Favaloro, T. (2024, June), Building the Engineering Identity of the Lower-Division Engineer: A Formal Model for Informal Peer-to-Peer Mentorship and Student Leadership through Undergraduate Student-Led Experiential Learning  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48430

\bibitem{asee_peer_48430}
  Favaloro, T. (2024, June), \emph{Building the Engineering Identity of the Lower-Division Engineer: A Formal Model for Informal Peer-to-Peer Mentorship and Student Leadership through Undergraduate Student-Led Experiential Learning}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48430

Tela Favaloro.  "Building the Engineering Identity of the Lower-Division Engineer: A Formal Model for Informal Peer-to-Peer Mentorship and Student Leadership through Undergraduate Student-Led Experiential Learning".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48430 Internet.  21 Dec, 2024

\bibitem{asee_peer_48430}
  Tela Favaloro.
  "Building the Engineering Identity of the Lower-Division Engineer: A Formal Model for Informal Peer-to-Peer Mentorship and Student Leadership through Undergraduate Student-Led Experiential Learning".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48430 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_48430
author = "Tela Favaloro"
title = "Building the Engineering Identity of the Lower-Division Engineer: A Formal Model for Informal Peer-to-Peer Mentorship and Student Leadership through Undergraduate Student-Led Experiential Learning"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48430}
number = {10.18260/1-2--48430}
}

TY  - CPAPER
AB  - In this academic practice proceeding, we present a model for a series of approachable, skills-based courses aimed at supporting constructive engineering identity work among learners in their first year – by being largely designed and taught by upper-division undergraduate students. The students propose the learning outcomes for these First Year Design courses to target skills - both technical and professional - that they identify as valuable when navigating theory-based coursework and practice-focused extracurricular activities. Student-teachers build their course from a high-structure template centered in active and experiential pedagogy, where learners are initially “set up” with content knowledge and skills practice before being “let go” to navigate the entire engineering design cycle on a team project. Through this peer-to-peer active learning model, we not only provide real-world context for what it means to be an engineer to our lower-division nascent engineers, we also cement the engineering identity of our upper-division student-teachers by celebrating their skill as experts. Thus far, course assessments look promising: learners achieve complex team project artifacts; they value working and learning as a more diverse cohort across disciplines; they are better able to relate to engineering tracks with many joining engineering clubs; and they see themselves in the student-teachers. Many learners go on to propose and teach a First Year Design course themselves. Though this program is not without its challenges, these preliminary results suggest we are training the next generation of student-leaders, one that is more diverse and fluent in what it means to be an engineer.
AU  - Tela Favaloro
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Building the Engineering Identity of the Lower-Division Engineer: A Formal Model for Informal Peer-to-Peer Mentorship and Student Leadership through Undergraduate Student-Led Experiential Learning
UR  - https://peer.asee.org/48430
DO  - 10.18260/1-2--48430
ER  -