Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University, West Lafayette; Thomas Harris, National Society of Black Engineers; Maeve Drummond Oakes, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

positively affect motivation [1]. At the root of the model is that behaviorscongruent with one’s identities are preferred and motivating, whereas behaviors incongruent arenot preferred and viewed as unimportant and meaningless. Moreover, what children and youngadults perceive as congruent for them is heavily influenced by what they see and experience. Assuch, role models (teachers, mentors, peers) who reinforce and share in a given identity make itfeel congruent. It can then be more readily adopted as a part of their identity – who they are.This is why having caring, dedicated and multiple mentors, for example, is at the heart of boththe CISTAR and NSBE SEEK parts of the REM program and is so critical for changing thedemographics of fields such as

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

theuniversity staff supporting makerspaces.ReferencesAndrews and Boklage, under review.Creswell, J.W., & Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed). SAGE Publications.Forest, C. R., Moore, R. A., Jariwala, A. S., Fasse, B. B., Linsey, J., Newstetter, W., & Quintero, C. (2014). The Invention Studio: A University Maker Space and Culture. Advances in Engineering Education, 4(2), n2.Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 4.Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd.Ogle, J. H., Bolding, C. W

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Topics

NSF Grantees Poster Session

innovativesociotechnological solutions [1]. Common in an engineers’ training is learning mathematical andscientific methods, where there are often specific, detailed processes, and problem sets thatconverge to a “right” answer [2], [3]. Engineering training also includes skills to navigateopen-ended problems, such as a design challenge, where there is not a single right answer.Through these open-ended engineering projects, there are opportunities for engineers to navigateambiguity and consider multiple options. However, there is often little structure and guidance tosupport engineering students in engage in divergent thinking– the exploration of multipleperspectives, options, or alternatives [4]---during this work, for example, to take risks, considermultiple

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kirk Thelen, Michigan Technological University; Timothy Lawrence Perr, Michigan Technological University; Briana C Bettin, Michigan Technological University; Kelly Sheridan Steelman, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

Library. Despite its success, the program faces limitations inreaching older adults beyond its local community. An expansion is proposed, introducing the Illu-minated System: a sociotechnical framework integrating digital technology and human interaction.The system employs Illuminated Devices which, when distributed through trusted locations, enableremote access to tutoring. The Illuminated System aims to reach learners anywhere, connectinglearners directly to tutors through digital devices while maintaining the feeling of community-based in-person tutoring.1 IntroductionAlthough the term “Digital Divide” was coined some 25 years ago, most steps to address this prob-lem have focused on inequalities in physical infrastructure or financial

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Li Liu, California State University, Northridge; Andy Lin; Taeyou Jung, California State University, Northridge; Mauro Carassai, California State University, Northridge

Tagged Topics

NSF Grantees Poster Session

[1].Experimental Methods/Materials/Project ApproachAssistive technology has an interdisciplinary character because it improves an individual’sindependence, quality of life, and social inclusion. However, discipline-based professionaldevelopment shows its efficacy in STEM fields [2]. Human touch, human feelings, and thehuman experience must be part of the innovation process, along with technology developmentrequiring a deep integration across different disciplines. This project utilizes the resources fromits home institute, California State University Northridge (CSUN), to build a supporting systemfor underrepresented students in STEM and provide them with an authentic learning experiencethrough tailored activities. CSUN is one of 23

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Eva Schiorring, STEMEVAL; Sean Marc Gottlieb, Allan Hancock College; Sarah Hulick, Cabrillo College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

Tagged Topics

Diversity, NSF Grantees Poster Session

years or older hold a bachelor’sdegree, compared to 47% of the five counties’ White, non-Hispanic population. At C6-LSAMPcolleges, Hispanic/Latinx students transfer at a rate of 34% vs. 50% for White students. Thesuccess rates in key STEM gateway courses in C6 colleges are typically 13% less for Hispanicstudents than for White students, despite several prior and existing HSI projects at the individualinstitutions.The C6-LSAMP project leverages the power of an alliance to support URM STEM students viathree pillars: (1) Research Opportunities: Fall Research Symposium and university and LSAMPpartnerships, (2) Academic Support: Embedded Tutors in gateway STEM courses, and (3)Professional Development/Career Exploration for students and for faculty

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; Tom Altman; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; Marie E. Evans, University of Colorado Denver; David C. Mays, University of Colorado Denver

Tagged Topics

Diversity, NSF Grantees Poster Session

porous media and leads the graduate track in Hydrologic, Environmental, and Sustainability Engineering (HESE). ©American Society for Engineering Education, 2024 Building Community for Inclusive Teaching: Can We Bridge the Valley of Neglect?AbstractThis work describes an effort to nudge engineering faculty toward adopting known best practicesfor inclusive teaching through a program called Engineering is Not Neutral: TransformingInstruction via Collaboration and Engagement Faculty (ENNTICE). This monthly facultylearning community (FLC) followed the three-year structure of the Colorado Equity Toolkit:Year 1 (reported in 2022) focused on self-inquiry including reflection

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, CT College of Technology; Wendy Robicheau

Tagged Topics

NSF Grantees Poster Session

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Thomas McKean, University of Arkansas; Ranil Wickramasinghe P.E., University of Arkansas; LaShall Bates; Gary Bates; Jacquelyn Wiersma-Mosley, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

this multi-tiered mentoring community experience wouldaid in the development of the students’ STEM identity, evidenced by their feedback and decisionsto pursue additional research opportunities. Students who achieve four-year degrees in STEM are typically White cisgender men withconnections and resources that guide them through the process. Students outside of thisdemographic dealing with more complex circumstances tend to have more difficulty completingfour-year STEM degrees. This group of students is referred to as “disadvantaged”, and includesUnderrepresented Minority (URM) students, first-generation college students, and studentsreturning to school at an older age [1]. URM groups are defined by the NSF as “individuals ofraces or

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; Emmanuel Tetteh Teye, Montana State University; Nickolas Lambert, Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

disparities in STEMinclude bias and discrimination, perceptions that LGBTQ people do not adhere to “stereotypes”of professionalism in STEM, and STEM norms around impersonality that require LGBTQpeople to hide or cover their identities [1]. How people experience their LGBTQ identities withinhighly technical STEM higher education settings remains a compelling yet underexplored area.STEM fields are frequently perceived as domains where personal aspects of one’s life do notmatter to the practice of engineering and science. Consequently, these fields harbor rigid societalnorms and expectations regarding the expression of different gender identities and sexualorientations [2]. Our research considers how insights from engineering identity and futurepossible

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; James L. Huff, University of Georgia; Shane A. Brown P.E., Oregon State University

Tagged Topics

NSF Grantees Poster Session

. Design activity engagement within thesocial context of capstone courses can be influenced by a student's identity, but little research hasbeen done on understanding this influence.Our investigation in the overarching study is informed by the concepts of situated cognition [1]and engagement within engineering practice [2], both accounting holistically for the contextwithin which design activities are performed. Additionally, we account for frameworks definingpersonal engagement as a state in which “people employ and express themselves physically,cognitively, emotionally, and mentally during role performances” [3, p. 694] to better understandstudent engagement through a specific role within a capstone team.In this paper, we provide a better

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University; Samuel Shaw, Utah State University; Allison Miles, Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Troops’: Re-storying Student Veteran and Service Member Deficit in Engineering through Professional Formation and Community Advocacy: YEAR 31. IntroductionThere is an urgent need to recruit, retain, train, and sustain a diverse engineering workforce ableto meet the socio-technical and environmental challenges of 21st century society. Together,student veterans and service members (SVSM) are a unique yet understudied group thatcomprises substantial numbers of those historically underrepresented in engineering based ontheir race, ethnicity, gender, and ability [1]. Specifically, post 9/11 veterans, who are morediverse than any previous cohort of U.S. veterans, comprise substantial sub-populations ofveterans who identify as

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Vanderbilt University; Brianna Benedict McIntyre, National Action Council for Minorities in Engineering; Nicole Adia Jefferson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

andunderserved populations [1]. However, the enrollment and graduation trends of Black and Brownundergraduate engineering students remain dismal compared to their white and Asian peers [2].This disparity has inspired recommendations for federal and philanthropic organizations to investin research aimed to understand the policies, programs, and practices of minority servinginstitutions efforts to translate these insights to predominantly white institutions [1]. Thisrecommendation leans into the premise of this research project where we identify and examinesignature practices and change strategies of exemplars necessary to disrupt the status quo inengineering education.In addition, a critical insight from this year’s research activities is the need to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabella Stuopis, Boston College; Kiana Alexa Ramos; Caitlyn Hancock; Emanuel Joseph Louime; Avneet Hira, Boston College

Tagged Topics

Diversity, NSF Grantees Poster Session

of the projectThis project has two primary goals: Goal 1: To support youth in leading explorations of howtechnology use and creation can support a sense of belonging in engineering. Goal 2: To developa framework along with youth that centers preventing harm to people and the environment whenengineering. Our poster will be focused on findings related to the first goal.Current workRelationship Building with Partner SchoolAs we are in the first year of this grant, we are in the preliminary stages of developing arelationship of trust with our partner schools’ teachers and students, especially those who attendthe afterschool STEM club which is the primary site for the research. In the first several monthsof the partnership, the research team met

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh

Tagged Divisions

Chemical Engineering Division (ChED)

development, global awareness, sustainability, and diversity, equity and inclusion. ©American Society for Engineering Education, 2024 Add a real experience on process control lab to your students … for free!Introduction.The most recent survey on teaching Process Control in the chemical engineering curriculum,conducted by the AIChE Education Division, pointed out that more than 50% of respondentsrequire no lab reports [1], confirming the common perception that no lab is associated with mostof these courses. In fact, Process Control courses have a long tradition of being considered tootheoretical by chemical engineers [2]. However, there is substantial evidence that lab experiencesimprove student learning

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noemi V Mendoza Diaz, Texas A&M University; Deborah Anne Trytten, The University of Oklahoma; Russell D. Meier, Milwaukee School of Engineering; Harry A. Hogan, Texas A&M University; So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity, NSF Grantees Poster Session

-level skills andguiding informed decisions in terms of student support. Validation of this instrument provides asupporting diagnostic that can be used by engineering programs to identify at-risk students withwhich to apply interventions; broadening and increasing participation of underrepresented groupsin engineering. The diagnostic can also be used in a pre-post manner to help achieve properassessment of effective teaching [1, 2].Moreover, the precursor study on enculturation in engineering, from which this computationalthinking project emerged, gained new momentum, and instrument validation for enculturation isunderway. In this enculturation to engineering model, interestingly enough, computationalthinking was one of the constructs that

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University; Stephanie Adams, Oregon State University

Tagged Topics

Diversity, NSF Grantees Poster Session

fundamentals of electrical circuitscourses. The study consists of three primary phases: (1) a screening survey, (2) interviews withfaculty about adoption, (3) a mentoring program, and (4) development of a conceptual modelusing all data sources which describes the decision-making processes of instructors aroundEBIP-implementation or abandonment.Major Activities and AccomplishmentsThe screening survey collected data on participant experience with EBIP-implementation,current use, and abandonment for typical student-focused pedagogical approaches (such as activelearning, collaborative learning, case-based teaching, peer instruction, etc.). Demographicinformation was also gathered about the survey respondents along with their interest regardingfuture

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura Albrant, Michigan Technological University; Mary Benjamin, Michigan Technological University; Daniel Masker, Michigan Technological University; Pradnya Pendse; Joseph Roy Teahen, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

in Student CodeAbstract: The “Rich, Immediate Critique of Antipatterns in Student Code” (RICA) project aimsto provide rich, relevant, and immediate feedback to students learning to program in their first yearof engineering education. This feedback is indispensable in effective student learning, particularlyin introductory computing courses. Conventional classroom feedback mechanisms fall short here,partly because large-scale courses like those in First-Year Engineering (FYE) often strain the in-structional team’s capacity to deliver timely feedback. Our project aims to address this challengeby developing Code Critiquers specifically tailored for First-Year Engineering (FYE).1 The RICA ProjectOur ongoing RICA project is developing a real

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

Tagged Topics

NSF Grantees Poster Session

experiences and lessons learned in the design and development of aprofessional development course designed for first year graduate students in an interdisciplinarycomputational science program, under an NSF S-STEM grant funded project titled "AcademicSupport, Career Training, and Professional Development to Improve Interdisciplinary GraduateEducation for the Next Generation of Computational Scientists and Engineers". Herein wediscuss the development and implementation of this two-semester course sequence (1 credit eachsemester). The course modules included (a) Understanding the academic challenges, goals andtimelines in the interdisciplinary computational science program, (b) Individual DevelopmentPlanning, (c) Career Exploration, (d) Communication

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica McGill, Institute for Advancing Computing Education; Isabella Gransbury, North Carolina State University; Leigh Ann DeLyser; Jennifer Rosato, University of Minnesota, Twin Cities; Julie M. Smith

Tagged Topics

Diversity, NSF Grantees Poster Session

Creating the Capacity for CS Education Researchers to Produce Research that is High-quality and Equity-Focused Monica M. McGill1 , Isabella Gransbury White2 , Sarah Heckman3 , Leigh Ann DeLyser4 , Jennifer Rosato5 , and Julie M. Smith6 1 Institute for Advancing Computing Education 1 monica@csedresearch.org 6 julie@csedresearch.org 2,3 North Carolina State University 2 igransb@ncsu.edu 3 sarah heckman@ncsu.edu 4 CSforAll

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

Tagged Topics

NSF Grantees Poster Session

acrossthe United States capture an alarming trend – only about half of students who start in an engineeringprogram will actually graduate with an engineering degree [1]. Several studies found that the first-yearengineering curricula, which traditionally consist of physics, chemistry, and mathematics courses, areineffective in motivating students to persist in a program [2]. Many students who leave after their first orsecond year explain that they came to dislike engineering or lost interest in the profession altogether [3].Together, these findings suggest a mismatch between what incoming students think engineering is andwhat message they receive during their first two years of a program. To address retention issues in the first year of an

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael W. Thompson, Baylor University; Anne Marie Spence, Baylor University; William A Booth, Baylor University; Taylor Wilby, Baylor University

Tagged Topics

NSF Grantees Poster Session

parameters of the system. Our objective is tocontribute to the ongoing discourse on educational technology by providing data-driven insightsspecific to our project's scope and context.Project Outcomes and AccomplishmentsThe successes and challenges for the first year of the grant were described in [1]. While apandemic related issues led to the necessity of adapting recruiting and support activities, we havebeen successful in maintaining two cohorts of 11 students with the first cohort matriculating Fall2020 and the second matriculating Fall 2021. A total of 31 students have been supported in theprogram. Five students left the program because of poor academic performance, three studentsleft because of a change of major, and one student left the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jay Bow, Fairmont State University; Sungmin Youn, Marshall University; Sukjoon Na, Marshall University

Tagged Topics

Diversity, NSF Grantees Poster Session

and conferences dedicated to materials engineering and fracture mechanics, reflecting his active engagement and expertise in the field. Dr. Na received the Best Paper Award in Failure Analysis and Prevention at the Society of Plastic Engineers (SPE) annual technical conferences in 2013 and 2016. ©American Society for Engineering Education, 2024 Effect of Carbon Nanomaterials on the Compressive Strength of Cement Mortar: Research at Marshall University’s 2023 REU Site 1. AbstractThis paper describes the experience and outcomes of a non-engineering major who participatedin a 10-week Research Experience for Undergraduates (REU) program at

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jean M. Andino Ph.D., P.E., Arizona State University

Tagged Divisions

Chemical Engineering Division (ChED)

design,sustainability, and consumer demand information in order to enhance the commodityproduction process. The factors that were explicitly assessed in this work relate to the“curiosity” and “connections” elements of entrepreneurial mindset learning, and includeassessing how well students (1) investigate common processes to recognize potentialopportunities, and (2) integrate and synthesize different types of knowledge. Introductorymaterial regarding reactors was presented to the class, and opportunities to have studentsdiscuss the different reactor types that they encounter in their everyday lives was providedduring a class session. Students then formed groups to carry out two homework assignmentsover an approximately 4-week period. The

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yue Li, Miami University; Maressa L. Dixon, Miami University; Sarah Woodruff

Tagged Topics

NSF Grantees Poster Session

characteristics of innovativetechnology-based STEM education interventions, learning contexts, student demographics, andstudy designs. The purposes of this study were fourfold, to: 1) advance understanding of theeffects of integrating innovative educational technologies and technology-based learningexperiences into K-12 classrooms on students' STEM career outcomes; 2) enable generalizationof the magnitudes and variations of effects on students; 3) specify what settings, technologies,and interventions have been effective for which groups of students; and 4) provide insights abouthow and why such interventions produced positive outcomes. Specifically, this study posed threeresearch questions: 1. What are the magnitudes and variations of effects of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chika Winnifred Agha, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

Tagged Topics

NSF Grantees Poster Session

situations in the workplace.Keywords: equity, ethics, early career engineers, engineering educationIntroductionEvery profession comes with its challenges and the engineering profession is no exception.Navigating the field of engineering, particularly in the early stages of one's career, can bedaunting as uncertainties often arise regarding the expectations associated with the professionaltrajectory of early-career engineers. The difficulties encountered by engineers early in theircareers, in different engineering domains depend on the specific characteristics of theiremployment contexts [1], meaning the nature of these challenges may vary across diverse fieldsand workplaces.An undergraduate degree in engineering provides the foundation for an

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University; William Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Lauren Cifuentes, New Mexico State University

Tagged Topics

NSF Grantees Poster Session

theirlearning skills. The use and impact of the ECE-WisCom is evaluated through a mixed-methodsapproach. The collection and analysis of data include surveys, network interactions, journaling,interviews, observations, and focus groups. The analysis considers student community formation,identity development, and academic performance as well as participant intersectionalities.Overall, the ECE-WisCom seeks to improve the college experience of engineering students bysupporting their learning process and socialization, a couple of skills relevant and with lifelongimpact in college and beyond.BackgroundRecent studies show that, while 58% of White students persist in earning a STEM degree, thepercentage of Latinx students who persist is only 43% [1]. This NSF

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University ; Adrie Koehler; Elnara Mammadova, Purdue University ; Shawn Farrington, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

one of the six variations of SDT(Ryan & Deci, 2000). In educational settings, autonomy refers to giving students a choice in deciding theirlearning; competency is the feeling of being capable and confident in fulfilling the educational expectations, andrelatedness refers to the need to connect with peers and instructors in the class (Levesque-Bristol et al., 2010;Wong, 2022). Shuetz (2008) asserted that satisfying these needs is a driver of successfully engaged andmotivated students.Study 1: Mohandas, L. (2022). The Impact of Interactive Synchronous HyFlex Model on Students’Perception of Social, Teaching and Cognitive Presence in a Design Thinking Course. [Doctoral dissertation,Purdue University Graduate School]. https://doi.org/10.25394

Conference Session

Advancing Diversity in Engineering Education: Insights and Perspectives from Underrepresented Communities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denzel Caldwell, The Ohio State University; Dira Melissa Delpech, The Ohio State University; Nia Johnson, The Ohio State University; Ann D. Christy P.E., The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

awareness andpla�tudes to proac�ve research and concrete ac�on implemen�ng strategies and policies which will aidearly career Black engineering professionals. REFERENCESChandler, R., Guillaume, D., Parker, A. G., Mack, A., Hamilton, J., Dorsey, J., & Hernandez, N. D. (2021). The impact of COVID-19 among Black women: Evalua�ng perspec�ves and sources of informa�on. Ethnicity & Health, 26(1), 80–93. htps://doi.org/10.1080/13557858.2020.1841120Coley, B., & Thomas, K. (2023). “The lab isn't life”: Black engineering graduate students repriori�ze values at the intersec�on of two pandemics. Journal of Engineering Education.Deady, M., Collins, D. A. J., Johnston, D. A., Glozier

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Talha Naqash, Utah State University; Angela Minichiello, Utah State University

Tagged Divisions

Educational Research and Methods Division (ERM)

. Resultant themes central to the research questions are being developed usingqualitative data analysis techniques. By synthesizing the existing research, this review shedslight on how the student’s cognitive responses are influenced by different levels of taskcomplexity during problem−solving and how the task complexity enhances or hindersstudent’s engagement in STEM education.Keywords: Engagement, Goal Orientation, Need for Cognitive Closure, problem−solving,STEM, Task Complexity.IntroductionAccording to Krajcik [1], there is a shift in science education from simply teaching scienceideas to fostering students to figure out processes and problem solutions. STEM educationwas developed to deal with the challenges of the 21st century and train students