty, and B. Bagilhole, “Gender stereotypes among women engineering and technology students in the UK: lessons from career choice narratives,” Eur. J. Eng. Educ., vol. 37, no. 6, pp. 541–556, 2012.[4] H. Mishkin, N. Wangrowicz, D. Dori and Y. J. Dori

Relevance Score: 0.026092924

Board 172: Engineering Electromagnetics Laboratory Development

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
Tagged Divisions: Student Division (STDT)

interest. This parameter was of interest since aperceived positive interest can lead to positive follow-through experiences [14].Before each lab session, we administered pre-lab surveys to understand the level of excitementabout the labs and their confidence level about concepts covered in each lab. After each lab,post-lab surveys were administered. Pre and post-lab surveys used in Spring 2023 are shown inAppendix A and the surveys used in Spring 2024 are shown in Appendix B. For the Spring 2024surveys, we updated the pre-lab survey to include an additional question (question 3) asking, "Islab experience crucial for enhancing your understanding and knowledge?" and also updated thepost-lab survey to collect data that would help us improve the

Relevance Score: 0.025359109

WIP: Examining the Multifaceted Significance of Scholarship Programs in STEM

Conference Session: Student Division Technical Session 6: Belonging
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Skylar Hubbarth, Clemson University; Anna Grace Hunter; Shannon Conner, Clemson University; D. Matthew Boyer, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

, June 2016.[3] D. L. Jackson and F. S. Laanan, “Desiring to fit: Fostering the success of community college transfer students in STEM,” Community College Journal of Research and Practice, vol. 39, no. 2, pp. 132–149, July 2014. doi:10.1080/10668926.2012.762565[4] A. L. Zuckerman and S. M. Lo, “Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success.” CBE life sciences education, 20(3), ar48, 2021. https://doi.org/10.1187/cbe.20-06-0121[5] B. K. Townsend and K. Wilson “A hand hold for a little bit: Factors facilitating the success of community college transfer students to a large research university,” Journal of College Student Development, August 2016, https

Relevance Score: 0.025321629

Generative Learning in Two Community-Based Experiential Undergraduate Courses

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)

://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for- states-by-states[11] Partnership for 21st Century Skills, “P21 framework definitions.” Accessed: Mar. 15, 2024. [Online]. Available: https://www.battelleforkids.org/insights/p21-resources/[12] A. Srivastava and S. B. Thomson, “Framework Analysis: A Qualitative Methodology for Applied Policy Research.” Rochester, NY, Jan. 02, 2009. Accessed: Mar. 15, 2024. [Online]. Available: https://papers.ssrn.com/abstract=2760705[13] R. E. Mayer, “Cognitive theory of multimedia learning,” The Cambridge handbook of multimedia learning, vol. 41, pp. 31–48, 2005.Table 1Evidence of Generative Learning Strategies in EDII and SL GP Strategy Definition