Conference Session

First-Year Programs Division Technical Session 7: Teamwork, Reflection, and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Constantine Mukasa, Northeastern University

Paper ID #36995Students’ Perception of Peer-to-Peer Evaluations in a Project-Based First-Year Engineering CourseConstantine Mukasa (Assistant Professor) Dr. Constantine Mukasa received a B.S. degree in Computer Engineering from Bethune-Cookman University, Daytona Beach, Florida, USA in 2007, and his M.Sc. and Ph.D. degrees in Electrical Engineering from Florida Atlantic University, Boca Raton, Florida, USA, in 2013, and 2017, respectively. He is currently an Assistant Professor in the First-Year Engineering Program at Northeastern University in Boston, MA. His research interests include Engineering Teaching

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Melissa Aleman, James Madison University; Collette Higgins, James Madison University

students' path into STEM?Toward answering this question, this paper explores the lived experiences of a group of studentsenrolled in a non-disciplinary engineering program at a mid-Atlantic, primarily undergraduate,comprehensive, public university. For these students, we examine their described pathways intoengineering by identifying and defining the types of influential experiences on the constructs ofhighly structured activities to completely unstructured activities and those driven by certainforms of curiosity. Their pathways provide insight into the overlapping experiences of learningin formal educational settings as well informal settings such as the home. Defining theseactivities allows for a clearer understanding of what constitutes

Conference Session

Graduate Studies Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Darby Riley, Rowan University; Jacob Troutman, University of Texas at Austin

majordifferences between coping networks of students who are able to successfully manage stress versusthose who are not able to? To answer these questions, we surveyed graduate engineering studentsat a mid-sized Mid-Atlantic institution. The survey consists of three major sections: (1) thePerceived Stress Questionnaire (S. Levenstein, et al. J. Psychosom. Res., vol 37, no. 1, pp. 19-32,1993.), which is a validated instrument that assesses an individual's perceived stress level, (2) asection for respondents to identify and rank major sources of stress, and (3) a section forrespondents to identify and rank major coping strategies. The survey identified research, grades,and issues relating to mental health as major stressors for all groups, and people

Conference Session

Design in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Melissa Aleman, James Madison University; Kelly Sadel

, missing opportunities, implementing new routines,experiencing changes in their learning environment, and adapting to changing projectexpectations. Student accounts allow educators to understand the ways in which studentsunderstood their experiences during the pandemic and how students adapted.At this mid-Atlantic university, the engineering department offers a single B.S. in Engineeringdegree. The students’ studies revolve around the concept of engineering as a design disciplinewith students’ course and project work involving engineering design, analysis, projectmanagement, and making. Engineering students begin team-based engineering work during theirfirst semester, and the students continue to complete project work with their peers up

Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Wickenheiser, University of Delaware; Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware

year (AY2021-2022), our targeted student outcomes, and, lastly, a formativeevaluation of the impact of the course redesign on student outcomes related specifically to theteam-based design project. The setting for this study is an ABET accredited MechanicalEngineering program [24] at a public land and sea grant university in the Mid-Atlantic US with amid-sized course enrollment (ca. 140 students per year).Identification of Learning ObjectivesThe main objective of this junior-level course sequence redesign is to bridge the gap betweenfundamental mechanical engineering coursework, with its accompanying highly structuredprojects, and open-ended, sponsor-driven capstone design experiences. With this in mind, weexamined the level of preparation of

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Tech (primary) and Universidad EAFIT (secondary); Catherine Twyman, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University; Benjamin Chambers, Virginia Polytechnic Institute and State University

with Interpretation Thematic Qualitative data Descriptive Statistics Analysis collection Open-ended questions on students’ view of Engineering and DesignData CollectionData for this study was collected from a large R1 university in the Mid-Atlantic region. Theparticipants were primarily first-year engineering students in their second semester who werepart of the general first-year engineering program at the university. Our study sample involvesstudents who enrolled in the ENGE 1216 class during Spring 2021. Data was collected from 11course sections with a maximum of 72 students each, taught by three

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meredith Kirkmann, University of Maine; Rachel Mosier, Oklahoma State University

. 674-681.[3] Mosier, R.D., Charter, V., Ramming, C.H., Reck, J. R., & H.N. Yates. (2017). “Architecture,Architectural Engineering and Engineering Technology Student Learning Styles as Compared toEngineering Science Grades.” Conference Proceedings, American Society for EngineeringEducation Midwest Section Conference.[4] Holt, E. A., Shaurette, M., and Chasek, C. L. (2016), “A Comparison of ConstructionManagement and Engineering Student Learning Styles” Paper presented at 2016 ASEE AnnualConference & Exposition, New Orleans, Louisiana. 10.18260/p.26283[5] Bandyopadhyay, A. (2020). “Educating Civil Engineering Technologist.” Paper presented at2020 Fall ASEE Mid-Atlantic Section Meeting, Virtual (hosted by Stevens Institute ofTechnology

Conference Session

Faculty Development Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Chambers, Virginia Polytechnic Institute and State University; Stephen Moyer, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Po-Jen Shih, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University

and flexible tools that all faculty in thedepartment could employ. These tools were mostly spreadsheet based and coding was done withGoogle Apps Script. In the two semesters since sharing the generalized versions, the tools havebeen adopted by several faculty and have successfully supported grading, course administration,assessment, and research efforts.2. Department contextThe faculty and graduate students involved in the development of these tools teach in the generalengineering program at a large mid-atlantic university. All incoming engineering students passthrough a two-semester introductory engineering course sequence. The program serves well over2000 students per year, supported by a team of about 15 instructional faculty, each working

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Van Hilst; Reginald Parker, Embry-Riddle Aeronautical University - Prescott

Paper ID #36526Schedule Risk and PERT in Undergraduate CapstoneProjectsMichael Van Hilst Dr. Van Hilst is an Associate Professor of Software Engineering at Embry-Riddle University in Prescott, Arizona. Prior to that he taught at Nova Southeastern University and Florida Atlantic University. Dr. Van Hilst entered academia after an extensive career in industry. He worked for 10 years at the Harvard-Smithsonian Center for Astrophysics where, as senior architect, he worked on NASA’s Einstein, Hubble, and Chandra space telescopes. He also worked at IBM Research, for the French CNRS, and at HP Labs, where he was a

Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Johnson, Pennsylvania State University; Minyoung Gil, Pennsylvania State University

Christina 5 21 Sparta Juan 5 21 Sparta Group 4 Paris 5 10 Sparta Tony 6 15 SpartaOriginally planned as a two-day in-person workshop, the resulting workshop was a four-partseries of half-day, synchronous meetings with eight rural teachers from three schools in ruralareas in the Mid-Atlantic region. All participating teachers had attended the same school inwhich they teach, have greater than five years of classroom experience, teach about theenvironment and ecology in their science curriculum

Conference Session

ECE Division Technical Session 8: Effective Teaching and Learning in Post-Pandemic Classrooms and Other Curricular Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Asad Azemi, University of Wisconsin - Platteville; Xiaoguang Ma, University of Wisconsin - Platteville; Fang Yang, University of Wisconsin - Plattevile; John Goomey, University of Wisconsin - Platteville; David Andersen, University of Wisconsin - Platteville

] Gayle, M., and Mangra, D., “Engineering by Remote Online Learning During COVID-19,” Proceedings of the Fall 2021 ASEE Middle Atlantic Section Meeting.[6] Aggarwal, A., “Teaching in a COVID-19 Disrupted Semester,” Proceedings of the 2021 ASEE Annual Conference 2021(virtual).[7] Javaid, M., Wittenmyer, E. L., Henriquez, O., and Pritchett, L. D. “Undergraduate Engineering Laboratories During COVID-19 Pandemic,” Proceedings of the 2021 ASEE Annual Conference 2021(virtual).[8] Khraishi, T. “Personal Experiences from Teaching Virtually Online

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider; Benjamin Chambers, Virginia Polytechnic Institute and State University

research work isone effort to this effect and as a result any neutral or negative feedback will be includedimpartially as important dimensions of the improvement process.MethodsParticipantsThe participants in this study were drawn from two sections of a second semester first-yearengineering course at a large public Mid-Atlantic university. These sections occurred “off-cycle,” here meaning that they took place in the first semester of the academic year. At thestudy’s institution, these sections are typically intended for students who have transferred fromanother institution, students aiming to transfer into the college of engineering from within theuniversity, students who are repeating the course, and students in other majors who wish to takethe

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Monique Head, University of Delaware; Christos Aloupis, University of Delaware; James Hanson, Rose-Hulman Institute of Technology; Allen Jayne, University of Delaware

, "Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan," The International Journal of Electrical Engineering & Education, p. 0020720920988493, 2021, doi: 10.1177/0020720920988493.[4] J. Collado-Valero, G. Rodríguez-Infante, M. Romero-González, S. Gamboa-Ternero, I. Navarro- Soria, and R. Lavigne-Cerván, "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19," Sustainability, vol. 13, no. 10, 2021, doi: 10.3390/su13105336.[5] K. D. Abel, "Effective Online Teaching Practices during a Covid Environment," presented at the Middle Atlantic ASEE Section Spring 2021

Conference Session

LEAD Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Kyle Gipson, James Madison University; Matthew Caulfield, James Madison University

andidentification of the model in 2008 by Elizabeth Collins and Edward Clapp in 2011 [1, 21]. Bydetermining the best practices in research and development, we aim to inform decision makingand understanding for those entering and creating mentorship programs. Critical decisionsapplicable for both case study one and case study two that led to the implementation of omni-directional mentorship models are described in more detail in each case study’s sub-section.4.1 Case Study 1: Undergraduate Engineering Mentorship Program for First-year StudentsThis case study is based on a mentorship program for junior and senior engineering studentscompleting a non-disciplinary engineering program of study at a mid-Atlantic comprehensiveuniversity. This mentorship program

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marie Paretti, Virginia Polytechnic Institute and State University; Jessica Deters, Virginia Tech Department of Engineering Education; Maya Menon, Virginia Polytechnic Institute and State University; Margaret Webb, Virginia Tech Department of Engineering Education

to Address Disasters Project funded by the Division of Graduate Education - NSF Research Traineeship (NRT)BackgroundDisasters continue to devastate communities across the globe, and recovery efforts require thecooperation and collaboration of experts and community members across disciplines [1-3]. TheDisaster Resilience and Risk Management (DRRM) program, funded through the NationalScience Foundation (NSF) Research Traineeship (NRT), is an interdisciplinary graduate programthat brings together faculty and graduate students from across one large, mid-Atlantic universityin order to develop novel transdisciplinary approaches to disaster-related issues. The projectseeks to improve understanding and support proactive decision-making relative to

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bryce Hughes, Montana State University - Bozeman; Sidrah MGWatson; Sarah Heller; Leilani Contos

“field” broadly, we included the items twice, once worded specifically forengineering and the other for science. As non-STEM students will also complete this survey,participants who are not in STEM should score low on both items, as well as observingdistinctions between students in engineering and science.Data Collection and AnalysisTo represent a range of undergraduate experiences in STEM, we have identified and contactedfive institutions that are geographically diverse and represent several institutional types. Thesample includes two R1 universities, two R2 universities, and one community college across thePacific Northwest, Pacific Southwest, Mid-Atlantic, Southeast, and Mountain West regions. Datacollection is nearly complete at two

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jody Zhong, University of Louisville; Patricia Ralston, University of Louisville; Campbell Bego, University of Louisville; Thomas Tretter

2019 Physics I STEM degree; students with better grades[13] (n=4,498) 98.1% more likely to graduateInkelas et Mid-Atlantic 2009- longitudinal Calc I and Calc graduation Students beginning in Calc I had lower Sequential, exploratory,al., 2021 university 2016 II (on-track GPA (p ≤ .001), and longer time-to- mixed-methods design; t-[14] (n=2,689) calculus) degree (p ≤ .05) than those in Calc II. tests, hierarchical

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Henry Claesson, Virginia Polytechnic Institute and State University; Robert Hodge, Virginia Polytechnic Institute and State University; Eunsil Lee, Virginia Polytechnic Institute and State University; Jennifer Benning, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University

15 Communication C6 difficult than other kinds of teams.Participants and ProcedureData for this study was collected with students enrolled in a first-year general engineeringprogram at a suburban mid-Atlantic R1 institution. All participants were enrolled in differentsections of an introductory engineering design course, where students were introduced todifferent engineering concepts and the engineering design process. The course was taught in afully online synchronous modality due to Covid-19 precautions. All participants were required tocomplete an assignment that outlined the basic function of their design teams, includingindividual member

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Kelly Sadel; Melissa Aleman, James Madison University

focus on understanding how the shift to online remoteinstruction was experienced and understood by students in an engineering department at a mid-Atlantic university. Through focus groups, students discussed their experiences with onlinelearning over the course of the pandemic and how they felt they were affected. Student responsesyielded categories that included their experiences while at home, the expectation violationsassociated with pivoting to remote instruction, changes in content delivery, initial experiences ofpivoting to online learning, the perceived learning gap, their professors’ ability to adapt, andtheir individual experiences using spaces during online learning. The themes that emerged helpto describe the experiences of four

Conference Session

Electrical and Computer Engineering Laboratory and SoC Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Schuman, Virginia Polytechnic Institute and State University; Lisa McNair, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Justin Kleiber, Virginia Polytechnic Institute and State University

courses includegiving students hands-on experiences and providing them with an integrated perspective on ECEtopics so that they see the linkages between material across courses, such as transistors in theelectronics course and in the digital systems course.The project described in this paper is for the ECE 2804 “Integrated Design Project” course in thesecond semester of the second year. The course is meant to be a “mini-capstone” course thatprovides a scaffold for students toward a more open-ended design experience in their fourth year,as well as exposes students to a variety of professionalism topics, as will be described in moredetail in Section 5. The course also serves as a gateway to choosing a major in the third year, asthe course is a

Conference Session

CIT Division Technical Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Hensel, West Virginia University; Katerina Goseva-Popstojanova, West Virginia University

employment outlook and the criticality of these positions to our economy and nationalsecurity, universities are developing cybersecurity education programs. One large, land-grant,R1 university in the mid-Atlantic region has developed a new B.S. degree in Cybersecurity andan Area of Emphasis (AoE) in Cybersecurity for Computer Science, Computer Engineering andBiometric Systems Engineering majors. These educational initiatives aim to produce work-forceready cybersecurity experts who will fill the growing demand for cybersecurity professionals.Past research has shown that the development of a positive engineering identity contributes toincreased retention and persistence within engineering fields [2]. One goal of the NSF S-STEMACCESS program is to

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Callie Miller, James Madison University; Daniel Castaneda, James Madison University; Melissa Aleman, James Madison University

researcher works collaboratively with the persons who have a common experience, inthis case teaching a common engineering course, to facilitate a storytelling process.Over an eight-month period, two junior (tenure-track) engineering faculty planned in Fall 2020and delivered in Spring 2021 a remote offering of an introductory engineering mechanics classfor sophomore students at a primarily undergraduate institution (PUI) and predominantly Whiteinstitution (PWI) located in the Mid-Atlantic region of the United States. Each engineeringinstructor brought with them their unique life experiences. The lead author, an interdisciplinarilytrained bioengineer in her fifth year of teaching this engineering course, a cisgender mother in aheterosexual marriage

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cayla Ritz, Rowan University; Cheryl Bodnar, Rowan University; Melissa Montalbo-Lomboy, Rowan University

case study affect the development of undergraduate students’ perception of the entrepreneurial mindset? 2. How is interdisciplinary competence affected by the participation in a narrative-based interdisciplinary case study?MethodsThis study was conducted at a mid-Atlantic university with three sections of a project-based,multidisciplinary engineering design course for sophomore engineering students. The study wasconducted during the fall 2021 semester. This study consisted of a total of 54 students, 48 ofwhom consented to participate in the study. 37 students completed both the pre- and post-surveyrequirements. The survey for data collection was distributed in the first and last class. The surveyconsisted of questions from the

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Sarah Ovink, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

issues related toscalability and transferability. These logistical challenges and intrinsic quality control issues inthe qualitative research paradigm may be partially addressed by recent state-of-the-artdevelopments in the NLP.Conclusion and Future Work This study publication was based on a research project that used a longitudinal qualitativeresearch methodology. The research site was an R1, Mid-Atlantic university. For the firstqualitative phase of the research project, in-depth semi-structured interviews were conductedwith 113 undergraduate students at the university - 41 students were from engineering majors,and 72 were outside of engineering majors. Of the total 113, 5 % (6 out of 113), and 10% (12 outof 113) of the study sample

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3: Best of ELOS

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bridget Smyser, Northeastern University

was reported as tepid at best.Mirza reported a hybrid instruction method where there was a combination of virtual face to facemeetings, asynchronous lectures, and live video during synchronous lab sections [16]. Onestudent from each lab group was physically present in lab while the others were tuning in live butremotely. The students watching the lab virtually were reported to be disengaged and notparticipating in the activity. Although this allowed students to experience physicalexperimentation in turns, it did not seem to promote complete engagement. Other researchersfound that the shift to virtual labs caused students to question the quality of their education [17].Several authors also attempted to use kits that were mailed to the students

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Angela Bielefeldt, University of Colorado Boulder

Doctoral Universities: Very High Research Activity (n=9). The institutionswere geographically dispersed, including the Northeast (n=4), Midwest (n=4), South (n=4), West(n=4), and Mid-Atlantic (n=1).Data CollectionThe semi-structured interviews were conducted virtually and recorded with the participants’consent. The interviews were conducted between Fall 2016 and Fall 2017. Thus, the changes tothe ABET criteria were under consideration during this period and were approved in October2017. The revised criteria went into effect during the 2019-2020 cycle. The broad aim of theinterviews was to understand the participants’ practices and perspectives related to ethics,including the influences that shaped their teaching. Examples of interview questions

Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corey Schimpf, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

designinstructor had assigned the problem the student worked on, design artifacts (e.g., design brief,final report, etc.) were only collected from the student.ParticipantsParticipants for this study came from a Mid-Atlantic University with a large engineering college.Both participants were from chemical engineering. The first participant was a senior student whohad recently completed a one semester capstone design course offered by the chemicalengineering department. The second participant was the design instructor for the chemicalengineering capstone course. The design instructor has a B.S., M.S., and PhD in chemicalengineering and twenty years of industry experience before teaching at the university.Problem ContextThe problem both participants mapped

Conference Session

Biomedical Engineering Division: Developing Lab and Research Skills for BioE/BME Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eileen Haase, The Johns Hopkins University; Natsuki Furukawa, The Johns Hopkins University; Brooke Hardesty, The Johns Hopkins University; Akash Patil, The Johns Hopkins University; Amanda Ruci, The Johns Hopkins University

. Instructional Methods,” J Eng Educ. 84(4), 361-367,1995. https://doi.org/10.1002/j.2168- 9830.1995.tb00191.x[3] J.E. Caldwell, “Clickers in the large classroom: current research and best-practice tips,” CBE Life Sci Educ, vol. 6, no. 1, pp. 9–20, 2007. https://doi.org/10.1187/cbe.06-12-0205[4] A. Kabalan, “Think–Pair–Share: A Case Study in an Electrical Engineering Class,” In Proceedings of the 2014 ASEE Mid-Atlantic Section Fall Conference 2014 (p. 3) https://www.asee.org/documents/sections/middle-atlantic/fall- 2014/Think_Pair_Share_A_Case_Study_in_an_Electrical_Engineering_Class.pdf[5] L.K. Michaelsen, W. Watson, J.P. Cragin, L. Dee Fink, “Team Learning: A Potential Solution to the Problems of Large Classes

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anurag Purwar, Stony Brook University; Amanjeet Bagga, Stony Brook University; Cynthia Colón, Stony Brook University; Imin Kao, Stony Brook University

best paper in Theoretical Kinematics at the 2017 ASME Mechanisms and Robotics Conference and the MSC Software Simulation award for the best paper at the 2009 ASME International Design Engineering Technical Conferences (IDETC) . He is the recipient of the Presidential Award for Excellence in Teaching by Stony Brook University and the winner of the 2018 FACT2 award for Excellence in Instruction given to one professor from the entire SUNY system. He also received the 2021 Distinguished Teaching Award from the American Society of Engineering Education (ASEE) Mid-Atlantic Division. He has been twice elected as a member of the ASME Mechanisms and Robotics committee and served as the Program Chair for the 2014 ASME Mechanisms and

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anne McAlister, University of Virginia; Jessica McDermott, University of Virginia; Juan Carlos Garibay, University of Virginia; Lindsay Wheeler

system of their choice. Engineering and Race in the USA was selected for study due tothe unique content and the first author’s familiarity with the course and the professor, which ledto increased access to data and participants [58]. Engineering students whose racial identities have been historically marginalized and first-generation students enroll in this elective course in higher proportion than is representative of theuniversity at large. Specifically, students were 19% Asian, 25% Black or African American, 19%Hispanic, 31% White, and 6% multi race. Half the class was female and the other half weremale. The course was taught at a mid-Atlantic university at which 24% of undergraduateengineering students are Asian, 5% are Black or