Conference Session

Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

) Which mentor qualities aresuccessful in graduate school guidance? and 3) How can virtual activities engage students tobuild leadership skills and confidence in their academic pathways and future careers? Theprogram structure has three key features to enrich the peer mentorship experience: (i) goal settingand reflections, (ii) academic/professional development, and (iii) community building. Weevaluated the program through a series of surveys and interviews to collect information aboutundergraduates’ knowledge on graduate admissions items, reflections on mentoring interactions,and accomplishments made during the program.We recruited participants through in-person promotion during meetings of student organizations,referrals, and written/electronic

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

comments. In this paper, we cover the salient features of a course AME4163 –Principles of Engineering Design and the findings from an analysis of the learningstatements. In our work we find evidence that students in project-based designcourses are not being evaluated based on the actual learning taking place in thecourse, which we suggest is caused by a discrepancy between typical methods ofinstructor evaluation and the lessons learned by students over the course of aproject. This conclusion is based on our finding that there is no relationshipbetween student submitted learning statements and the grades that they achieved.Consequently, we suggest that the way students in project-based design coursesare evaluated must be changed to reflect

Conference Session

Outreach and Beyond in the Chemical Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Byron Hempel, University of Arizona; Paul Blowers, University of Arizona; Kasi M. Kiehlbaugh, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

an online class. The implementation of the interventions may look different in each of those venues or20 have different levels of effectiveness because every classroom environment differs and faculty21 deployment of instructional practices varies. The strongest recommendation of the authors is to deploy a22 reflective process throughout implementation of some of the different teaching practices. This will allow23 for personal and professional growth in deploying the techniques while improving their use in their local24 teaching context over time.25 Introduction26 Statistics about Why Students Leave College and STEM Fields27 The current state of higher education is tragic. The U.S. Department of Education reported in 2015

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Onboarding and Community Building in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Ifeoma Nwanua, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

. students in engineering – from motivations and persistenceto encounters with racial microaggressions – the disparity remains, underscoring the need fordeeper exploration.Utilizing autoethnography, this study illuminates the journey of a Black female engineer fromNigeria during her inaugural semester in a U.S.-based civil engineering Ph.D. program. Theresearch hinges on two pivotal questions: what early challenges did she confront, and how did shetraverse them? To answer these questions, reflective journals and audio diaries maintainedconsistently by the researcher were employed. These data sources were subjected to inductivecoding via Dedoose to tease out dominant themes.This research findings highlight critical challenges this international

Conference Session

Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah Ilana Karpman, University of California San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Women in Engineering

programs, etc.) haveimpacted the success of these women, it was important to have distinct research sites so that Icould examine the effects of various policies and procedures on the careers of the researchparticipants within the context of each institution’s programs and policies.Population and Sample I interviewed women faculty who have their primary appointment in the engineeringschool each campus (since some faculty have dual appointments). The objective for each site  was to interview at least fifty percent of the faculty so that my sample would reflect the variedexperience of tenured women faculty at each site. Table 1-1 describes the population and sampleat each research site and Table 1-2 provides employment and demographic

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Ann M Gansemer-Topf, Iowa State University; Qing Li, Iowa State University; Shan Jiang, Iowa State University of Science and Technology; Gül E. Kremer, Iowa State University of Science and Technology; Nigel Forest Reuel, Iowa State University of Science and Technology; Rebecca Mort

. Surprisingly, over half of the studies we reviewed used more qualitativemethods such as direct observation, analysis of reflective writings, presentations, and notebooks,document analysis of programs and curriculum, interviews, and recordings. Quantitative datafrom rubrics, surveys, and pre and post tests were also analyzed. The variety of research methodsused to explore project management skills are important to consider as we evaluate and assessthe GAPS program. Studies using quantitative designs were able to demonstrate differencesbefore and after project management initiatives were implemented. These studies provided arelatively concise and clear evaluation of the effectiveness of project management skills. The preponderance of qualitative

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle N. Wagner, Purdue University, West Lafayette ; William C. Oakes, Purdue University, West Lafayette ; Ashish Dahiya, Indian Institute of Technology, Delhi, India

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

plan to carry out study abroad opportunities, having community partners in eachlocation also allows for justification for travel for students in both the U.S. and India.Actionable changes for leveraging strengths - within or between teams, or in curricula:In addition to questioning short-term interactions and dynamics, and with the intent of challengingunjust systems toward “critical service learning,” [11] it may be helpful to establish social justiceand global relationship-based reflections [6], [7] toward systemic change. It is well establishedthat students cultivate empathy through partner interaction in service-learning projects, which isassessed by regular reflections [12]. Currently, students on the U.S. team are asked to reflect

Conference Session

Empowering Students: Self-Efficacy, Advising, and Transfer Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juan Alvarez, University of Illinois Urbana-Champaign; Jennifer R. Amos, University of Illinois Urbana-Champaign; Yael Gertner, University of Illinois Urbana-Champaign; Benjamin Cosman

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

Intrinsic Motivation items of the questionnaire were codedon a Likert-scale from “Strongly agree” to “Strongly disagree”. The Learning Styles Inven-tory questionnaire included 44 items that were binary in nature, students picked the bestfit from two presented options, e.g. “I understand something better after I a) try it out orb) think it through”. Each of these 44 items belonged to one of 4 learning styles categories:Activist/Reflective, Sensing/Intuitive, Visual/Verbal, or Sequential/Global. Students wouldthus get a score between 0 and 11 for each category - for example, the 11 items that cor-responded to the Activist/Reflective spectrum were added with a score of 1 if the responsecorresponded to Activist and a score of 0 if the response

Conference Session

Student Division (STDT) Technical Session 3: Student Innovative Practice

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elyas Masrour

Tagged Divisions

Student Division (STDT)

technology developed, which requires imagination and the skills to project atechnology into the future. These considerations can be challenging to track for each individualstory, which led to the genesis of this project. III. Methodology: The RRCD Framework The purpose of this project is to design a framework to allow an engineering instructor toquickly and easily integrate a piece of science fiction into their classroom for the purposes ofethical analysis. To accomplish this, we designed the RRCD framework. To begin with, RRCDstands for four question types: Recall, Reflect, Challenge, and Decide. When these questiontypes are answered as a sequence in relation to a piece of science fiction content, they aredesigned to encourage

Conference Session

Experimentation and Laboratory-Oriented Studies Division (DELOS) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari P.E., University of Colorado Boulder

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

(e.g., alum)onto the Merge Cube. Within both AR/VR sections, students are asked to reflect on theirexperience and their thoughts on the usage of this technology within the industry and in theircareers. To receive credit for and complete the lab session/assignment, students can be asked tosubmit an informal lab report with their reflections and thoughts about this technology. Thefollowing VR/AR lab and was designed utilizing databases from Schmid et al., 2020 andAbdinejad et al. 2021.Virtual Reality & Augmented Reality Lab – “Getting Real”Due Date: 1 week from the date of postingAssignment format: Group (teams of 2-4), submit one document per group.Glen Keane is the Oscar-winning artist who is behind Disney classics such as The Little

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lisa Merriweather, University of North Carolina at Charlotte; Niesha Douglas; Cathy Howell, University of North Carolina at Charlotte; Anna Sanczyk

contemporary cultural and political critique informed by Africana Philosophy and Critical Race Theory, Lisa invites readers and interlocutors to a space of reflection through (re)presenting and (re)languaging racialized experiences. Her research interests include culturally liberative mentoring, critical race pedagogy, STEM doctoral mentoring, and race and racism in non/informal adult education.Cathy Howell (Clinical Assistant Professor)Niesha C Douglas (Dr.) © American Society for Engineering Education, 2022 Powered by www.slayte.com Same soup, different bowl: Understanding the mentoring attitudes of STEM doctoral faculty at HBCUsAs a whole Black

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aaron C. Clark, North Carolina State University at Raleigh; Erik Schettig, North Carolina State University at Raleigh; Jeremy V. Ernst, Embry-Riddle Aeronautical University - Worldwide; Daniel P. Kelly, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics Division (EDGD)

students through examples and reflection on how the content applies to real-worldapplications (21). Active learning modules contained course content information, video tutorials,sample exercises, and self-check features that enabled students to apply elements of self-regulated learning. Technical content knowledge from the course was covered in the modules and reinforcedthrough real-world examples, such as demonstrating how engineers use section views of modelsto show function (figure 1) and using everyday objects to help define technical terms, such asvarious section views cut out of vegetables (figure 2). Video tutorials guided students on how toapply content knowledge in software and technical practice, such as in a video demonstration

Conference Session

Interdisciplinary Integration at the Course Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nina Kamath Telang, University of Texas, Austin; Ramakrishna Sai Annaluru, University of Texas, Austin; Christine Julien, University of Texas, Austin; Pedro Enrique Santacruz, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

including untold stories throughout the history of computing andalgorithms, identity and intersectionality in engineering, designs from engineering that have highsocietal impact, the LGBTQ+ experience in engineering, engineering and mental health, andcultural diversity within engineering. Each module gives a brief overview of the topic, followedby an associated assignment. We made all of these modules available to the students in thecourse and told them to choose one to complete. Each student engaged with their selectedmodule in four specific ways: (1) watching a relevant video; (2) reading and annotating aprovided article; (3) responding in a written reflection to a set of specific prompts relevant to themodule; and (4) conducting an interview

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

Tagged Divisions

Faculty Development Division (FDD)

previouswork, we presented the design, execution, and lessons learned of a faculty development programfor instructors of introductory engineering courses developed in a Chilean regional university. Theprogram implemented a collaborative coaching model in which methodological experts led teamsof instructors in designing and creating coursework materials and accompanied theimplementation of the courses through classroom support and weekly reflection sessions. A totalof nine instructors started the program, but six continued during the entire year and ended withsuccessful results. Almost five years after the completion of the program, we wonder: How mightthe faculty development experience have impacted in the long-term the instructional practices

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachelle Pedersen, Texas A&M University; Alex J Sobotka, Texas A&M University; Ashley Renee Kersey; Ali Mostafavi

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

? environmental impacts (high CO2 emissions).EXAMPLE REFLECTION QUESTIONS Choose one of the “Impacts” that occurred. If we were to have to build a plane again in the future, knowing what we know now from this experience, what mitigation plans or changes might you implement to reduce the risk and impact of these occurrences? (HS-ETS1-3) Engineering is an inherently creative process. In what ways did you utilize your creativity in the activity? (NOE) A pre-designed plane can constrain creativity. What might be other barriers to creativity that engineers face? (NOE) As a new challenge arose, what kinds of changes did you have to make to your originally planned process? How did you decide what risks were acceptable? (Tradeoffs; HS-ETS1-3) Read

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, The Hill School ; Abeera P. Rehmat, Georgia Institute of Technology; Samieh Askarian Khanamani

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

everyday items. Previousstudies haveIn this resource exchange, we share the guideline we developed for parents so they can easilydevelop wide range of play-based engineering activities integrated in science, math and story-telling. We provide examples of the activities we and participating parents developed, as samplesto be used by other parents and educators.References[1] Ohland, C., & Ehsan, H., & Cardella, M. E. (2019, June), Parental Influence on Children'sComputational Thinking in an Informal Setting (Fundamental Research) Paper presented at 2019 ASEE AnnualConference & Exposition , Tampa, Florida. 10.18260/1-2--33157[2] Alemdar, M., Moore, R., & Ehsan, H. (2023). Reflections on the Impact of COVID-19 on Pre-CollegeEngineering

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Edgar Canario, New Jersey Institute of Technology; Donna Chen

sleep that may each stage across scale factors. (B) Average Multiscale reflect important brain activity. 8. Kulkarni, Nilesh & Bairagi, Vinayak. (2015). Electroencephalogram ■ EX: (X1 +X2)/2 Entropy for Chanel Pz-Oz for each stage across scale based diagnosis of Alzheimer Disease. factors. 10.1109/ISCO

Conference Session

Technical Session S2A

Collection

2022 First-Year Engineering Experience

Authors

Whitney Gaskins, University of Cincinnati

Tagged Topics

Workshops

forthe Bridge students and their parents/guardians/siblings. Bridge instructors and college anduniversity administrators are invited. Meritorious Bridge student scholastic performances arerecognized in various categoriesE-Portfolio: The students will be coached in using an E-Portfolio system to document theirexperiences. Each student will prepare and upload a reflective essay documenting theirprofessional career aspirations and its relationship to the college education.Collaborative Courses: These are intended to support learning in Calculus and Physics, thehistoric 'weed-out' courses for engineers and are attended by all selected Bridge students. TheSCLC courses meet twice a week for 2 hours in addition to the regular Calculus or Physicscourse

Conference Session

Technical Session S1B

Collection

2022 First-Year Engineering Experience

Authors

Todd R Hamrick, West Virginia University

Tagged Topics

Workshops

- neering career in industry. During his career, Dr. Hamrick served in a broad range of positions including design, product development, tool and die, manufacturing, sales, and management. His teaching style brings practical, innovative, experience-based learning to the classroom, where hands-on projects that reflect real-world applications are valued by students. American c Society for Engineering Education, 2022 FYEE 2022 Workshop summary Todd Hamrick, PhD, West Virginia University Student Success Beyond Covid, Teaching The Workforce Of 2026The workshop will consist of a presentation, breakout

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Michael Fosmire, Purdue University at West Lafayette

Tagged Topics

Diversity

approved Material Resistance, heat Graphical Choosing ??? Property capacity, melting T... interface is nice right thing IEEExplore Info about Like a regular Scholarly Peer articles/conferences search engine articles reviewedFirst-year students come from very different information environments, typically much smallerthan the university library. The information foraging mental model provides students with thelanguage and concepts so they can be reflective searchers who understand why they are learningabout ‘library resources,’ as well as non-library information sources, and what the reward is forinvesting the time to become

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Chung Seop Jeong, University of South Florida; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Paul Spector, University of South Florida

number of factors, not least of whichis their strategies for completing their academic work. Those strategies include the avoidance ofdistractions, class attendance, and the scheduling of study sessions (Diefendorff et al., 1998).Some students are able to set academic goals, devise strategies to achieve those goals, andimplement the strategies. Others might set the same goals and have the same strategies butstruggle to translate goals into effective actions that produce success. One psychological factorthat determines how well students can translate goals into effective actions is the personalityvariable of action-state orientation. Action-state orientation is a personality variable that reflects how well people cantranslate goals into

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marissa Forbes, University of San Diego; Susan Lord, University of San Diego; Gordon Hoople, University of San Diego; Diana Chen, University of San Diego; Joel Mejia, The University of Texas at San Antonio

the products that we have now. Yes, like creating things that we just use in the world.This description brushes up against the sociotechnical paradigm by identifying engineering as ‘notjust building’ without really going into the paradigm. We heard numerous similar ‘brushes’ fromthe other students. In some instances, this was conveyed by expansive, open, and inclusive—yetvague—statements about engineering, such as another student’s sentiment that, “there's not a reallyset barrier to what [engineering] could be. It can be like art, it can be everything.” The generalityand nebulous nature to many articulations reflect the early stage that these students are in on theirengineering education journey [37] (all but one had just finished their

Conference Session

NEE Technical Session - Innovative Teaching Strategies II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Alexander, Texas A&M University - Kingsville; NAZMUL RAHMANI, Texas A&M University - Kingsville

. Opportunity to work alone, whereas industry requires to work in a team and collaborate with people on projects e. Need to pick up new skills more often as industry focuses on developing solutions or products f. The uncertainty in the industrial R&D job market2. What items helped you personally in making this transition effectively? a. Past experience part-time or adjunct teaching b. Teaching experience during grad program c. You were prepared, focused and driven d. Internal reflection and self-discovery e. Reduced teaching load in first semester f. Start-up fund for research g. Mentor program to ease transition h. Teaching workshops3. What was the greatest challenge you faced

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Krishnanand Kaipa, Old Dominion University; Jennifer Kidd, Old Dominion University; Julia Noginova; Francisco Cima; Stacie Ringleb, Old Dominion University; Orlando Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, Old Dominion University

quantitative survey evaluating the engineering students’ understanding of design processknowledge was used to study the relationship between the quality of robots produced and theengineering design concepts they learned during the course of the collaborative team project.Written reflections were collected from the engineering students at the end of the project to add aqualitative perspective to the study. Open-ended prompts directed students to describe what theywere teaching, the roles they played during the lesson, what they felt most/least confident about,their impressions of the success of their lessons, their interactions with preservice teachers andfifth graders, and what they learned from the experience.ResultsPreliminary results of a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuan Li, University of Florida; Peyton Turinetti, University of Florida; Sarah Furtney, University of Florida; Chelsey Simmons, University of Florida; Renee Simmons

session was led by faculty members from the College of Education at Univeristyof Florida. They discussed how to incorporate what they learned from the morning session intotheir curricula based on their students’ needs. Although all the educators had the sameexperience making hydrogels, their students were at different levels of the K-5 spectrum.Educators focused on 1st grade may need to create their curriculum vastly different fromeducators teaching 5th grade. During the afternoon session, the educator reflected on theirstudents’ needs and integrated key engineering concepts such as observing tissue samples, takingmeasurements, making stock solutions, and analyzing results for their respective classrooms.In order to study the significance of the

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

% disagreed. To the negatively phrasedquestion B aimed at feelings of empowerment, 81% disagreed and 10% agreed that nothing theycould do would make things better. This shift may reflect the more global nature of B comparedwith A, but nevertheless shows considerable optimism.Regarding one topic that students were asked about their desire to impact (C), poverty or lack ofresources, feelings were more mixed, with 55% agreeing and 23% disagreeing. Likewise,regarding D, opportunities for women and minorities, 59% agreed and 20% agreed. The students,as a group, show a high degree of altruism. Though it is true that most students would like toimpact, with their profession, poverty and opportunities for women and minorities, how and towhat extent this will

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Cunningham, Pennsylvania State University; Gregory Kelly, Pennsylvania State University

supportingthese outcomes for all youth (including ELs) and educators?We conceptualize our research with a conjecture map [33] (see Figure 2). This illustrates the aimof the design, distills particular features of the design and what they are expected to do, andspecifies what they should produce. As we engage in the research, we will modify and revise ourconjecture map to reflect our learning. Figure 2: Conjecture map for supporting equity-oriented engineering for ELs in OS programsThese frameworks, principles, maps, and questions guided the development of our YES Out ofSchool curricular units.YES Out of School Curriculum DevelopmentOur development efforts focused on conceptualizing and drafting two curricular units thatfeatured a socially engaged, real

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Case, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University; Marie Paretti, Virginia Polytechnic Institute and State University; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

experiences with largedata sets. These large datasets include the Multiple-Institution Database for InvestigatingEngineering Longitudinal Development (MIDFIELD) and the Design Thinking ResearchSymposium. MIDFIELD contains “student record data for all undergraduate, degree-seekingstudents at partner institutions” https://midfield.online/. DTRS is an intentionally designed datasharing project that was designed to promote transformation of design education [3]. Each talkwas again followed by reflection in groups identifying elements that resonated.Following a lunch break, participants engaged in a second deeper round of introducing their datasets. In this phase, we wanted them to think about the personal elements of and their attachmentsto the data. The

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Beena Ajmera, Iowa State University of Science and Technology; Sarah Crary, North Dakota State University; Christi McGeorge, North Dakota State University

mathematics (STEM) leaders.Several strengths were identified by the authors as they reflected on the summer activitiesincluding the successes in creating strong connections between the teachers, faculty membersand graduate students, and the industry partners as well as the agility of the core research team toovercome unexpected challenges. However, the reflections also revealed several areas forimprovement that would increase the accessibility of the site to underserved and/orunderrepresented teacher populations, better utilize the resources available and in general,improve the quality of the program and curriculum developed by the teachers. Included withinthis paper are suggestions that the authors would make to improve current and future RET

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kimberly Luthi, Embry-Riddle Aeronautical University - Worldwide; Mohua Kar; Lisa Macon, Valencia College

completed an experiencesquestionnaire. The responses were compared to those of four students in STEM disciplines whodid not participate in the PLTL activities. This questionnaire allowed students to report currentexperiences and experiences they wished to have more of in the engineering program as well asSTEM programs in general. Although the sample size that completed the questionnaire is small,the results offer a reflection of participants’ experiences. The questionnaire was built from Talleyand Ortiz’s [3] research on the constructs of interest and motivation that are associated with thepersistence of female students who are undergraduates in STEM fields. Questions of the focusgroup were developed to explore both internal processes for