Displaying results 1 - 30 of 70 in total
- Conference Session
- Graduate Studies Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia
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- Diversity
- Tagged Divisions
- Graduate Studies
mathematics and science in California and Oklahoma. American c Society for Engineering Education, 2021 A Framework for Examining Engineering Doctoral Student Role IdentityAbstract This paper presents the Role Identities of Doctoral Engineering Doctoral Students(RIDES) framework for the examination of engineering doctoral students’ role identities.Identity of engineering students at the undergraduate level has been widely explored, butcomparably few studies have explored identity at the doctoral level [1]. Identity development isfundamental to becoming part of the community of practice of graduate school and academia(e.g., [2]); thus
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette
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- Diversity
- Tagged Divisions
- Graduate Studies
Visualizing Arguments to Scaffold Graduate Writing in Engineering EducationAbstractMany graduate students come to engineering education research with technical backgrounds inengineering. This can present a challenge for them in learning to write social science research,with new expectations around the structure of academic arguments for the field of engineeringeducation research. Existing research suggests that even graduate students familiar with writingstrategies struggle when entering new communities of practice and disciplines. Although somescholarship has focused on writing, minimal strategies for encouraging argumentation through arhetorical approach have been developed for graduate students. Unlike a focus on writtenproduct
- Conference Session
- First-Year Programs: Diversity, Equity and Inclusion in the First Year
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- 2021 ASEE Virtual Annual Conference Content Access
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- Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago
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- Diversity
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- First-Year Programs
] hasbeen used as the basis to develop a construct for engineering identity development within theengineering education community. The science identity model advances that science identitydevelops intersectional and over time. Research on engineering identity emerged from variousacademic strands, including psychology and sociology. The definition of identity in this study isviewed through the social lens. Identity is defined as "being recognized as a certain 'kind ofperson' in a given context" [16, p.99]. The given context focuses on individual socialperformances rather than their uniqueness as a person. Our context is this study is specific toengineering and how students self-described and are seen within the context of engineering
- Conference Session
- Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
with the WFU Program for Leadership and Character and many colleagues across the university. With inclusion being a core value, she is proud that the WFU Engineering team represents 60% female engineering faculty and 40% female students, plus 20% of students from ethnic minority groups. Her areas of expertise include engineering identity, complex problem solving across cognitive and non-cognitive domains, recruitment and retention, PBL, engineering design, learning through ser- vice, character education in engineering contexts, etc. She also conducts research in cardiovascular fluid mechanics and sustainable energy technologies. Prior to joining Wake Forest University, Olga served as a Program Director at the
- Conference Session
- Motivation, Goal Orientation, Identity, and Career Aspirations
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo
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- Diversity
- Tagged Divisions
- Educational Research and Methods
AbstractIn this research paper, we explore student responses to Utility Value Interventions in staticscourses. Introductory engineering mechanics courses (e.g., statics, dynamics) are critical pointswithin a curriculum, and student performance in these courses can have a strong influence onfuture success. And while these courses are often thought of as “weed out” courses, the ubiquityof these courses for engineers is what makes them an important place for students to develop themotivation to persist through their engineering education. One particularly promising tool for thisdevelopment has been Utility Value Interventions (UVIs) in which students are given opportunitiesto reflect on how their coursework aligns with their lives through short writing
- Conference Session
- 'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College
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- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
” enables womento develop stronger implicit STEM identities through exposure to positive cues in theirsurroundings. The current study suggests that this valuable work within STEM may be valuablysupplemented by students’ experience in other disciplines. The WGS framework and scholarshipgave the students in our study a different, wider-lens view of engineering itself, and enhancedtheir sense of STEM identity.Pawley [42] argues that “feminist science studies are particularly relevant to engineering andengineering education, namely, for scrutinizing what ‘counts’ as engineering content and why.”Our participants felt strongly that all students should be exposed to the theory and methods ofWGS. They identified ways in which this knowledge was helpful to
- Conference Session
- Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Claussen, San Francisco State Unviersity; Janet Y Tsai, University of Colorado Boulder; Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines
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- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
can be challenged by threats to an imagined future, and animagined future self can also serve as a motivational resource, as a goal to keep striving towards[32].While the concept of liminal identity has been explored in conjunction with examining identitydevelopment in K-12, higher education and adults [31], discussions of liminal identity are rarewithin the engineering education literature [33]. As such, this paper marks a foray intoinvestigating the connection between liminal identity development and engineering identitydevelopment. We use liminal identity as an organizing concept and analytical tool to highlighthow the identities of engineering students are in transition, informed by their perceptions offuture selves but expressed through
- Conference Session
- Socially Responsible Engineering I: Context, Innovation, and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University
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- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
thetraining of their students, it has received almost no attention in engineering education to date.Although VTS might be perceived as too far removed from engineering for relevance, we havedeployed it as a core innovative pedagogical method along with several other artful methods inan experimental graduate course with promising results. The purposes of this paper are to (1)explore how VTS contributes to the development of reflective thinking skills in graduateengineering education, and (2) share insights of interest to educators considering adopting VTSin their courses and curricula.The course in which we have experimented is a 3-credit elective offered through the departmentof civil and environmental engineering. It is led by two co-instructors
- Conference Session
- Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
for MMW was informed by a number of institutional educational initiativesand programs at BC, including BC’s identity as a Jesuit, Catholic institution, its Renewed CoreProgram, and its development of a new Human-Centered Engineering Department.First, as a Jesuit, Catholic university, BC is committed to educating the “whole person” andembraces courses that advance aspects of social justice. Particularly in the Fall of 2020, whenlayered crises of COVID, racial injustice, climate disruption, and the presidential election placedhigh burdens on universities to respond, we were encouraged by the university administration toembrace these challenging topics in class. We emphasized the humanity of the engineeringdesign process and profession
- Conference Session
- Entrepreneurship & Engineering Innovation Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephanie M. Gillespie, University of New Haven; Onyinyechi Nwadiuto Agu, University of New Haven; Erica Maggiore, University of New Haven
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
Research Assistants. American c Society for Engineering Education, 2021 How well can Makerspaces build an Entrepreneurial Mindset?1. IntroductionIn this paper, we explore if makerspaces can contribute to student development of anentrepreneurial mindset. Makerspaces take prior implementations of hands-on engineering, suchas machine and wood shops, and push a step further to have complete digital tools available toassist with the common goal of creating a final product or solving problems. Often integratedthrough coursework, students usually have access to tools and a maker community both in andout of the classroom. They also allows students to unleash creative potential and
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kate Caroline Batson, University of Georgia
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- Diversity
- Tagged Divisions
- Graduate Studies
personaldevelopment through collaboration, knowledge sharing, and analysis. I will briefly introduceexamples of learning communities developed within Colleges of Engineering—including that ofNew Mexico Tech and the École de Technologie Supérieure in Montreal, Canada—that havereported both success and challenges.STEM FellowsSimpson et al. (2015) sought to address the lack of graduate level-writing support of engineeringstudents at their institution, New Mexico Tech, a university who has strong specialized programsin areas such as mechanical engineering, atmospheric and astrophysics, earth sciences, andpetroleum engineering. Simpson and colleagues developed a graduate STEM CommunicationFellows program aimed at “creating opportunities to develop organic
- Conference Session
- Computers in Education 3 - Modulus I
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Roxanne Moore, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology; Jason Freeman, Georgia Institute of Technology; Jason Brent Smith, Georgia Institute of Technology; Tom Berry, Amazon Future Engineer
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- Diversity
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- Computers in Education
during their primary and secondary education—especially students who are traditionally underrepresented in technology fields or come from underserved communities. American c Society for Engineering Education, 2021 Engaging High School Students in Computer Science Through Music Remixing: An EarSketch-based Pilot Competition & EvaluationAbstract:There is a strong demand for diverse computer scientists in the United States. In order to buildinterest and excitement around computing, there is a need for free, accessible computingexperiences for K-12 students. As part of broader efforts to build a pipeline into computerscience, scholars at Georgia Institute of
- Conference Session
- Preparing Engineering Students for Their Professional Practice
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kanembe Shanachilubwa, Pennsylvania State University; Megan Ellery; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University
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- Diversity
- Tagged Divisions
- Educational Research and Methods
desire increased guidance on how their graduateprograms were structured and a greater understanding of how to develop and maintain functionalcommunication with their advisors. These findings will allow the engineering education researchand practice communities to understand better how students conceptualize graduate school andprovide adequate guidance and support. This study will contribute to the small body of literatureconcerning graduate engineering attrition and holds implications for the future of engineeringgraduate programs and departments in their ongoing efforts to promote their students' well-beingamid the growing crisis relating to student well-being.Introduction and Literature ReviewWhen observing the statistics for attrition from
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
the USA,women represent only 19.7% of engineering graduates and 18.7% of computer sciencegraduates, lagging behind the 35.5% of women in all STEM fields [2]. The goal of this projectwas to understand student thinking about diversity and inclusion with the long-term aim ofimproving culture for females and under-represented groups. The engineering workforce andengineered products, infrastructure, and services can certainly benefit from designs created bydiverse teams. Prior researchers have linked diversity to increased creativity in teams andwork-groups [3, 4].Building an inclusive culture is challenging but very important. A negative campus climate canaffect students’ self-efficacy. A campus with a lack of diverse students can create a
- Conference Session
- Teaching In and Through Design, Maker Spaces, and Open-ended Problems
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
School. He earned a B.S. in Materials Science Engineering from Alfred Univer- sity, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment tech- niques, and identifying new ways to empirically understand how engineering students and educators learn. He currently serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program. He is also the immediate past chair of the Research in Engineering Education Network (REEN) and an associate editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate student research
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
helpengineers and their communities meet their needs, and clarifies that engineering does notinherently require technocratic solutions to communal problems and needs.PositionalityThe primary and secondary authors are both engineers, labor organizers with the AmericanFederation of Teachers (AFT) local GEO-3550, and children of union members fromworking-class backgrounds. Both were participants in the 2020 GEO-3550 abolitionist strike fora safe and just campus for all [29]. The first author was also taking graduate coursework inintroducing the concepts of engineering education research during the writing of this paper,which provided a critical reflective space for learning and grappling with theoretical frameworksand their applications. We reached out to
- Conference Session
- The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sophia Isabela Barber, Pasadena City College; Sophia Isabella Ibargüen, Pasadena City College; Chloe Sharp, Pasadena City College ; Aaron Reedy, DataClassroom; Tanya Faltens, Purdue University, Main Campus; Yu-Chung Chang-Hou, Pasadena City College; Jared Ashcroft, Pasadena City College
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- Diversity
- Tagged Divisions
- Two-Year College
lack offunding, proper equipment, lab space, and dedicated research faculty [3-5]. In addition, research is not akey component of community college educational master plans. Rather, the ultimate goal of communitycolleges is to prepare students for transfer or employment through certified technical educationprograms [6-8].Undergraduate research has proven to be a high impact practice that helps students increase theiracademic performance, build confidence, and develop critical thinking skills and STEM identity [9-11].These traits are necessary to become a successful scientist, engineer, or educator in these fields— thus itis imperative that research experiences are provided in the early stages of STEM students’ educationaljourneys [12, 13
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
arehoping that through the process of sharing our thoughts with the broader ASEE community, wecan further develop ideas regarding opportunities for anti-racist institutional transformation andincorporate them into ongoing research with students, program coordinators, and universityleadership across the five PNW LSAMP universities and four PNW LSAMP communitycolleges.Theoretical frameworkOur research is motivated by an assets-based Critical Race Theory (CRT) approach aimed atdeveloping a better understanding of the ways that knowledge and experience possessed bystudents from systemically marginalized groups both contribute to their educational success anddraw attention to opportunities for institutional transformation [5], [7], [8]. In this paper
- Conference Session
- Pre-College Engineering Education Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
sciences in New Jersey. She joins their dedicated research on STEM teacher development and leadership. Dr. Larson continues to pursue research interests in assessments and accountability in STEM teacher education, identity and agency in STEM teacher development, and community-centered STEM curriculum and programs. American c Society for Engineering Education, 2021 Studying In-service Teacher Professional Development on Purposeful Integration of Engineering into K-12 STEM Teaching (Research to Practice)AbstractIntegrated STEM approaches in K-12 science and math instruction can be more engaging andmeaningful for students and
- Conference Session
- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
various disciplines through the recruitment of students from STEM and STEM-related majors across campus including: biology, chemistry, STEM education, chemical Creation of an engineering, behavioral education science, and environmental science. In terms of expansive faculty mentoring, students received training from faculty representing engineering, learning education, marketing, business, multicultural education and sociology. This community learning community met twice a month with faculty and twice a month with their graduate mentorship team. The aim of this type of interdisciplinary learning community helped students establish connections across campus through
- Conference Session
- Supporting Biomedical Engineering Students in Holistic Development
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- 2021 ASEE Virtual Annual Conference Content Access
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- Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
Engineering for Social Justice” has been developed over the past four yearsby one faculty member, two students who were undergraduate Bioengineering majors andhonors students at the time, and one graduate student who holds an undergraduate degreein engineering, a master’s degree in education, and is currently pursuing a PhD in human-centered design and engineering. We were motivated to create this course for severalreasons. As individuals, we are passionate about social justice. We are members ofunderrepresented groups in STEM, and thus we are committed to increasing engagementof underrepresented students in science and engineering.In addition, we hoped that the social justice theme would be appealing tounderrepresented students, who are more likely
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Katherine Robert, University of Denver
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
myresearch design that explores the intersection of educational diversity efforts, the arts, and engineering history. Myunique framework requires some explanation to communicate across disciplinary understandings about howknowledge is generated [3], [4]. For example, in my methods section below, I describe my literature and imagesearch methods because my framework does not differentiate distinct phases of the research; rather, I acknowledgethe messiness of my approach by showing the process of producing new knowledge as an iterative act, from whichpreviously undetected perspectives can emerge. In arts-based research [52] and culturally responsive methodologies[5], transparency builds trustworthiness. Trustworthiness is a criterion for evaluating
- Conference Session
- Student Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
Florida International University (FIU). Her research interests span the fields of Computing and Engineer- ing Education, Human Computer Interaction, Data Science, and Machine Learning. Previously, Stephanie received her B.S. and M.S. degrees in Neuroscience from the University of Miami, in addition to B.S. and M.S. degrees in Computer Science from FIU.Dr. Monique S. Ross, Florida International University Monique Ross, Assistant Professor in the School of Computing and Information Sciences and STEM Transformation Institute at Florida International University, designs research focused on broadening par- ticipation in computer science through the exploration of: 1) race, gender, and disciplinary identity; 2) discipline
- Conference Session
- Engineering Libraries Division Technical Session 1: Diversity
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- 2021 ASEE Virtual Annual Conference Content Access
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- Shalini Ramachandran, Boise State University; Steven Matthew Cutchin, Boise State University; Sheree Fu, California State University, Los Angeles
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Libraries
for Engineering Education, 2021 Raising Algorithm Bias Awareness among Computer Science Students through Library and Computer Science InstructionAbstractWe are a computer science professor and two librarians who work closely with computer sciencestudents. In this paper, we outline the development of an introductory algorithm bias instructionsession. As part of our lesson development, we analyzed the results of a survey we conducted ofcomputer science students at three universities on their perceptions about search-engine andbig-data algorithms. We examined whether an information literacy component focused onalgorithmic bias was
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven
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- Diversity
- Tagged Divisions
- Faculty Development Division
Paper ID #32835Faculty Development Aimed at Sustaining and EnhancingEntrepreneurial-minded LearningDr. Nadiye O. Erdil, University of New Haven Nadiye O. Erdil, an associate professor of industrial and systems engineering and engineering and opera- tions management at the University of New Haven. She has many years of experience in higher education and has held several academic positions including administrative appointments. She has experience in teaching at the undergraduate and the graduate level. In addition to her academic work, Dr. Erdil worked as an engineer in sheet metal manufacturing and pipe fabrication industry
- Conference Session
- First-Year Programs: Diversity, Equity and Inclusion in the First Year
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
. 12[5] O. Pierrakos, T. K. Beam, J. Constantz, A. Johri, and R. Anderson, “On the Development of aProfessional Identity: Engineering Persisters Vs. Engineering Switchers.” ASEE/IEEE Frontiersin Education Conference, San Antonio, TX, 2009.[6] M.W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Charchra, and R.A. Layton,“Persistence Engagement, and Migration in Engineering Programs,” Journal of EngineeringEducation, vol. 97, no. 3, pp. 259-278, 2008.[7] C. B. Zoltowski, P. M. Buzzanell, A. O. Brightman, D. Torres, and S. M. Eddington,“Understanding the Professional Formation of Engineers through the Lens of Design Thinking:Unpacking the Wicked Problem of Diversity and Inclusion,” ASEE Annual Conference andExposition, Columbus, OH, June
- Conference Session
- NSF Grantees Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Teresa Cardador, University of Illinois at Urbana - Champaign ; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign
- Tagged Topics
- Diversity, NSF Grantees Poster Session
Illinois Foundry for Innovation in Engineering Education and in the Department of Bioengineering with the Revolutionizing Engineering Departments (RED) grant at the University of Illinois at Urbana-Champaign. Dr. Cross’ scholarship investigated stu- dent teams in engineering, faculty communities of practice, and the intersectionality of multiple identity dimensions. Her research interests include diversity and inclusion in STEM, intersectionality, teamwork and communication skills, assessment, and identity construction. Her teaching philosophy focuses on student centered approaches such as culturally relevant pedagogy. Dr. Cross’ complimentary professional activities promote inclusive excellence through collaboration.Ms
- Conference Session
- Capstone Design
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- 2021 ASEE Virtual Annual Conference Content Access
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- Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Luis Enrique Guardia, Florida International University; Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
engineering, as design requires a mixture of technical and professional skills.However, despite the similarities that design courses may offer to real-world experiences,educators face challenges balancing what the curriculum can simulate (e.g., realistic designconstraints, access to stakeholders) and what would be most helpful in developing students forthe complex, multidisciplinary work environment they will enter after graduation [3]. As such,there is currently a gap between what educational opportunities are feasible within academiaversus what is required to excel in collaborative, multidisciplinary design environments. This gaphas been echoed in current literature through discussions of the need to enhance professionalskills such as communication
- Conference Session
- Design Teams 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Margaret Garnett Smallwood, University of Texas at Dallas; Robert Hart P.E., University of Texas at Dallas; Todd W. Polk, University of Texas at Dallas
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
in thisarea [2]. Launched in 2014 and refined each semester subsequently, this training program isdesigned and delivered consistently with the literature on teaching workplace skills toundergraduate students.As a result, engineering students in the capstone course and business students in a businesscommunication course at the same university receive identical professional communicationtraining in teamwork skills, conflict management techniques, presentation skills, and teamleadership from the same communications instructor. The goal is to help students developprofessional skills considered essential by employers who hire new college graduates. Each year,the National Association of Colleges and Employers' (NACE) Job Outlook survey
- Conference Session
- Academic Success and Retention
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
tool to provideculminating senior academic/intellectual experience for students, especially those at the end oftheir educational program; such a project will give E/CS students an insight into the activities theywill likely be involved in while on the job.Engineering student societies and clubs are also promising avenues to promote engagement amongstudents. These student groups/clubs may participate in hackathons, competitions, and serviceactivities, bringing a fun, hands-on factor to their engineering curriculum. Such groups promoteinteraction within minority groups and improve 'students' sense of belonging, and curbs loneliness.However, team-building skills need to be developed to ensure inclusiveness and proper leadershipand development of