Conference Session

Construction Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Tymvios, Bucknell University; John Gambatese, Oregon State University

Tagged Divisions

Construction Engineering

construction safety courses. Though limited inthe sample size, the investigation showed that the majority of the courses (90%) coveredtopics such as introduction to OSHA, workers’ rights, employers’ responsibilities, and healthhazards. To a smaller percentage, these courses included topics such as hazard analysis,hazard communication, as well as specific safety topics such as falls, fire protection, electricalhazards, etc.Regarding expectations from the industry for recent graduates entering the constructionindustry, the available information is dated, and does not reflect the technological advances,as well as current expectations for the industry. Specifically in 1995[10], a survey of ACCEprograms conducted by Suckarieh and Diamantes showed that only

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

or dismisses information that contradicts a shared group belief[12]. In an engineering classroom, a shared group belief is the engineering education’s pillar ofmeritocracy. To avoid identity-protective cognition, an unconscious bias curriculum forengineering education should illustrate how bias mitigation techniques leads to a system moreaccurately reflective of merit.ModuleThe curriculum is designed for a class of approximately 40 upper division engineering studentsand is intended to take about 45 minutes to run. The curriculum is suitable for lower divisionstudents with only minor modifications, though differences in how students would react to thecurriculum at different grade levels is beyond the scope of this exploratory study. The

Conference Session

Computational Tools & Analysis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Z. Kelter, Northwestern University; Jonathan Daniel Emery, Northwestern University; Uri Wilensky, Northwestern University

Tagged Divisions

Materials

addition to helping students understand systems from an emergent perspective, computationalatomistic approaches also expose students to computational materials science techniques. Thereis a widespread consensus among academics, national labs and industry that computation willplay an increasingly important role in MatSE and that both undergraduate and graduateeducation should reflect that [13]–[15]. There are multiple ways to integrate computation intoMatSE education. One approach taken by several departments is for students to solve problemsusing computational tools designed for research and industry [16]–[21]. The advantage of thisapproach is that students learn to use tools they are likely to encounter in professional settings. Asecond approach

Conference Session

Engineering Design Graphics Division Technical Session 4: A Potpourri of Ideas

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adulfo Amador, Rice University; Matthew Wettergreen, Rice University

Tagged Divisions

Engineering Design Graphics

were forced to reflect on the changesthat could be made to the course without the opportunity to use a 24 hour world-classmakerspace. In the design of exercises for the online component we looked to students’ ownliving situations to understand the possible scope. Students had a range of opportunities forprototyping at their homes and apartments, with few instances where students had completelyequivalent materials for prototyping. Internet connectivity, installed programs, and quality ofremote equipment varied by student as well. Obviously, the Create goal would be impossible toachieve so we adjusted learning outcomes at the Understand through Analyze steps. Inessence, students would be required to communicate and defend their process rather

Conference Session

International Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sanjay Tewari, Missouri University of Science and Technology; Peng Zhang, Missouri State University; Yuan Zhuang, Missouri State University

Tagged Topics

Diversity

Tagged Divisions

International

about ethical, racial, and cultural diversity determines their instructionaldiversities” (p. 126), and plurality in class. Teachers’ awareness of students’ cultures can betterequip them to interact with diverse students [12]. The plurality in culturally responsive teachingtheory reflects cultural synergies within the class, developed from the notion that race, class,culture, ethnicity, and gender shape the diverse students’ learning styles, requiring multipleinstructional strategies for the common learning outcomes [12]. Therefore, cultural synergies canbe viewed from three aspects. It requires various teaching techniques in class to accommodatevarious students’ learning styles; it is reflected on relevant curriculum by locally

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ali Libre, Missouri University of Science and Technology

Tagged Divisions

Mechanics

usually last an hour, but theinstructional videos were intentionally short (average ~ 7 min), having been adapted to suitstudents' relatively shorter attention spans while watching educational videos online. To promoteproblem solving skills and higher level thinking, students were required to attempt severalpractice problems after watching the instructional videos. Zhang et. al. [14] reported that studentswho used interactive video content showed 20-30% higher achievement of learning outcomes inpost-gain tests, compared to students who did not use video, or used video without interactionand reflection. This aligns with the observations of this study which indicated that the diversifiedresponsiveness and interactivity of learning tools are

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie, Gullie Consultant Services LLC; Barry J. Sullivan, Inclusive Engineering Consortium; Megan Bekolay ; Dean T. Spaulding ; Mandoye Ndoye, Tuskegee University; Otsebele E. Nare, Hampton University; Abdelnasser A. Eldek, Jackson State University

Tagged Topics

Diversity, NSF Grantees Poster Session

learning experience, and research activities done at a distance. To gather thisinformation from REU/RET graduate mentors and undergraduate students, surveys weredeveloped and administered electronically. Items for the surveys were both Likert type items andopen ended to gather in depth information about how they moved from face to face to online/virtualclassrooms and how they addressed challenges along the way. The data included an analysis ofstudent reflections comparing perceptions from the spring 2020 semester of the COVID-19pandemic through to the present spring 2021 semester. Information focused on student perceptionsduring that time period. Qualitative and quantitative data were gathered and analyzed using theme-pattern analysis for both

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

Tagged Topics

Diversity, NSF Grantees Poster Session

the Fall of 2018. Eachinterview used journey maps to elicit students’ identity trajectories and probed further into theirshort and long-term goals and current educational environments, especially in response to theCOVID-19 global pandemic and its impact on engineering education. In this research, wespecifically use journey maps as a reflective tool for students to document their “high points” and“low points” within a particular semester (i.e., Summer 2019 to Fall 2019 or Winter 2019 to Spring2020). We also used journey maps as an artifact to guide the interviews and operate as an elementof procedural and communicative validation [11]. In alignment with the identity trajectory model,these journey maps allow us to differentiate between the most

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Gonczi, Michigan Technological University; Whitney Nicole McCoy, University of Virginia; Robert M. Handler; Jennifer L. Maeng, University of Virginia

Tagged Topics

NSF Grantees Poster Session

incorporate computers only forresearch (Wang et al., 2011). If integrated ETS instruction reflects these narrow views, studentswill not develop an understanding of the breadth of technologies and/or how they support scienceand engineering. Therefore, professional development and teacher preparation is needed toensure teachers have robust understandings and confidence to implement ETS instruction(Brophy et al., 2008; Dare Ellis, & Roehrig, 2014; Roehrig et al., 2012).The ill-defined nature of ETS instruction can also pose unique challenges for teachers. By nature,science instruction that incorporates engineering is student-focused, involves active learning, andemphasizes process rather than a single correct answer. This is a stark contrast with

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University

Tagged Topics

Diversity

Tagged Divisions

Student

TechnologyStudies (STS). Throughout the fall 2019 semester, I began to question the ways in which I hadbeen recruited and channeled, as a woman with an interest in science and math, into studyingengineering. Upon taking an introductory STS course, I was introduced to reflecting criticallyabout engineering as a field of study. This led me to enroll in a graduate seminar, EngineeringStudies, which provided me with a much deeper introduction to STS-inflected studies ofengineering, including engineering education. During this time, my professor, along with apostdoctoral fellow, were co-PIs for a study of student experiences in engineering education andhad already convened a group of undergraduate students who were in the process of interviewingtheir peers

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammed F. Farghally, Virginia Polytechnic Institute and State University; Mostafa Kamel Osman Mohammed, Virginia Polytechnic Institute and State University; Assiut University; Hamdy F. F. Mahmoud, Virginia Polytechnic Institute and State University; Assiut University; Margaret O'Neil Ellis, Virginia Polytechnic Institute and State University; Derek A. Haqq, Virginia Polytechnic Institute and State University; Molly Rebecca Domino, Virginia Polytechnic Institute and State University; Brett D. Jones, Virginia Polytechnic Institute and State University; Clifford A. Shaffer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

beneficial to theirlearning, before and then after the online transition, and their mode preferences for each regardingonline vs. Face-to-Face. By comparing student reactions across courses, we gain insights onwhich components are easily adapted to online delivery, and which require further innovation.COVID was unfortunate, but gave a rare opportunity to compare students’ reflections on F2Finstruction with online instructional materials for half of a semester vs. entirely online delivery ofthe same course during the second half. Although the instruction provided during the second halfof the semester may not be the same as what would have been provided had the course beendesigned as a fully online course from the beginning, it did provide the

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexis Powe Nordin, Mississippi State University; Amy K. Barton, Mississippi State University

Tagged Divisions

Liberal Education/Engineering & Society

National Societyof Professional Engineers (NSPE) 1935 Code of Ethics specified a duty to “seek to promote thepublic welfare” [3], emphatic recognition of social responsibility did not consistently appear inethical codes until the third phase, which began post-WWII and continues today.A defining feature of the current phase is that all engineering codes of ethics explicitly prioritizesocial responsibility in their first canons: “hold paramount the safety, health, and welfare of thepublic” [1]. Differences exist among codes to reflect unique areas of technical focus, and codesare updated periodically in response to changing social and professional values. For example, in2003, the American Institute of Chemical Engineers (AIChE) added “and protect

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

findings, the following discussion is divided into two parts. The first considersthe relation between ethical reasoning and moral intuitions across cultures, and the seconddiscusses how these are affected by education.Ethical reasoning and moral intuitions across culturesNo evidence was found for the effects of gender, age, political orientation, or religious affiliationon ESIT or MFQ variables, indicating these instruments would be biased. This provides supportfor their use outside the Western cultural contexts in which they were developed, sincedifferences in ESIT and MFQ scores appear to genuinely reflect differences in ethical reasoningand moral foundations. The failure to identify differences in reasoning between participants withdifferent

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Malena Agyemang, Clemson University; Cameron J. Turner, Clemson University

Tagged Divisions

Design in Engineering Education

A lack of cultural fit in design solutions has prevented design adoption and diffusion inmany humanitarian engineering and global development efforts. Design requirements aredeveloped to reflect the target user’s needs and product specifications. A lack of cultural fit inthe design solutions suggests there may be a lack of details in the design requirements thatprevents the requirements from conveying cultural information crucial to design success. Usingan experimental case study approach, this study investigates the effects of the Cultural ElementRequirement Assessment (CERA) on design requirement detail. CERA is a formal method thatintroduces culture when developing design requirements. The method was designed to improvecultural

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregg Morris Warnick, Micron Technology Inc.; Blandon Prowse, Micron Technology Inc.; Wai-Leong Mook, Micron Technology Inc.; Arthur Beng Chuan Lam, Micron Semiconductor Asia

Tagged Divisions

Engineering Leadership Development

with delegation and Focus on wellbeing)Core incorporates the “Leader as Teacher” culture at Micron. Mid to senior level leaders areinvited to be a sponsor for each cohort training group. This includes participation in modules 1and 7 where they as sponsor share personal examples of how Micron’s core values andleadership attributes have made a difference in their life and helped them improve theirleadership capabilities. It also includes an open forum allowing participants to ask questions ofthese leaders.Amplifier (Empowering Leadership Practices)Amplifier is an immersive leadership development experience that merges theory and practicalskill development with personal reflection and a deep dive into the systems and processes thatdrive the

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Manuel Alejandro Figueroa, The College of New Jersey; Jamie Mikeska; Matthew Scott Taylor

Tagged Divisions

Pre-College Engineering Education

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, programming the robot to find its way to find entrance and cross the bridge, and reachingthe trebuchet to load the payload.By comparing responses in pre- and post-bootcamp surveys, students indicated an increasedconfidence and ability to solve problems in Algebra, Geometry, Trigonometry, Pre-calculus andCalculus. Additionally, the students expressed an increase in realizing the importance of math inlearning CS and ENGR concepts. The paper will discuss the quantitative and qualitative resultsof the surveys. The authors will assess the students’ performance in the ALEKS, discipline-basedprojects, as well as the student success in the math courses during the Fall 2020 online semester.Faculty reflections on the online bootcamp and the differences with

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jocelyn L. Jackson, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

to non-Hispanic White or Asian male genderedpopulations [43]. In the United States, among the students enrolled in undergraduate STEMprograms in 2018, only 18% represented racially minoritized populations [46]. Regardingentrepreneurship, the U.S. Small Business Administration (SBA) reported similar negative trendsin 2012 with racially minoritized business owners only making up 22% of all U.S. businessowners [34] despite reflecting 33% of the U.S. population [48]. These disparities look even morestark when examining the representation of racially minoritized or marginalized populations inSTEM entrepreneurship [4], [5], [24]. These inequalities formed by unequal systems of powercan be further examined through the lens of intersectionality [15

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Barbara A. Karanian, Stanford University; Ville M. Taajamaa, City of Espoo; Mona Eskandari, University of California, Riverside

Tagged Divisions

Entrepreneurship & Engineering Innovation

action; and 4) developing teaching methods with a storytelling focus in engineering and science educa- tion. Founder of the Design Entrepreneuring Studio: Barbara helps teams generate creative environments. Companies that she has worked with renew their commitment to innovation. She also helps students an- swer these questions when she teaches some of these methods to engineering, design, business, medicine, and law students. Her courses use active storytelling and self-reflective observation as one form to help student and industry leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping and then to delivery.Dr. Ville M. Taajamaa, City of Espoo Ville M. Taajamaa

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia; Amy Clobes, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

cultivate an engineeringworkforce that represents our entire population [1-4]. Research has shown positive educationalbenefits when students interact with those who come from different perspectives and livedexperiences, contributing to improved complex thinking, intellectual self-confidence andengagement, improved motivation to understand the perspectives of others, greater feelings ofcitizenship, and a stronger motivation to achieve [5-11]. Measurable performance benefits havealso been observed in the workplace [12-16]. These reasons and others reflect the importance ofbuilding an engineering workforce with the breadth of knowledge, perseverance, andunderstanding of societal needs required to address today’s global challenges.STEM programs in

Conference Session

Engineering Management Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Yaoling Wang, University of Nebraska - Lincoln

Tagged Divisions

Engineering Management

sense of belonging to a community. Theysaid this is tough to do at a distance and they were not sure how it best can be done.It is worth noting that in reporting findings from the survey we focused on the responses of justthe few individuals who had selected Neutral or Dissatisfied in answering the survey questions.The overwhelming number of respondents were quite satisfied with all aspects of the program. Infact, majority of the written comments were provided by those who marked Satisfied or VerySatisfied and whose writing reflected appreciation for positive experiences across all surveyquestions. However, there is room for improvement in the MEM program based on the handfulof written remarks that indicated some level of critique and were

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Chloe Otis, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

more complicated. In the case of engineering, it has been argued that the assumptionof the rigor and prestige involved in the pursuit of an engineering major imposes additionalpressures related to competition and achievement, which could reflect in poorer mental health.Furthermore, such pressures might be heightened for underrepresented groups that keep facingcumulative challenges while pursuing an engineering degree. While some recent work hasexplored stress and mental health indicators of engineering undergraduates, comparisons of suchindicators across disciplines are scarce. This study examines the differences in wellbeingindicators, perceptions of stress, competition, and achievement between undergraduates inengineering, non-engineering

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

from similar backgrounds (0.40) d. Completing my STEM degree will help combat stereotypes about people who share my social identities (0.58)Overall, several of our initial findings are consistent with Yosso’s CCW framework but suggestsome important ways in which the framework can be further developed to reflect the experienceof our survey participants. First, our findings suggest that aspirational capital consists of threesub-dimensions: external-aspirational capital is encouragement and motivation provided byfamily and other close connections, internal-aspirational capital is internal drive and motivationto persist, and resistant-aspirational capital is the drive to succeed in order to serve as a rolemodel for other

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Nguyen, California Polytechnic State University, San Luis Obispo ; Gabriel Medina-Kim, Rensselaer Polytechnic Institute; Franz J. Kurfess, California Polytechnic State University, San Luis Obispo ; Elise St. John, California Polytechnic State University, San Luis Obispo ; Jingzhe Wu, The World Bank; Gudrun Socher, Hochschule München University of Applied Sciences; Anurag Uppuluri, California Polytechnic State University, San Luis Obispo ; Angie Paola Garcia Arevalo, The World Bank; Erin Sheets, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural Engineering

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Andrew David Maynard, Arizona State University

Tagged Divisions

Design in Engineering Education

, reasoningand reflecting (Davis, 2003; Driel, Verloop & Vos, 1998; Magnusson, Krajcik, & Borko, 1999; Veal,Tippins & Bell, 1998). The framework does not advocate for prescriptive ways for teaching for thetransmission of facts and principles (Fenstermacher, 1978; 1986); instead, effective teaching in thisframework provides grounds for students for choices and action (Green, 1971)—a fundamental aspect indesign education. The framework views pedagogy as a process of exchange of ideas: a teacher grasps thecontent knowledge; is aware of how he or she “commuted from the status of learner to that of teacher” 6(Shulman, 1987, p. 12

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Hynes, Purdue University at West Lafayette (COE); Kayla R. Maxey, Purdue University at West Lafayette (COE); Rong Su, University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

example diagram of this bi-factor CFA model is depicted in Figure 1.This general factor needs to be parsed out when evaluating the structural validity of the sixsubstantive scales because an acquiescence factor (response bias or general attitude) has beenwidely reported in psychological research with self-report measures (Paulhus & Vazire, 2007).Some respondents have a general tendency to endorse all the items highly across measurementscales, whereas others have a general tendency to provide lower ratings across the board. It iswell documented that self-ratings of many psychological constructs reflect this general factor,including personality (e.g., Messick & Jackson, 1961), interests (e.g., Tracey, 2012), and affectand perceptions at

Conference Session

Focus on ETAC Accreditation

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ilya Y. Grinberg, Buffalo State College, The State University of New York; Jill Singer, Buffalo State College, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

expand the number of students who can benefit from conducting research as the designprojects are embedded directly into the curriculum and are taken by all students in the program.Undergraduate research has been shown to help students take ownership of their own learningand helps them to see the real-world relevance of research as they learn problem-solving skills[1 – 3]. Inquiry-based projects are beneficial because they require a significant investment ofstudent time and effort over an extended period with frequent constructive feedback from facultyand regular opportunities for reflection [4, 5]. This paper addresses the process of developmentof performance indicators and presents the results of assessment and evaluation of both ETACABET and

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

which has long dominated discussions around STEMdiversity.The pipeline metaphor has been the object of critique because it focuses on restricting valves(like math requirements) and on the patching of leaks in order to maintain a “neatly linear marchthrough set academic gatekeepers” [5]. This image not only reduces the complexity of STEMexperiences but leaves the “pipeline” itself—that is, the cultures of STEM—unseen andunchallenged. Lacking sociocultural context, it is “an ill-suited frame to understand STEMidentity formation, particularly for women and underrepresented minorities” [5], and it does notacknowledge that traditional scientific culture reflects learning styles associated with white men[6],[7]. Since identity is generally understood

Conference Session

DISTINGUISHED LECTURE: 2020 Best PIC and Zone Papers

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Nathan E. Canney; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Topics

ASEE Board of Directors

and value, while others speak to the social aspects of learning in theinstructional setting (e.g., relatedness). In this way, the analysis attempted to understand thesocial interaction and environment.After the first examination of the transcripts in which the deductive codes were explored, thetranscripts and codebook were revisited to explore patterns across the coded segments and todevelop themes. These themes are presented in the Findings and Discussion.LimitationsThe focus groups were limited to the perspectives of those present. Since participation wasvoluntary, it cannot be assumed that the voices were reflective of the rest of the students in thecourses. Recruitment in qualitative research has been linked to interest in the subject

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary K. Nyaema, The University of Illinois at Chicago; David G. Rethwisch, The University of Iowa; Mark Andrew McDermott

Tagged Divisions

Pre-College Engineering Education

. While it is important to cater to students’ individual differences inunderstanding, it is equally important to cover all the content outlined in the curriculum guide toensure that students acquire all the benefits associated with the content as outlined in thecurriculum. 3) Differences in level of understanding of math and science contentPete was a content expert in math and tended to rely on this background knowledge, usingexamples from this discipline to teach in his classroom. On the other hand, Allison and Grace werecontent experts in science and would emphasize their teaching based on their science contentknowledge. Since Eric was both an expert in physics and math, his implementation reflected abalance in math and science content. This