Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

variety of pedagogical approaches. As a model for other engineering centersto explore, this paper also describes the cases of two high school science teachers who wereembedded in a neuroethics research group for their summer research experience. Finally,program evaluation findings show that RET participants reported increases in knowledge relatedto ethical and responsible conduct in research and knowledge of core concepts in neuroethics.Some teachers in particular reflected that learning about neuroethics was impactful to their ownprofessional learning and their students’ learning. Integrating the study of ethics into scientificresearch, as well as into science and engineering education across all levels, is imperative fordeveloping a citizenry

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

inequities they sought to address.Freire characterized this as “false generosity”—as charity offered that does not empower, butinstead fosters dependency. While such aid may help individuals, it also sustains inequities [10].Addressing inequality in engineering education means interrogating the origins of inequalities.Efforts to unravel those systems requires the knowledge of decolonization and engaging indecolonizing methodologies [11]. This is important to reflect on because when organizationsenter a community, they often act in colonizing ways and extend oppressive systemsmasquerading as aid. Decolonizing methodologies center community knowledge and needs andforeground the community’s own purposes.Such work is effortful and time consuming, but

Conference Session

International Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adebayo Ogundipe, James Madison University; Siya Paul Rimoy, University of Dar es Salaam; Divina Donald Kaombe, University of Dar es Salaam

Tagged Topics

Diversity

Tagged Divisions

International

work comfortably within holistic, multidisciplinary contexts to solvecontemporary challenges. Moreover, engineers are expected to have the ability to work on multi-national teams designing products in one part of the world that will be manufactured in anotherand sold in yet another. In short, engineering is in itself, a global enterprise [2]. Trainedindividuals are needed who understand participatory development and have the technical skills toaddress complex issues. As noted by William Wulf [3], President Emeritus of National Academyof Engineering:“…engineering is now practiced in a global, holistic business context, and engineers must designunder constraints that reflect that context. In the future, understanding other cultures

Conference Session

Women in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kali Lynn Morgan, Georgia Institute of Technology; Adrianna Bernardo; Todd M. Fernandez, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

the scienceprofessions, researchers have identified an enduring strong association of science as a disciplinefor men [4]. This association of gender and career field also impacts young people before theycommit to a career path: middle schoolers have parroted the assumption that engineering is acareer for men [8].The Media and Women in STEMThese disciplinary norms and perceptions are reflected in the ways in which, and if, women inSTEM are portrayed in art, media, and popular culture around the world [3, 7, 9, 10, 11]. Themedia reflects the truth of underrepresentation in STEM [7, 10]. Of the 391 most popular STEM-themed YouTube channels, only 32 hosts presented themselves as female [9]. In acomprehensive study of entertainment media

Conference Session

Military and Veterans Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jae Hoon Lim, University of North Carolina at Charlotte; Peter Thomas Tkacik, University of North Carolina at Charlotte; Jerry Lynn Dahlberg Jr, University of North Carolina at Charlotte; Arna Erega, The University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

disciplines, including engineering, reflects a procedural,individualistic, and separated way of knowing, which poses a significant challenge to youngwomen’s intellectual pursuit in these disciplines [18].Research Design Our study is an ethnographic study, a qualitative research approach that explores thesubtle yet important cultural aspects and processes in society. In an ethnographic study, theresearcher typically investigates a culture-sharing group in a natural setting over a prolongedperiod of time by collecting primarily observational and interview data” [19]. Ethnography is anaturalistic and holistic inquiry based on multiple data collection methods, using inductiveanalysis, and drawing cultural interpretations as final outcomes

Conference Session

Design in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanna Ambrosio; M. David Burghardt, Hofstra University; Deborah Hecht, Center for Advanced Studyin Education

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

assessment data.The WGG project created blended engineering design challenges that engage youth in problemsolving and reflection. Through the WISEngineering online learning environment, youth arepresented with a design challenge. They are guided through knowledge and skills builders(KSBS) that help them to learn the content knowledge needed to successfully complete thedesign challenge. Youth are later asked to evaluate their design solutions according to criteriathat were presented along with the challenge. After completing the design challenge, the youthengage in guided reflection about the experience. This informal learning activity was deliveredat Boys and Girls Clubs. The project team was very aware that if the assessment resembled aschool “test

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Joseph A. Lyon, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Ellen Gundlach, Purdue University, West Lafayette; Mark Daniel Ward, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

asked to voluntarily share their experiences in the form of writtenreflections as a part of an open-response survey at the end of each semester. To understand studentexperiences, we conducted a thematic analysis of student reflections after they completed theirfirst semester. We analyzed reflections and we discussed our findings through the lens of thesituated learning theory, specifically addressing its three key tenets: authentic context, socialinteraction, and authentic learning.IntroductionNumerous future jobs will involve science, technology, engineering, and mathematics (STEM)knowledge. As such, it is important to attract students into STEM fields and to retain them asSTEM majors. Residential Learning Communities (RLCs) can help with both

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Student

framework to better understand empathyamong engineering educators. The framework is made up of three mutually dependentdimensions: skills, orientation, and being. The skills dimension includes empathic skills that canbe learned such as perspective taking, mode switching, and affective sharing. The orientationdimension concerns one’s proclivity for being empathetic and includes aspects such as anepistemological openness and reflective values awareness. The being dimension aligns withone’s values and morals as engineers and citizens and how these morals and values define andguide our actions and behaviors. Interviews were conducted with three assistant professors andone professor and these interview transcripts were thematically analyzed using in

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff, University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

impact of a user’s prior knowledge and the reflections of first-year engineeringstudents on differing results were also assessed.The results of this study indicate that designing a product display or interface is still centeredaround a population stereotype, but the population takes many forms depending on the productor interface. When an open-ended prompt is provided, such as, “draw in how you consider the[gear selections] should be positioned for [an auto transmission] Neutral (N), Drive (D), Low(L), and Reverse (R),” the multitude of responses becomes overwhelming to designers. Theinfluence of cultural shifts, since the original study, was evident within our responses as well.Multiple responses highlighted how modernization of technology may

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela K. Judge, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, changing racial and ethnic demographics, national security, andglobalization have all fueled the push to increase and diversify the science and engineeringworkforce [6]. Further, expanding racial (and gender) representation of engineering faculty hasbecome a top priority in many engineering colleges and departments across the country. Despitethe best intentions, many organizations have failed to reflect societal demographics within theirfaculty ranks. Techniques and strategies exist to recruit candidates from traditionallyunderrepresented groups, yet the full participation of these groups has not been achieved [6].It is clear that the engineering programs within higher education must improve their teachingapproaches to address issues of diversity

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Xi Wang P.E., University of Mount Union; Minhao Dai, Kennesaw State University; Gabriella Cataloni, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

disparate contexts and perspectives.2. improve the ability to apply engineering design concepts to solve problems in the real world.3. improve the ability to make reflective judgment through independent and critical thinking4. improve the ability to make and act on the moral or ethical judgment in the engineering design process5. improve the ability to function effectively on a team.6. improve the ability to communicate effectively with a range of audiencesThis course is designed to achieve the learning outcomes listed above by assigning studentsdesign activities and projects. Table 1 shows the detailed descriptions of the teaching methodsused for each learning outcome. Table 1. Teaching methods for each learning outcome

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vikash V. Gayah, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

4 knowledge task Relevance Applying theoretical knowledge 4 Self-control and self- Encouraging students to reflect on their learning 4 reflection and behavior Epistemological Teaching students to identify complexity and 3 understanding uncertainty related to domain-specific knowledge Teaching for understanding Helping students develop interconnected 7 knowledge and apply to tasks Supporting learning for Understanding what concepts and information is 4 understanding needed to solve

Conference Session

Manufacturing Division - Workforce Development and Curricular Innovations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marilyn Barger P.E., FLATE, Florida Advanced Technological Education Center; Richard Gilbert, University of South Florida; Phil Centonze, FloridaMakes; Sam Ajlani, College of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

thesetechnologies. The two columns of data reflect participant group preferences. Thus, the first row(under Autonomous Robots) in Table 2, “Programming”, was among the top five selections for34% of the manufacturers and 52% of the college faculty.The plan for the data analysis was to address the five questions summarized in Table 3. The orderof the questions in the table does reflect the analysis progression through the aggregated data.Thus, the first order of events was to determine the popular skill selections for manufacturers andeducators. Once those selection percentages were reviewed, the degree of popularity by groupwas explored. After reviewing aggregated responses, the fourteen skills were grouped based ondifferences between the manufacturers’ and

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephany Coffman-Wolph, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

Work-in-Progress: Engaging First-Year Students in Programming 1 During COVID-19AbstractDuring the Fall 2020 semester, it became even more important than before to engage students inthe “classroom” whether that be in-person, online, or a hybrid model. This paper will introducevarious entrepreneurial mindset (EM) techniques to engage students that could be adapted to anyengineering course. All the techniques have suggestions for adapting to a fully online course aswell as working for an in-person or hybrid class. The first activity presented will be name signswith badges that will promote (1) setting, evaluating, and achieving goals, (2) self-reflection, (3)considering a problem from multiple viewpoints, and (4

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adia Radecka, University of Illinois at Urbana-Champaign; Alyssa Bradshaw, University of Illinois at Urbana-Champaign; Javi Cardenas, University of Illinois at Urbana-Champaign; Sara Xochilt Lamer, University of Illinois at Urbana-Champaign; Ilalee Harrison James, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

most usefulgains connected to their careers.Assessment and Evaluation Student outcomes were evaluated by analyzing results of the Undergraduate ResearchStudent Self-Assessment (URSSA) survey. As part of this program, we administered the URSSAsurvey at the end of the first semester (UIUC IRB #21284) [9]. This scale developed byUniversity of Colorado Boulder evaluates skills-based student outcomes of undergraduateresearch experiences to identify students' perceptions of gains from engaging in research. Whilethe survey response was positive, due to the small size of the current cohort (n=6 students), wechose to use the survey as a reflection tool for program organizers (faculty and staff). See belowfor reflections on the pilot program

Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette; Saira Anwar, University of Florida; Muhsin Menekse, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

educational technology tools in STEM classrooms in the pastfew decades. Previous studies have discussed the impact of design, development, and use ofeducational technology tools on creating an interactive learning environment for students.However, in the realm of user experience, limited studies explored the context of technology andstudents’ experiences while interacting with educational technology tools, such as students’perceived ease of use. Accordingly, this work in progress study explores reflections of students’experience while interacting with the most commonly used education technology tools inpostsecondary classrooms. For this study, we recruited thirty undergraduate STEM students fromtwo midwestern educational institutes. Our primary

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mackenzie Claire Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Topics

Diversity, NSF Grantees Poster Session

Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. American c Society for Engineering Education, 2021 Investigating professional shame as experienced by engineering

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

learning pedagogy, and assessment through collaborativelearning sessions and 3) scaffolding learning moments to build up to a culminating courseexperience. In the following sections, each of these strategies corresponding to the course designconsiderations are described, as well as my instructor reflection on student feedback.Table 1Translation and Reframing of Course Design Considerations for Implementation in an Open-ended Course Design Context Course Design Core Idea and Reframed Approach Strategy for Considerations Approach to Expand Thinking Implementation Focus on learning Focus on being and Journey mapping for objectives to address

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

, service, and career advancement) and provideholistic faculty support in areas such as time management, work-life topics, and well-being [1].From the context of the CTL, the intentional alignment of programs, in which the relationshipsbetween goals and activities of different faculty development programs are considered, helps toidentify strategic approaches to advancing the CTL’s goals. At the same time, from the contextof faculty members, participating in exercises that encourage the consideration of an issue fromboth big picture and granular perspectives and the connections between the factors that impactthe issue can help foster reflection and make visible the role of faculty members in the issue.The objectives of this paper are to 1) present a

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

perspectives ofDEI, the team designed the research activities to isolate those factors in the questionnaire andinterviews.MethodsThe project is a sequential mixed methods study combining quantitative and qualitative aspects toexamine connections between involvement in HEP, professional formation, and views of DEI. Thequantitative aspect of this project will be a questionnaire which will guide the development of theinterviews for the qualitative aspect. Current engineering students at Lipscomb as well as alumniof the engineering program will be asked to participate in the questionnaire and interviews.Students will reflect an immediate impact on DEI from a pre/post-questionnaire due toinvolvement in HEP whereas alumni will represent the long-term

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

parenthesesThe survey also included an open-ended question for both cohorts: Share your thoughts and reflections about your experiences collaborating with the faculty advisor (e.g., mentorship experience), and your overall experience conducting researchIV. RESULTSCohort 1 ResultsThe questions administered on the survey (Table 2) were intended to inquire about developingrelationships, commitment to mentorship, genuine desire for mentee to succeed, and willingnessof the faculty member to disseminate personal and academic wisdom.Table 2. Student Response Percentages: Cohort 1 Question N Yes No Prior to joining the group, did you engage in research

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tim Dallas P.E., Texas Tech University; Heather Greenhalgh-Spencer, Texas Tech University; Kelli M. Frias, American University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

thecompanyStudents are asked multiple questions corresponding to each of the seven areas above. Theiranswers to these questions show the level of intrapreneurial competencies.Intrapreneurial Motivation Scale Survey (IMSS)The IMSS includes questions designed to get at intrapreneurial motivation. This is a 12-questionset designed to get at various levels of motivation.Cohort 1It is important to note that the data reflected for Cohort 1 in this paper shows data collection forthe first components of TIP. Not all data tools were used (for example, interviews) because, atthis time, not all of the components of TIP have been experienced by the students.Students are given multiple experiences, in each course, to develop intrapreneurial dispositionsand competencies

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

researchers newto EER.EER PERT Project Goals Building on the JEE Mentored Reviewer Program, the broader EER PERT project seeksto develop peer review training for EER scholars and conduct research on how individualsdevelop mental models of the review process. The research goals of the project entail addressingthe following research questions: ● How do scholars develop schema for quality EER through collaboratively constructing peer reviews? ● How do reviewing skills in EER improve research skills?While we have already gained insights through the experiences and reflections from previousparticipants in the JEE Mentored Reviewer Program, we are exploring these questions moredeeply by including a research component. A later phase of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Srinjita Bhaduri, University of Colorado Boulder; L. Lee Biddy, University of Colorado Boulder; Melissa Rummel, University Corporation for Atmospheric Research; Jeffrey B. Bush, University of Colorado; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; John Daniel Ristvey Jr., University Corporation for Atmospheric Research; Alexandra Gendreau Chakarov, University of Colorado Boulder; Tamara Sumner Sumner, University of Colorado Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

- andpost-STEM interviews with a member of the research team. Of these 16 students, four alsoparticipated in the mentoring experience. The interviews (conducted remotely) focused onstudents' career interests, understanding of what STEM entails, and reflection about the 3Dprinting unit. Students (n=214) completed a STEM Interest survey consisting of four sets ofquestions, each set focusing on one element of STEM. Students took this survey twice, once atthe start of the quarter (pre) and once at the end of the quarter (post). The survey was takenverbatim from Kier et al. (2013) [7] with eight additional negatively worded questions to checkfor response consistency. Additionally, following each mentoring session, students (n=16),mentors (n=12), and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Purvi Shah, Worcester Polytechnic Institute; Gbetonmasse B. Somasse, Worcester Polytechnic Institute; Dhvani Gangadia, Worcester Polytechnic Institute; Michael A. Gennert, Worcester Polytechnic Institute; Walter Towner, Worcester Polytechnic Institute; Torbjorn S. Bergstrom, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Consumer Affairs, Journal of Marketing Management, Journal of Retailing and Consumer Services, and Marketing Education Review.Dr. Gbetonmasse B. Somasse, Worcester Polytechnic Institute Gbetonmasse Somasse is a faculty member in the Department of Social Science and Policy Studies at the Worcester Polytechnic Institute where he also directs the Cape Town Project Center. He holds a Ph.D. in economics and a Master in statistics. His research interests are in applied econometrics, development economics, program evaluation, and higher education. In higher education, he is interested in student motivation, experiential learning, and critical reflection to promote active and more intentional learning. Previously, Somasse was a

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rajani Muraleedharan, Saginaw Valley State University; Marie Cassar, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

afterschool Xplore STEM camp. Due to the increased number ofconfirmed cases of the coronavirus (COVID-19) in Michigan, large gatherings are restricted andparticipants (students, staff, and volunteers) from different schools are unable to meet at a singlelocation. Hence, the afterschool enrichment program includes two schools, who will be virtuallyattending the sessions via zoom. The teacher from each school will facilitate interactions duringthe online sessions conducted by the program director from the university. All Institutional ReviewBoard (IRB) approved paperwork is shared with the schools, and the consenting students willcomplete an online pre-intervention, post-intervention survey and submit a 500-words self-reflection essay about their camp

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawfik Elshehabi, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

90% of my students (N=87) strongly agreedthat sharing my teaching philosophy is critical. Additionally, underrepresented students wereempowered and archived more than half the “A”s in my courses. In conclusion, since equal is notalways fair, instructors must make their expectations exceptionally clear to ensure that anystudent can succeed and earn an “A.” I believe it is time for educators to polish their teachingphilosophy, create appealing visual models, and share them with their students.IntroductionDeveloping a Teaching Philosophy Statement (TPS) is central in any academic career [1]. TPSdeclares the educator’s approach to teaching and learning. Creating a teaching philosophyengages educators in metacognitive reflection on what they

Conference Session

What Are Crucial Barriers and Opportunities to Bring Our Whole Selves to Engineering Education? Moving Watermelons Together

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines; Ann D. Christy P.E., The Ohio State University; Marybeth Lima P.E., Louisiana State University and A&M College; Malini Natarajarathinam, Texas A&M University; Julia D. Thompson, University of San Francisco

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

everyone, even though everything in the society pressures you into sameness – it is a handicap in the end. A handicap to live without knowing the struggle of difference – in all of its pain, its fear, its celebration, its compassion [2].”AbstractThis is an archival record of a proposed panel discussion for the 2021 ASEE Annual Conferenceand Exposition. It reflects a year-long conversation between the six co-authors. Panel attendeeswill be invited to join and expand upon that conversation. Further analyses and integration areplanned after the conference when we will have the benefit of other panel attendees’ commentsand their own narratives.Under ideal circumstances, engineering cultures in academia and industry bring out the best

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Kathryne Newton, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

-majority’ of America (or the ‘majority-minority’) wherethe non-Hispanic White population becomes the minority overall for the first time in U.S.history. Figure 1 depicts this transition. Figure 1. Changing U.S. Demographics 2016 – 2060 (000)As with any country, the youth of the U.S. reflect the bench strength of the nation. Thesemembers backfill for the aging and are the primary workers for sustaining age-related socialprograms. They are the strength of the working class and hold the keys to our innovation. Thisgroup must be sufficiently educated and capable of sustaining a country.In the year 2020 (Figure 2), less than one-half of the children under 18 years of age wereCaucasian (thus, a minority). This crossover comes with a

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bob Schaffer, Mission College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

Core Curriculum cultivates social justice, civic life, perspective, andcivic engagement. It involves community-based learning with a social justice emphasis. Studentsare required to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement is“to foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.”The specific learning objectives of an ELSJ class are as follows:• Recognize the benefits of life-long responsible citizenship and civic engagement in personal and professional activities (Civic Life