Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

Paper ID #32774Meaning to Succeed: Learning Strategies of First-Year EngineeringTransfer StudentsMrs. Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Uni- versity, where she teaches first year engineering design as a foundation course for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Fiegel, University of Iowa; Beth Rundlett, University of Iowa; A. Allen Bradley Jr., The University of Iowa; Katelyn Rose Murhammer, University of Iowa

Tagged Divisions

Engineering Ethics

understanding. N2-score = P-score – [3 × (average rating on preconventional issues – average rating (2) on postconventional issues) / standard deviation of pre- and postconventional issues]The N2-score equation uses the responses to the first ranking task (i.e., rate importance of all 12questions), with the most important given 4 points down to no importance given 0 points. Thefactor of 3 is used to weight the second component because the component has about one-thirdthe standard deviation of the P-scores [16]. The N2-score has a maximum score of 110 with thehigher score reflecting the participants prefer to base their reasoning on the post-conventionalschema over the pre-conventional schema [17].In accordance with Institutional Review

Conference Session

Educational and Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen J. Ressler P.E., United States Military Academy; Leslie Nolen CAE, American Society of Civil Engineers; Wayne R. Bergstrom, Bechtel Infrastructure

Tagged Divisions

Civil Engineering

Infrastructure and Power Corporation. American c Society for Engineering Education, 2021 Preparing the Future Civil Engineer: Review and Update of the ABET Civil Engineering Program CriteriaPurpose and ScopeThis paper summarizes the ongoing process by which the ABET Engineering AccreditationCommission (EAC) Civil Engineering Program Criteria (CEPC) are being considered forrevision to reflect the most recent edition of the American Society of Civil Engineers (ASCE)Civil Engineering Body of Knowledge.The scope of this paper includes: • an overview of the drivers for this process; • a description of the task committee that has been charged with performing the update

Conference Session

STEM Issues

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Dell, Rochester Institute of Technology; Jeanne Christman, Rochester Institute of Technology; Jennifer A. O'Neil, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

mentor has the right attributes, which include: [34] a. An underlying helping, teaching-learning, reflective, and desire-to-mentor nature. b. Identity as a coach/sponsor/role model. c. Character that is respectful, tolerant, non-judgmental, and trustworthy. d. Ability to provide emotional and psychological support. e. Academic knowledge, which enables them to connect the mentee with resources on campus for academic success.Some characteristics that have been documented in the literature to lead to poor mentorship are:dissimilar personalities and habits, self-absorption, manipulative behavior, the delegation ofduty, intentional exclusion, self-promotion, incompetence, sabotage, general dysfunctionalityand deception

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Chris Carroll, Saint Louis University; Kelsey Z. Musa, Saint Louis University; Shannon M. Sipes, Indiana University, Bloomington; Scott A. Sell, Saint Louis University; Michelle B. Sabick, Saint Louis University

Tagged Divisions

Entrepreneurship & Engineering Innovation

reflection techniques are used. A widely used application of Kolb’s work is to use learningcycles where the students interact with content in both physical and abstract ways, successivelycompleting 1) a concrete experience, 2) reflective observation, 3) abstract conceptualization, and4) active experimentation [9]. One of the most common methods is to use an actual project,where students must produce a final artifact, regardless of whether it takes the form of somethingphysical or virtual. The advantages of physical artifacts are rooted in constructionism, whichsays that physically building something will trigger new thoughts and creativity, creating newknowledge that may otherwise lay dormant and unused [10].Project Significance This project

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

studentswithin the classroom if multiple paths are made available to help master the content of thecourse. On the simplest level, this may take the form of asking students what content was unclearat the end of a lecture, and sharing responsibility for the learning of the material by spending afew minutes clarifying those concepts before the period ends. An examination of the function of content suggests that it is ethical to teach less contentin favor of spending a small portion of student energy on self-reflection, helping them to developas learners. When tangential conversations occur about the applications and implications ofcontent in a lecture, instructors recognize these conversations for the valuable learning momentsthat they are, while

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hug, Colorado Evaluation & Research Consulting; Christina Convertino; Heather Thiry

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

grant. The team met to document their reflections on their experiences. Large groupdiscussions were audio taped and transcribed.ResultsThe results sections are structured around the themes addressed in the theoretical framework. Weemphasize three in this Experience Based Research, specifically continuous improvement as amessaging and process strategy for departmental change towards equitable student success,human resources practices that support equitable student success, and departmental policies thatsupport equitable student success.Continuous improvementContinuous Improvement became an integral part of the messaging of change and the process ofchange in the RED grant implementation at University of Texas at El Paso. Initialcommunications

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abdullah Azzouni, Oregon State University; Jennifer Parham-Mocello, Oregon State University

Tagged Divisions

Computing and Information Technology

GRAM model to continuously improve faculty pedagogyin their own discipline by integrating their own expertise into the institution’s pedagogical goals[28]. Another proposal is for teachers to simply reflect on their experience in the class andidentify areas for improvement [33]. Zahraee et al. adds more structure to this approach byasking faculty members to set their own goals and then reflect on their performance meetingthose goals over the last year [6].Three more situation-specific professional development aspects of faculty CI are also addressed:accreditation, quality management, and curriculum design [24]. Faculty’s training to effectivelyperform and complete accreditation-related tasks and activities is relevant for those programsthat

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; Moses Ling, Pennsylvania State University; Lisa D. Iulo; David Eric Goldberg, Pennsylvania State University; Sez Atamturktur Ph.D., Pennsylvania State University

Tagged Divisions

Architectural Engineering

traditional design studio consists of ateacher telling students what to do and student doing what they are told, other formats have student takingthe lead with the critique being the main feedback mechanism for what to further explore (Hassanpour etal. 2010). Part of this reflection comes from classical training of architects and the experience imparted tostudents by their design instructors. Rarely are these instructors are experts on educational theories. Theexperience of the faculty may or may not align with the projects and thus, a disconnect exists (Goldschmidtet al. 2010). Hence, a need has been recognized for moving beyond a trial-and-error approach to design byadapting to more systematic iterations (Wang 2010). There have been educational

Conference Session

Project-based and Experiential Learning in Civil Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Ronaldo Luna, Saint Louis University; J. Chris Carroll, Saint Louis University; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Alec Colin Derks, Saint Louis University

Tagged Divisions

Civil Engineering

orientation of the foundation throughout the test and visual displacement ofthe soil. The foundation was exhumed and the soil beneath the foundation disturbed to get itback to the pre-test condition. The foundation was then re-set into the box and the test was runagain with a different embedment condition. Photographs of the failed foundation condition areshown in Figure 8. (a) (b)Figure 8—Shallow foundation failure condition for (a) an embedded foundation at RHIT and (b) a non-embedded foundation at SLU. Following the second test, students were asked to reflect and then discuss the followingquestions: 1. Did your load-deflection curve accurately predict

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daniel Erian Armanios; Sarah Jane Christian P.E., Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Millard L. McElwee, Exponent; Joe Dallas Moore, Carnegie Mellon University; Destenie Nock, Carnegie Mellon University; Constantine Samaras, Carnegie Mellon University; Gerald J. Wang, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

multiplecourses in different ways, including class discussions, team projects, problem sets, and writingassignments. These efforts include discussions of how civil engineering projects are linked toinequitable pollution concentrations, lack of access, mass incarceration, and displacement of lowincome communities. We have used readings to investigate the social cost of not consideringsocial justice in investment decisions and have engaged in design and build projects to contributeto the revitalization of historically-underserved communities. To reflect the diversity that weseek to encourage, we have placed particular emphasis on assigning readings from scholars whoare Black, Indigneous, People of Color (BIPOC). This is especially important given

Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rahman Adekunle; John Kofi Eshirow Jr., University of Virginia; Jacob Lam Herring, University of Virginia; Sin Lin, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

and rural-urban differentiation. The aim is to critically reflect upon the extent to which the CS4ALL:RPPis reaching children that lack educational opportunities within the field of computer scienceeducation. In the following section, prior work published within the Computers and Educationdirectorate, as well as other pertinent scholarship, is briefly summarized and connections to thisresearch are made clear. The methods of data collection, organization, and analysis are detailedin the next section. The results offer an initial cataloging and review of the projects and programsfunded by the Research-Practitioner Partnerships, which is funded by the NSF as part of theCS4ALL program. The discussion focuses on the opportunities for

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Machen, University of Colorado Boulder; Wysheka Austin, Clemson University; Matthew K. Voigt, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

malintent, thatassociate people of color with negative concepts, even though most people self-report havingminimal to no bias (Greenwald et al., 1998). These unintentional beliefs, often referred to asracial microaggressions, communicate hostility toward people of color. Pierce (1974)conceptualized microaggressions as subtle, cumulative mini-assaults. Sue and colleagues (2007)define microaggressions as "brief and commonplace daily verbal, behavioral, or environmentalindignities, whether intentional or unintentional, that communicate hostile, derogatory, ornegative racial slights and insults toward persons of color" (p. 271). The current literatureexpands the definition of microaggressions to include "acts that reflect superiority, hostility

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Van Beek, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

whether a protocol would be effective for this purpose. Many observation protocols are meant to evaluate the quality of teaching, rather than simply provide a description of teaching moves [15], sometimes referred to as Teacher Discourse Moves (TDMs). Evaluative protocols tend to require subjectivity and inference and work well in situations where observations are completed by peers, versus external observers [4]. Evaluative protocols are often unstructured and reflective, which does not provide a standardized base for comparison or aggregation of data between class sessions or courses that we are seeking [3]. 2. The protocol should be pedagogically agnostic, not specific. We are interested in capturing

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yonghee Lee, Purdue University at West Lafayette ; Jennifer Deboer, Purdue University at West Lafayette (COE); Jeffrey F. Rhoads, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)

Tagged Divisions

Mechanics

, images,audio, and video, which supported her different learning needs. Amber highlighted how variousonline videos and resources (italicized words in the quote) helped her solve confusing problemsthrough reflection, “Oh, well, you have to start with this. And since you know this, this is howyou do it.” Overall, the combination of the lecturebook and online video resources coveringexamples, homework, and class lectures enabled students to access multiple, flexible, andcredible multimodal resources. Moreover, similar accounts were given about how the onlinevideos supported a student to solve homework problems; participants searched for Freeformresources with multiple representations by writing texts, drawing pictures, and watching videosas follows

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hwangbo Bae, University of Florida; Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida

Tagged Divisions

Engineering Leadership Development

prepared for their careers, these studies have indicated that universityengineering students need more opportunities to develop professional skills.Professional skills are essential components of leadership development that industry expectsfrom engineering graduates [14], [15]. There is a growing body of literature that highlightsleadership as a key competency that students should practice and learn before their employment[3], [4], [16]. The importance of students’ leadership development has also been emphasized bythe National Research Council [17] and the National Academy of Engineering [1] forengineering graduates’ career preparation. Reflective of the importance of leadershipdevelopment and the professional competencies that enable it, the ABET

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joni M. Lakin, University of Alabama; Daniela Marghitu, Auburn University; Edward W. Davis, Auburn University; Virginia A. Davis, Auburn University

Tagged Topics

Diversity, NSF Grantees Poster Session

.5-6)The outcomes specifically address the need for interpersonal skills and a nuanced understandingof social and global context that may not be reflected in students’ or teachers’ understanding ofthe field. GCE Summer Camp 3Grand Challenges for EngineeringIn response to widespread misunderstandings of the field, as well as low enrollment numbers ofU.S. students in engineering programs [16], the National Academy of Engineering (NAE) hasintroduced a series of marketing campaigns to counter these common misperceptions ofengineering and the number and diversity of students entering engineering career fields. [16] [17][18] One of their campaigns to change perceptions is

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Jeffrey L. Newcomer, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

introduces students to the notion of inclusion and equity inengineering and has them reflect on the importance of these elements to their development, bothas students and professional engineers. By building awareness of inclusion, equity, andprofessionalism early in students’ academic career, the authors aim to create more inclusive andequitable learning environments that lead to a more diverse engineering student body andultimately, engineering workforce, by increasing student sense of belonging. This paper includesa detailed description of the orientation session, a summary of student feedback, and a discussionon how the orientation has been adapted for online participation.Introduction & BackgroundImpact of Freshman Orientation

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Greses Pérez, Stanford University; Sheri Sheppard, Stanford University; Swetha Nittala, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, engineering has a diversity problem in terms of who is in the workforce andwhose voices are being heard at the engineering table. Because of the largely homogeneousengineering population, the designs the field produces also fail to reflect a wide range of culturaland linguistic competencies. When not confronted with diversity, the training of engineers tendsto leave out broader social issues [5], [6], [7], [8]. And to be clear, these issues are not simplymatters of social justice; researchers have argued that the inclusion of traditionallyunderrepresented voices and the development of sociocultural competency in engineering is aneconomic and national security imperative [1].The importance of considering various perspectives and broadening

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo ; Tessa Gail Gallagher, California Polytechnic State University, San Luis Obispo ; Claire Katherine Anovick, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

University, San Luis Obispo Claire Anovick is a fourth-year civil engineering undergraduate at the [Institution] with interests in geotechnical engineering and geology. She currently serves as the co-founder of the SBSC, an organiza- tion comprised of civil and environmental students engaged in critical reflection on justice in engineering initiatives within engineering academia. Additionally, Claire serves as President of Cal Poly CalGeo and as a geotechnical engineering research assistant, developing course modules infusing social justice, sus- tainability, and equity within geotechnical engineering curricula. She is involved in the community as an intern at Earth Systems Pacific and as an amateur runner and rock

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Corey T. Schimpf, University at Buffalo, The State University of New York (CoE)

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

implicit. Operationalrules delineate how to play the game, what is illegal or legal actions within a game and overallshape or constrain what actions a player can take. Constituative rules refer to the mathematical orlogical abstractions of the operational rules and may be shared between similar games. Implicitrules are unwritten or agreed upon rules, often in the form of player etiquette. The middle level,experiential system places an emphasis on the immediate experience of one or more game players.Finally, the third level, cultural system, focuses on the larger cultural context in which the gamesexist, the broader themes, discourses, or symbols it connects to and/or is reflected in the gamestructure itself. More accurately we can consider games

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John D. Stevens, The Pennsylvania State University ; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; John Jongho Park; Paul Mittan, Penn State Engineering Leadership Development

Tagged Divisions

Engineering Leadership Development

) prepared them for their professional career with respect to a number of leadershipcompetencies: 1) leading teams (lead meetings, identify personality preferences and adjustenvironment/style) 2) think strategically by applying mission, vision, and values statements to ateam or organization 3) work effectively in teams 4) apply project management processes toprojects 5) give and receive feedback 6) self-reflection on leadership skills and how to improve7) recognize ethical issues & practice ethical decision making 8) develop a culture that promotescreativity and innovation 9) cross cultural/ global competencies (appreciation of other cultures,understanding bias, working in a culturally diverse team) 10) emotional intelligence (regulateemotions

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Meg Handley, Pennsylvania State University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; John Brooks Slaughter P.E., University of Southern California; Meagan C. Pollock, Engineer Inclusion; Homero Murzi, Virginia Polytechnic Institute and State University; Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

discussions and incorporate that into classexamples. For example, I start every class by playing music from a playlist that contains all thestudents’ favorite songs and we promote discussions around that. I try to incorporate as much oftheir experiences as I can and to demonstrate that there are no good or bad examples, there arejust different examples.I think it is also important to help students learn how their own development of racialconsciousness is linked to mastery of professional competency. For example, if they weredesigning cars, I ask them to think about what problems they will face if they design the car forpeople that are exactly like them.All these practices also demand for me to work on myself. I need to actively reflect on my race

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Spencer Arbuckle, University of Waterloo; Patrick Andersen Angkiriwang; Joyceline Nathaniel; Rania Al-Hammoud P.Eng., University of Waterloo; Scott Walbridge P.E., University of Waterloo

Tagged Divisions

Architectural Engineering

crucial at the start of theprogram, and do not come as naturally when online. The event drew a large crowd, withnearly 100% of the 124 students participating and dozens of volunteers coming from variousgroups (students, faculty, and industry), and was shown to be well-received by the results ofsurveys. The paper concludes with a reflection of the perceived successes and challenges ofthe event. Also, recommendations are discussed in the context of the virtual event platform,which can be extended to general AE online learning.1.0 IntroductionIn 2018, a design-build activity was held during the first two days of fall semester for the firstcohort of a newly-established Architectural Engineering (AE) program at the University ofWaterloo (UW). The

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University; Tyler Milburn, The Ohio State University; Brooke Morin, The Ohio State University

Tagged Divisions

First-Year Programs

, instructors canstart a discussion about misconceptions or misunderstandings students hold. Students can correctany confusion they have using good feedback to direct their practice [22]. By using targetedfeedback, students can adjust and correct their misconceptions, recognize their strengths andweaknesses, and set learning goals [27]. Despite feedback being important to student learning,research has shown it can be underutilized by students [28]. Correction opportunities are anadditional learning tool used to encourage students to read and implement feedback provided tothem. 3. Correction & Reflection OpportunitiesProviding students with opportunities to practice skills and apply knowledge are important stepsin helping students develop

Conference Session

Virtual Instruction of Chemical Engineering Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University

Tagged Divisions

Chemical Engineering

approaches.Results are shown in Table 4. Online assessments are inherently different than in-personassessment and many student responses reflected aspects of these differences while 20% statedthey had no concerns. 31% of the responses commented on aspects of exam scheduling anddelivery. Students reflected more favorably on exams that had wider time windows to begin,even if there was a fixed time to take the exam. However, it is unclear how different exams arefor different students so there may be concerns with academic dishonesty with this approach.Three issues that were often connected were issues with the esubmission process (19%), examsthat were too long (11%), and stress (13%). Surprisingly, only 9% of responses identifiedcheating as an issue. 7

Conference Session

Special Topics: Conscious Considerations

Collection

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

patterns that reflect a central organizing concept. Weaimed to create a set of themes that were distinctive yet complementary. Next, we came togetherto review and define themes via consensus, moving from a summative to interpretative positionand seeking to ensure clarity, cohesion, and precision.ResultsThe participants’ reflections on their personal and academic experiences as engineering studentsrevealed shared experiences of wanting to solve personal problems independently, whilestruggling to balance academic responsibilities with other aspects of their lives as students. Uponfurther discussion, students described the unique factors of their personal identities and theirengineering student status that facilitated and hindered their help-seeking

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gabriel Medina-Kim, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

critical reflection is a reasonable approximation of evaluation given the moremodest goal of this research—to serve as an example of how computer science researchers andeducators could integrate justice-centered approaches within an undergraduate curriculum.Given these methods, this research makes no claims about how students or faculty receive thecourse plan. Future evaluations would be largely qualitative, surveying students’ capacitybuilding and reception of the course through interviewing.4. Course DesignTitled “Power, Equity, and Praxis in Computing” (PEPC), the course plan is discussed throughthree facets: the course’s purpose, its content, and its (intended) learning environment. Thepurpose of the course is to make space for undergraduate

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

without implicitly placing theonus for change on students” [8, p. 576]. A focus on student success within institutions thatweren’t built with them in mind is important for reframing the narrative regarding “achievementgaps,” but this theory can also be helpful for illuminating misalignment between assets possessedby students from groups systemically marginalized in STEM fields and the capital valued byacademic institutions. In doing so, we can identify levers for institutional transformation thatcould help elevate the value of community cultural wealth beyond counterspaces/ethnic enclaveswithin the university setting.By identifying areas of misalignment between student assets and institutional values reflected inpolicies, we can illustrate the

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sonia Travaglini, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Swetha Nittala, Stanford University

Tagged Divisions

Design in Engineering Education

Reflection in Engineering Education. Helen holds an undergraduate degree in communication from UCLA and a PhD in communication with a minor in psychology from Stanford University. Her current research and scholarship focus on engineering and entrepreneurship education; the pedagogy of portfolios and reflec- tive practice in higher education; and redesigning how learning is recorded and recognized in traditional transcripts and academic credentials.Dr. Swetha Nittala, Stanford University Swetha is currently a Lecturer and a Science and Engineering Education Fellow at the Mechanical Engi- neering Department, Stanford University. She recently completed her PhD from the School of Engineering Education at Purdue where she