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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)

direction, but provided a mechanism for each of us todiscuss, vent, and work on solutions collaboratively.Rachel: Similarly, I had co-writing meetings in my early years with peer faculty from outside myunit. These were truly accountability sessions where we could each make progress on ourindividual and collective projects (when applicable). While the focus was writing, these types ofsessions also provided opportunities to discuss institutional challenges and understand how otherorganizations approached the issues.Rachel: While I received strong disciplinary peer support, I was in a new department and did nothave near peer faculty within my own unit (i.e., there were no recently tenured faculty). Thus, itwas immensely valuable that I engaged with

Relevance Score: 0.04252232

A Reflective Essay: Lessons from Two Engineering Education Qualitative Research Dissertations

Conference Session: Engineering Education Methods and Reflections
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Yi Cao, Virginia Tech; Andrea L. Schuman, California Polytechnic State University, San Luis Obispo
Tagged Divisions: Student Division (STDT)

Ensuring validity of methods After coding large amounts of data, I needed to do a sanity check and see if the analysismade sense. I spoke with my advisor about the codebook to ensure that it was clear andconsistent. Then I reviewed all of the interview data again while doing a second round of codingto label each previously coded section with a specific subtheme. This was an opportunity torevise any codes that no longer made sense, but I found that I generally agreed with my firstround of coding. If there was a particularly difficult quote, I checked with a peer or my advisorto see their interpretation. 6.2.4 Efficiently combining themes to write the case report Details and evidence of assertions in the case report need to be

Relevance Score: 0.037481744

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)

these issues are not aresult of aptitude or preparation for foundational skills such as mathematics [3]. As such,researchers have focused more on examining differences in women’s attitudinal andpsychological variables than their men peers in areas of self-concept, confidence in theirengineering skills and ability to succeed, belonging, and career goals, among other factors [4],[5], [6]. These studies have created a descriptive understanding of gender differences and haveprovided numerous suggestions for support for women to navigate an often “chilly climate” inengineering [7]. Recent research points to the double threat of negative stereotypes about womenin STEM and being underrepresented presents to academic and career experiences

Relevance Score: 0.025149483

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)

professionaldevelopment opportunities, including career/internship preparation such as interview skills,writing a resume, and applying for jobs.Mentors. The cohort was assigned two peer mentors at the beginning of our S-STEM Program.The students were also assigned a faculty mentor toward the end of their first year based on theirchosen discipline. “Peer mentors have a greater impact in the early years of an S-STEM student’sacademic career, while faculty mentors become more influential in later years [22].” Facultymentors have proven to be successful in helping students achieve their academic goals [23]. Thegoal was that the students would interact regularly with their peer mentors during the first yearand then be supported more heavily by their faculty mentor

Relevance Score: 0.024285555

Work in Progress: Bridging the Gap in Doctoral Engineering Education—Critically Investigating Factors Influencing Performance Outcomes on First Doctoral Degree Milestones

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

on First Doctoral Degree Milestones Work In Progress: Bridging the Gap in Doctoral Engineering Education: Critically Investigating Factors Influencing Performance Outcomes on First Doctoral Degree MilestonesAbstract It is well documented that Black students tend to enroll and complete engineering Ph.D.sat disproportionately lower rates than their peers. What is less understood are the most criticalfactors influencing their success at critical junctures in the Ph.D. program. Existing scholarshipon the socialization processes embedded in pursuing a graduate degree are based on the premisethat transitioning into a hyper-specialized area is challenging. One of the most challengingaspects of

Relevance Score: 0.023835588

Context of All in Which You Live: How Women Engineering Students Perceive Gender-Based Patterns in Teams

Conference Session: Collaborative Learning in Engineering
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Keating Dinsmore Ms., University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments. ©American Society for Engineering Education, 2025Context of All in Which You Live: How Women Engineering Students Perceive Gender BasedPatterns in Teams 1

Relevance Score: 0.0222012

Board 189: WIP: Staff Communities of Practice for Makerspace Professional Development

Conference Session: Student Division (STDT) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Lindsey Pegram, "Be A Maker (BeAM)" Makerspace in the Department of Applied Physical Sciences at the University of North Carolina at Chapel Hill ; Maria Christine Palmtag; Anna Engelke, UNC-Chapel Hill / North Carolina State University
Tagged Divisions: Student Division (STDT)

. Each community cohort consists of an experienced Program Specialist facilitator andthree to four new Program Assistants. In total, 18 new staff members have participated for a fullyear in the program. Each cohort meets weekly for three hours in the Makerspace, and new staffrotate to a new tool domain every six weeks. During the sessions, the participants would practicenew skills through structured projects, design activities, and opportunities for peer teaching. Atthe time of writing this publication, new staff had completed two successful six-week rotationsof the CoP program and a third rotation is in process. CoP facilitators monitored the programthrough multiple assessment methods, including participant self-assessment through pre- andpost

Relevance Score: 0.021168407

Why Should You Join? Exploring the Role of Engineering Clubs on the Undergraduate Engineering Experience

Conference Session: Student Division (STDT) Technical Session 2: Student Success and Resources
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Katherine Drinkwater, Duke University; Karis Boyd-Sinkler, Duke University; Rebecca Simmons, Duke University
Tagged Divisions: Student Division (STDT)

should join, and any differences between the two.The research questions that guided this study were: RQ1: How do undergraduate engineering students perceive the amount of time spent engaging in engineering clubs? RQ2: Why are undergraduate engineering students motivated to join engineering clubs? RQ3: What are the perceived benefits of engineering club participation?Students are motivated to join engineering clubs to find community with peers [3], applyknowledge to real-world settings [4], prepare for their careers [5], develop new skills [6], [7],and pursue personal interests [8]. Design clubs (both competition and impact-focused teams)provide additional opportunities to practice the design process [9], manufacture parts

Relevance Score: 0.01814435

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)

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

Relevance Score: 0.01814435

Navigating Dual Roles: Challenges, Impacts, and Resource Needs of Student-Parents in Engineering Programs

Conference Session: Tools, Identities, and Personality in Engineering Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Kylee Shiekh, Virginia Polytechnic Institute and State University; Ernesto Cuesta Alvear, Virginia Polytechnic Institute and State University; Summer S. Stevens, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

andimproved health. However, their dual roles often come with big challenges, particularly in fields likeengineering, where academic demands are notably rigorous. The intersection of these roles – parent andstudent – raises critical questions about how institutions can better support this population, whose successhas implications far beyond individual achievement. The journey of a student-parent is unlike that of their peers. Time is insufficient, resources arestretched, and the stakes are high – not just for themselves but for the future of their children. Theirmotivations to persist are powerful, driven by the promise of better opportunities. Yet, the obstacles theyface often undermine their aspirations. In engineering programs, where time

Relevance Score: 0.017890725

Reflection and Goal Setting: Methods for Improved Performance and Engagement in Engineering Courses

Conference Session: Student Division (STDT) Technical Session 1: Student Success and Mentoring
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kathryn Christopher, Grand Valley State University and Western Michigan University; C.J. Witherell, Grand Valley State University; Aziz Gram Sarhan
Tagged Divisions: Student Division (STDT)

classrooms to help with student engagement andknowledge retention.IntroductionResearch shows that student success in science, technology, engineering, and mathematics(STEM) fields can be correlated not only to their innate ability and intelligence but also to theirself-efficacy and implicit beliefs (growth mindset) [1, 2]. Many students enter their courses at theuniversity level with the belief that their peers are only doing well because they are more intelligentor more naturally gifted. While there may always a few students with greater natural ability, thereason for most engineering students’ success appears to be their ability to learn, grow, and adjustbased on feedback and criticism instead of crumbling under pressure.Providing students with

Relevance Score: 0.017285155

Supporting Students with Minoritized Gender Identities in Research: the Design and Assessment of an Initiative in Electrical and Computer Engineering

Conference Session: Student Division (STDT) Technical Session 4: Minoritized Student Experiences
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Mei-Yun Lin, University of Illinois, Urbana-Champaign; Hsinju Chen, University of Illinois, Urbana-Champaign; Holly M. Golecki, University of Illinois, Urbana-Champaign; Leah Espenhahn; Erin Marie Raftery; Alyssa Huang; Mayura Kulkarni
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

Technology, only 25% of engineering degrees, includingBachelor’s, Master’s, and Ph.D., were awarded to women in US institutions [1]. Theunderrepresentation of women in engineering may be due to a lack of diversity when recruitingstudents, as well as the fact that women have higher attrition rates than their men peers, so-called“the leaky pipeline” [2, 3, 4].Many studies have attempted to understand this high attrition rate of women students inengineering careers. Some suggest that women students have fewer opportunities to develop theirengineering interests or chances to be recognized as engineers compared with their mencounterparts [5, 6, 7, 8, 9]. Others note that women students face additional professionaldevaluation and chilly climates in

Relevance Score: 0.01665932

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)

-efficacy is likely significantbecause having a network of study buddies can provide mutual support. Previous research hasfound that “social support from peers will make individuals more resilient in dealing withproblems and foster academic self-confidence” [21]. This suggests that individuals feelsupported and encouraged by their study buddies, leading to a belief in their academic abilities.Furthermore, interacting with study buddies can facilitate constructive criticism and feedback.Interactions with colleagues around teaching and learning, including conversations aboutinstruction, peer observation and feedback, and advice seeking about instruction, illustrate thatcollaborative interactions with study buddies can increase an individual's belief

Relevance Score: 0.016650898

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)

examines the student perception and experience of solving open-endedmodeling problems (OEMPs) through an autoethnographic account of the student-authors’personal reflections about an OEMP completed during an introductory level statics course.Currently, the student perspective is not represented in literature about engineering problemsolving. This is significant as the student perspective is integral to understanding how studentslearn and develop an engineering mindset. By incorporating the student voice throughautoethnographic techniques, this study can begin to fill this gap and provide meaningful insightsabout the student experience and perceived benefits surrounding an OEMP.Autoethnography is an approach to research and writing that

Relevance Score: 0.016633643

Design and Evaluation of a New, Student-Centered Multidisciplinary Course in Mechanical Engineering: Artificial Organs

Conference Session: Industry and Technical Engineering Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Ruidong Ma, University of Washington; Frank Gao, University of Washington; Renee M. Desing, University of Washington
Tagged Divisions: Student Division (STDT)

course, the summative assesses student performanceat the end of the instructional period. The formative assessments include: 1. Pre-test questions at the first lecture about students’ biology background to gauge their prior knowledge about course topics. 2. In-class exercises and conceptual questions to continually gauge students’ understanding and progress throughout each lecture and allow them to practice skills 3. Peer Teaching: Students explain their understanding or perspective on a topic to a classmate, helping both the teacher and learner to assess comprehension. Additionally, graduate students in the course and ME department deliver guest lectures. 4. Teachers observe students during activities and take notes

Relevance Score: 0.01569862

Reflections on the Process of Growing into Faculty: A Collaborative Experience in Being Apprentices

Conference Session: Student Division (STDT) Technical Session 1: Student Success and Mentoring
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette
Tagged Divisions: Student Division (STDT)

able to make the most impact. 5DATA CONSTRUCTION & COLLECTIONWe studied our experiences across one semester as faculty apprentices. At the beginning of thesemester, we decided to write individual weekly reflections and meet monthly via videoconference to co-write joint reflections. In addition, we co-created a list of guiding writingprompts focused on our learning experience and metacognitive reflections.In our monthly meetings, we discussed and reflected on our experiences. These meetingsallowed us to have the unique perspective of a peer who was in the same space. We recordedthese Zoom meetings, which served as a primary data source for our

Relevance Score: 0.014897242

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)

, for every meeting.Practice of Non-Technical Knowledge and Skills from Learning SessionsThe team's business manager oversaw fundraising activities and delegated a team member toengage and follow up with potential donors. Communication templates, including initial contact,follow-up, and appreciation letters, were developed for team members to use. A team memberdocumented a report for each team event, capturing event objectives, activities, attendeenumbers, volunteer/service hours dedicated to event preparation, event photos, outcomes, andfollow-up arrangements. Team members took turns writing event reports.For judge room presentations and interviews, the team collaborated on organizing event reports,refining engineering notebooks, evaluating

Relevance Score: 0.013620796

WIP - UDL in STEM Higher Education: A Synthesis Literature Review

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

steps outlined in Borrego et al.’s [9] paper.Multiple databases were examined using the Utah State’s database directory. The author selectedthree databases for the paper selection phase: Scopus, ASEE Peer Directory, and Google Scholar.Autumn Cuellar selected these databases because they were the only ones that produced validpaper entries when using specialized keywords. Other databases did not produce any papers thatmatched the inclusion criteria outlined below. Most articles came from Scopus and the ASEEPeer Directory. A few articles were discovered on Google Scholar.The first author used multiple keywords in conjunction with each other for the search. Thekeywords used were UDL, universal design for learning, stem, engineering, students

Relevance Score: 0.013418044

Self-reflection: Lessons learned from three years of teaching as an international Ph.D. student engineering instructor

Conference Session: Engineering Education Methods and Reflections
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Ruidong Ma, University of Washington; Renee M. Desing, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Student Division (STDT)

. I have critically analyzed my self-reflections and evaluations to assess my personal andprofessional growth as an instructor over the last three years. In this paper, I present the results ofmy critical self-reflection through a set of lessons learned and how my teaching philosophy hasevolved, including improvements in teaching skills, time management, career development, andDiversity, equity, and inclusion (DEI) in the classroom. Based on my personal experience, thispaper aims to share a journal with peers who are interested in teaching while pursuing a Ph.D.degree and to bridge the teaching experience with career development.Keywords: self-reflection, graduate student instructors, improvement of teaching skills 1. Introduction

Relevance Score: 0.013391221

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)

students visualize code more effectively compared to their 2Dcounterparts (e.g. Scratch) [13], [14]. Not only was the visualization of components effective, butstudents reported higher levels of active listening, active learning, and peer collaboration whenusing LEGO® robotics.Using a LEGO® SPIKE™ robot and block-based coding, teachers can overcome challenges theyface such as motivating students by giving them a physical tool that represents visual codingpractices [13], [14]. This physical and visual tool can also assist in structuring game-basedproblem-solving challenges while minimizing syntax and code structure difficulties [15]. Using aproper game-based approach to teaching computer science using a LEGO® SPIKE™ robot, willsupport high school

Relevance Score: 0.01284181

Longitudinal Impact of Engineering Education on Sociopolitical Concern in a University System Serving Low-Income Students Of Color

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

, someengineering students shoo this responsibility, recognizing that unethical situations and practicesexist in industry but choosing to write them off as a necessary or justifiable part of the field [9].What’s more, the importance engineering students place on public welfare in general is seen todecline as they progress through their undergraduate education [10].This study seeks to build off of these latter two findings in an attempt to further improve thecharacterization of ethical and political disengagement among engineering students. Through alongitudinal mixed-methods survey given to engineering students at multiple California StateUniversity (CSU) campuses, which serve primarily working class students and Students ofColor, this study will