Displaying results 1 - 30 of 55 in total
- Conference Session
- Graduate Studies Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia
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- Diversity
- Tagged Divisions
- Graduate Studies
from U.S. universities: 2018.,” National Center for Science and Engineering Statistics, Alexandria, VA, 2019. Accessed: Jun. 23, 2020. [Online]. Available: https://ncses.nsf.gov/pubs/nsf20301/.[21] E. Seymour and N. M. Hewitt, Talking about leaving: Why undergraduates leave the sciences. United States of America: Westview Press, 1997.[22] H. B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as an analytic lens,” Journal of Research in Science Teaching, vol. 44, no. 8, pp. 1187–1218, 2007.[23] R. L. Kajfez and L. D. McNair, “Graduate student identity: A balancing act between roles,” presented at the 2014 American Society of Engineering Education Annual
- Conference Session
- Student Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego
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- Diversity
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- Student
graduate students and hidden curriculum in engineering.Dr. Diana Chen, University of San Diego Dr. Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She joined the Shiley-Marcos School of Engineering in 2016. Her research interests are in areas of sustainable design, including biomimicry and adaptability in structural, city, and regional applications. Additionally, her scholarship includes topics such as curriculum development, contextualization of fundamental engi- neering sciences and integrating social justice into engineering education. She earned her MS and PhD in Civil Engineering from Clemson University, and her BS in Engineering from Harvey Mudd College
- Conference Session
- Student Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak
- Tagged Topics
- Diversity
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- Student
second case, an abuse deterrentformulation was developed to reduce the likelihood of patients crushing a tabletformulation for snorting or injecting [33]. This example was further empathized withpublic data on disparities regarding prescription pain relief overdose deaths between menand women [34]. The focus for the third case was on women and birthing people fromBlack and Latinx communities. People from Black and Latinx communities facedisparities in unplanned pregnancies compared to White and Asian counterparts despitethe availability and implementation of long-acting contraceptives [35]. After the newcontent was introduced, students were then surveyed after the HD and SDOH module andevaluated for awareness, interest, relevance, familiarity
- Conference Session
- Student Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
SummariesAfter a brief lecture presentation to introduce each DEI topic, members of the SDEI committeemoderated conversations between participants (faculty, staff, administration, and students) inbreakout rooms. The subsections below list action items related to DEI concerns in the builtenvironment industry, in the local community, and at the university that arose throughoutdiscussions between participants during sessions two through five of the Summer UnlearningSeries. As a note, the (#)’s following each bullet point indicates the associated SummerUnlearning Series session based upon numbering in Table 2.Designing the Built Environment • Exceed existing accessibility standards in Americans with Disabilities Act (4) • Cultivate relationships with
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
around race, are facilitated and received. These all shed light on bothstudent and faculty perspectives regarding racial discourse in the classroom. We first reviewhow student learning is influenced by an inclusive classroom. We then discuss commonperspectives around having these difficult conversations. Finally we present ways that studentdevelopment, identity, and stereotypes can impact these faculty-facilitated discussions.Role of Inclusivity in Student Learning. Inclusivity plays a major role in student learning [1].Two representative examples from [1] demonstrate the effects of inclusivity in such studentlearning scenarios: 1. Professor discusses an article talking about the cost of illegal immigrants to the US Economy. Student 1
- Conference Session
- Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University
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- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
US (Lecture 2b) and on the development of computer engineering in 20thcentury Silicon Valley (Lecture 3). Adding the third and fourth lecture developed theprofessional identity component of the module and provided a more rounded historicalperspective on engineering practice. Lectures 2b and 3 continued the focus on the roots ofinnovation, but asked students to reflect on the continuing evolution of the role of engineers insociety and their own ambitions as engineers. Lectures 1, 2b, and 3 used case studies focused onindividual engineers, and in this iteration we used the case studies to reflect on a variety ofcharacter traits demonstrated in the careers and personalities of the featured engineers. Forinstance, Lecture 2b emphasized the
- Conference Session
- Critical Conversations on Being Valued
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- 2021 ASEE Virtual Annual Conference Content Access
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- Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG
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- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
. heavy course load, particular ways of assessment andinstruction, projects that depend on teamwork, different starting levels in programming) that addlevels of stress. Learning to learn inevitably involves transformational change in the learner.Adults have a role to play in enhancing students’ resilience through failures and disappointments.In order to make engineering education an available option for a high school graduate, similaradult support and knowledgeability may reasonably be expected. John explains why an earlyplanning is essential: […] if you want to go into engineering, you had to think of this like years in advance, you had to start taking the courses, the right level courses, so if you want to go to college or
- Conference Session
- Motivation, Goal Orientation, Identity, and Career Aspirations
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo
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- Diversity
- Tagged Divisions
- Educational Research and Methods
diversity, equity, and inclusion in engineering, engineering design theory and practice; conceptual change and understanding; and school- to-work transitions for new engineers. His current work explores a range of engineering education design contexts, including the role of power in brainstorming activities, epistemological and conceptual develop- ment of undergraduate learning assistants, as well as the experiences of recent engineering graduates as they navigate new organizational cultures. American c Society for Engineering Education, 2021 Exploring Student Responses to Utility Value Interventions in Engineering Statics
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky
- Tagged Divisions
- Graduate Studies
stress the importance of a) providing graduate students with tools and resources to helpthem establish a home, find a community, and get acclimated to their new environment; b)ensuring that these tools and resources act in conjunction with those provided by the universityand its departments; and c) striving to make these tools and resources inclusive by identifying avariety of cultural organizations [3, 5].The aforementioned set of best practices and recommendations were taken into account andintegrated in the development and deployment of the onboarding and orientation event for whicha description, assessment and outcomes are offered below (see Sections 3.1 and 4.1). However, itis worth noting that the literature is either scant – or completely
- Conference Session
- Pre-College Engineering Education Division Technical Session 13
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amber Simpson, State University of New York at Binghamton; Jing Yang, Indiana University Bloomington ; Peter N. Knox, Binghamton University (State University of New York); Adam V. Maltese, Indiana University-Bloomington
- Tagged Divisions
- Pre-College Engineering Education
Paper ID #32581Caregivers’ Multiple Roles in Supporting their Child through anEngineering Design Project (Fundamental)Dr. Amber Simpson, State University of New York at Binghamton Amber Simpson is a Assistant Professor of Mathematics Education in the Teaching, Learning and Edu- cational Leadership Department at Binghamton University. Her research interests include (1) examining individual’s identity(ies) in one or more STEM disciplines, (2) understanding the role of making and tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities
- Conference Session
- Entrepreneurship & Engineering Innovation Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rodney Boehm, Texas A&M University College of Engineering; Michael Beyerlein, Texas A&M University; Kiersten Potter, Student Engineers' Council; Jiacheng Lu; Lori L. Moore, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
implementation. Surveys were conducted pre-and post-training to assess the effectiveness of individual skill development and determine whatelements of the program should be continued. A final survey was conducted of students andmentors to assess the effectiveness of teamwork development. Participants reported increases indevelopment of individual skill areas over the course of the program. When rating their teamperformance, participants ratings were between somewhat agree and agree on the majority of theaspects of team performance assessed. Overall, participants had a positive view of theirexperience in the program. IntroductionEach generation of new engineering graduates has entered a workplace with roles
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Heydi L. Dominguez, New Jersey Institute of Technology; Vibhavari Vempala, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Jacob Frederick Fuher, University of Michigan
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
% 43% 21% Business Oriented (N=15) Content Knowledge (N=19) General Personal Attributes (N=276) Professional Skills (N=134) Specific Entrepreneurial Attributes (N=197) Figure 1: Frequency of Students’ Reported Entrepreneurial CharacteristicsConclusion and DiscussionEngineering as a field is constantly evolving, and so are expectations of duties and roles thatengineering students should be capable of performing upon graduation [14]. Driven by changingneeds, entrepreneurship education has been implemented in engineering curriculums by multipleinstitutions to
- Conference Session
- Teaching Professional Skills in Chemical Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
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- Robert Wayne Gammon-Pitman, Ohio State University; Lin Ding, Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Chemical Engineering
factor as “effort”, counts twice, and is more impactful on student achievement andsuccess. To this point, a systematic review on grit and academic achievement report “effort” havingthe largest effect size on academic achievement in grades K-12 [11]. In sum, gritty individualshave high grit scores which predict the individual’s retention to graduate with their degree. Graduating with a degree will be defined as a successful student outcome. This definitionwas adopted from a systematic review of student success for LatinX engineering students [13].Another construct associated with degree obtainment and retention is engineering identity.Engineering identity:Godwin [14] states that engineering identity consists of three constructs, 1
- Conference Session
- Engineering Communication I: History and Praxis
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Royce A Francis, George Washington University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner, George Washington University
- Tagged Divisions
- Liberal Education/Engineering & Society
turncomplicates our ability to assess engineering judgement as a learning outcome or designeffective pedagogies to help students learn it. To address this gap, we present a review ofrelevant research to develop a working definition and identify links between engineeringjudgment, situated cognition, and identity production as a step toward informing engineeringpedagogy. We argue that the exploration of engineering judgment should be grounded at theintersection of decision making, cognition, and identity because, as the literature suggests,engineering judgment is reflected in the decisions engineers make throughout their work,depends on cognitive processes of both individuals and groups, and is embodied in authoritativeprofessional communication tasks
- Conference Session
- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky
- Tagged Divisions
- Culture & Social Justice in Education, Equity
, and the connection between the two. In this way, a deductive boundarywas set, and then data analysis within that boundary proceeded in an inductive manner.Data AnalysisThe analysis team consisted of two graduate students (counseling psychology PhD students) andtwo professors (counseling psychology professor, chemical engineering professor). The firstgraduate student was a cisgender, Black woman. The second graduate student was a cisgender,White woman. The first professor was a cisgender White man, and the second, a cisgender Whitewoman. The research team followed Braun and Clarke’s (2006) six steps for conducting thematicanalysis [17]. First, all researchers independently engaged in familiarization and immersion byactively reading and re
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
from Purdue University. Her research characterizes front-end design practices across the student to practitioner continuum and studies the impact of developed front-end design tools on design success.Ms. Leah Paborsky, University of Michigan Leah is a graduate from the University of Michigan with a B.S.E. in Mechanical Engineering and minor in Space Sciences and Engineering. She served as an undergraduate research assistant in the Daly Design and Engineering Education Research Group focusing on engineers’ beliefs about social aspects of engineering work. She is currently pursuing a M.S. in Aerospace Engineering Sciences at University of Colorado- Boulder.Dr. Sara L. Hoffman, University of Michigan Sara Hoffman
- Conference Session
- NSF Grantees Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College
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- Diversity, NSF Grantees Poster Session
to increase the number of low-income, academically talented students with demonstrated financial need who begin theirengineering education at two Hispanic-Serving California Community Colleges; transfer to ahighly-selective, predominantly white public institution; and then are retained in and graduatewith a B.S. degree in engineering, and enter the STEM workforce or graduate program. Thebroader project also seeks to transform our institutions and the relationships between them toprioritize transfer student success via the utilization of the Essential Transfer Practicesframework created by the Community College Research Center at Teachers College and theAspen Institute [1]. The identified Essential Transfer Practices are designed to
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette
- Tagged Divisions
- Engineering Ethics
previously did not care about theindustry in which he worked. It seems that he valued clean energy and was concerned aboutclimate change all along, and that his belief that industry does not matter was temporary (or notactually ever present), and may have served as a justification for choosing to participate in thatparticular internship which actually ran counter to his deeper values.Shift in the balance of responsibilities to the public and to one’s employerOver time, Corvin’s views on the relationship between his employer and the public were alsorefined. As a first-year student, Corvin believed that as an engineer “your duty is to do the bestfor the general public. Sometimes that will come at your own expense but you can put that aside.If you lose
- Conference Session
- Women in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Marcela Alejandra Silva, Universidad Andres Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile
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- Diversity
- Tagged Divisions
- Women in Engineering
-Peñalvo and A. Bello and A. Dominguez and R. M. Romero Chacón, “Acciones, políticas y estrategias para el balance de género en el ámbito STEM: Resultados de una dinámica World Café,” Education in the Knowledge Society (EKS), vol. 20, p. 15, Dec. 2019. e-ISSN:2444-8729, Doi: 10.14201/eks2019_20_a31 Appendix – Students interview protocolObjectives. To know about general aspects of the program. Specifically, a) to improve attractionand access to the program, b) to improve retention and decrease attrition, and c) to promotetimely qualification.Participants. Female students from the first, middle and last thirds of the program.A. Greeting and thanking the intervieweeB. Data of the interviewee: Name, graduation year
- Conference Session
- Diversity and Two-year Colleges part 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two-Year College
feedback from student participants during Year 1. We present the results of thementorship strategies by year and include feedback from both student participants and facultymentors in the sections that follow.Year 1 Mentorship FeedbackStudent participants from Cohort A responded to ten question prompts at the end of the fallsemester. All feedback that program participants provided was positive. The ESP was describedby participants as “very thorough” and acted as a “bridge that covered the gap between classroomlecture/lab and individual interests”. Participants reported that they felt invited into this uniquecommunity and that the program components fostered community. Some students raised concernsregarding social awkwardness and finding a balance
- Conference Session
- NSF Grantees Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Marie C. Paretti, Virginia Polytechnic Institute and State University; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Daria A. Kotys-Schwartz, University of Colorado Boulder; Robin Ott, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity, NSF Grantees Poster Session
work with diverse groups of colleagues on authentic projects; to interact with clients, vendors,and industry mentors; to report to faculty who adopted roles as supervisors or managers as wellas learning facilitators; and to see projects through full design cycles provided both familiaritywith the kinds of situations students experienced at work and strategies for overcomingchallenges and negotiating contexts.As with any study, of course, the findings here are limited by their contexts. Participants weredrawn primarily from a single discipline, though to date no differences have emerged whencomparing the mechanical engineering graduates to the engineering science graduates. Perhapseven more importantly, the study itself acted as an intervention
- Conference Session
- Design Teams 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Margaret Garnett Smallwood, University of Texas at Dallas; Robert Hart P.E., University of Texas at Dallas; Todd W. Polk, University of Texas at Dallas
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
in thisarea [2]. Launched in 2014 and refined each semester subsequently, this training program isdesigned and delivered consistently with the literature on teaching workplace skills toundergraduate students.As a result, engineering students in the capstone course and business students in a businesscommunication course at the same university receive identical professional communicationtraining in teamwork skills, conflict management techniques, presentation skills, and teamleadership from the same communications instructor. The goal is to help students developprofessional skills considered essential by employers who hire new college graduates. Each year,the National Association of Colleges and Employers' (NACE) Job Outlook survey
- Conference Session
- Systems Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jon Sticklen, Michigan Technological University; Natalie Green, Michigan Technological University
- Tagged Divisions
- Systems Engineering
that extensive foundation focused on systems thinking and systems dynamics, including low fidelity modeling. Our new program's top-level goal lies in developing student competencies for effective systems thinking across a broad range of domains alongside the ability to express and test understanding within modeling software in the context of human-made systems. The program is a type of systems engineering program that appears to be emerging in some universities across the United States. The MichTech BSE degree program is an ABET-accredited degree program under the ABET general criteria. One role BSE fills in our college is to act as an incubator for new engineering degree programs. The systems engineering program we
- Conference Session
- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
Frontiers in Education Conference (FIE), 1–7.Cruz, J. M., Artiles, M. S., Matusovich, H. M., Lee-Thomas, G., & Adams, S. G. (2019). Revising the Dissertation Institute: Contextual Factors Relevant to Transfer-ability. American Society for Engineering Education Annual Meeting, Tampa, Florida.Curtin, N., Stewart, A. J., & Ostrove, J. M. (2013). Fostering Academic Self-Concept: Advisor Support and Sense of Belonging Among International and Domestic Graduate Students. American Educational Research Journal, 50(1), 108–137. https://doi.org/10.3102/0002831212446662Devos, C., Boudrenghien, G., Van der Linden, N., Frenay, M., Azzi, A., Galand, B., & Klein, O. (2016). " Misfits between doctoral students and
- Conference Session
- First-Year Programs: Recruiting and Retention
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
positive impacts on students’ overall retention and success in thecourse.IntroductionThe SI program is an academic support program created in 1973 at the University of Missouri inKansas City, to improve grades in traditionally “difficult” classes, promote student retention andincrease graduation rates. The historically successful and evidence-based SI program wasintroduced at the University of Texas at Austin in 2015 through a collaboration between theSchool of Engineering and the campus Learning Center. The supported courses include freshmanlevel introductory courses to Electrical Engineering and Computing (ECE). These are requiredcourses for the ECE students at the university, and report high percentages of D’s, F’s, Q’s(drops), and W’s
- Conference Session
- Women in Engineering Division Technical Session 9
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Susan J. Ely, University of Southern Indiana
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
capable of success, but oftensuffer higher levels of doubt, anxiety and stress regarding their engineering coursework. Thereare multiple factors influencing this gender difference, including but not limited to: lack ofwomen faculty for mentoring and acting as role models [14], [15]; ongoing gender-basedstereotypes and bias in STEM fields by both men and women [8], [9], [10], [16]; workplacehabits that reinforce gendered work assignments [10], [13] and lack of community to provideencouragement and support throughout the program [2], [4], [10], [14], [15].The focus on self-efficacy is based on studies that have shown a direct relationship betweenretention of women in engineering programs and self-efficacy. The more women believe in theirabilities
- Conference Session
- Hands-On in the Online Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Caitlin A Keller, Worcester Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics
, theymodel a “floating” teakettle sculpture, Figure 5 (Center). For this FBD, the center of mass cannotbe directly above the stream of water, so students learn that a moment reaction is needed tosupport the kettle in its floating positon. Finally, students model a pair of scissors to practicedrawing systems of FBDs with equal and opposite forces, Figure 5 (Right).Figure 5: (Left) Forks and coins balancing on a glass. (Center) “Floating” tea kettle sculpture. (Right) Scissors cutting cardboard.Week 5 – Rigid Body EquilibriumDuring this week, students perform various plank positions to determine the effect of differentdirectional forces acting on their hands and feet to explain the efforts required to performelevated hand
- Conference Session
- Research on Diversity, Equity, and Inclusion
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- 2021 ASEE Virtual Annual Conference Content Access
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- Dina Verdin, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
” [4, p. 218].Thus, belonging to the engineering community of practice compels students to acquire the culturalnorms, values, and behaviors appropriate for this community. Such norms may encompassstudents’ knowing what it takes to act like, be recognized as, and establish a sense of belonging asa competent member of the community [5], [6].A sense of belonging and identity are inextricably intertwined, reciprocally support and informeach other. Hazari et al. [7] found that for women physicists in their senior year (i.e., fourth-yearor greater), a sense of belonging supported their identification as a physics person. In comparison,a study by Verdín et al. [8] found that identifying as an engineer supported sense of belonging inboth the
- Conference Session
- Engineering Technology Pedagogy 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Nancy E. Study, Pennsylvania State University; David Clippinger, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Technology
semester can be converted to Braille, but the work usually takes between a few weeks to several months to prepare. Printed handouts prepared during the semester can be accessed using technology such as the text- to-speech conversion software, described in a following section, if provided to the students in electronic form. The suitability of these software systems for the individual must be determined on a case-by-case basis by a disability counselor. b) Equations, commonly found in textbooks on technical topics, are more difficult to render in Braille. An equation that can be written in a single line of text may require an “expanded format” Braille rendering, using larger-than-normal sheet sizes
- Conference Session
- TELPhE Division Technical Session 1: Expanding Technological and Engineering Literacies
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
address such issues. Management, teaching,and medicine also educate people for practice and must continually engage with a changingworld to remain relevant. In this paper it is hypothesized that degree programs in thesedisciplines confront, with varying degrees of success, a tension between providing theknowledge needed to act and inculcating the ability in students to act spontaneously and in theright way. This paper explores this tension by looking across these disciplines to identifypractices that are believed to be effective in giving students the knowledge and abilities neededto act professionally. The general approach that has emerged is having students actively addressproblems of varying degrees of difficulty and constraint through