Displaying results 1 - 30 of 47 in total
- Conference Session
- Computing and Information Technology Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Peng Li, East Carolina University
- Tagged Topics
- Diversity
- Tagged Divisions
- Computing and Information Technology
malware trafficIn a F2F class to be converted, if an in-person approach was used to achieve a particular learningoutcome, we would search for an alternative, online approach. For example, many labsperformed on computers in a physical computer room may be moved to virtual labs online usinga decentralized approach or centralized cloud approaches. More details will be discussed insection 3.5.In another example, in-class student presentations were integral part of some F2F courses. Afterclasses are moved online, students now create presentations using software (Mediasite Mosaic)on their own computers and upload videos to the University Mediasite server for peer review.If no learning outcomes are clearly defined in the syllabus, it is a good idea to
- Conference Session
- Faculty Development 4: COVID-19's Impact on Students
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
students of low socio-economic status. It isnotable that the necessity for student readiness as well as faculty training or mentoring programsfor online teaching to facilitate teaching methods, learner support, and course delivery cannot beoveremphasized. As this pandemic continues, there is a need to identify development areas toenhance faculty competencies in the online environment.Prior to COVID-19, the landscape of higher education was changing rapidly, especially in termsof delivery format. Now, the growth in online education participation has astoundingly increased.All colleges and universities in the United States have now fully transitioned to online education,not driven by the primary purpose of transforming education, continuing
- Conference Session
- NSF Grantees Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut
- Tagged Topics
- Diversity, NSF Grantees Poster Session
discussions. The course redesign process is further informed by the inclusion of studentstakeholders in the project, namely, undergraduate and graduate students who self-identify asneurodivergent. Student contributors share individual experiences and perspectives to identifybeneficial instructional practices and foster a personal connection with the faculty.Introduction of the I-StandardsThe I-Course Standards document resulted from the first stage of the I-Team process, emergingas a framework to guide the course redesign process throughout the life of the project. The I-Course Standards were inspired by the approach and format of Quality Matters, the certificationsystem for online courses, which is adopted at the university for all online classes
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Shelly Gulati, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Jeremy S. Hanlon, University of the Pacific
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
emphasized engineering education to promote persistence and success in engineering.Dr. Mehdi Khazaeli, University of the Pacific Mehdi Khazaeli is an Associate Professor in School of Engineering and Computer Science at University of the Pacific. He also serves as Director of Pacific’s Technological Innovation and Entrepreneurship (TIE) Program. He teaches courses in Design and Innovation, Decision Making, Building Information Modeling and Data Analytics. He has consulted with and/or taught seminars to a variety of clients in R&D-based industries, research organizations and educational institutions.Mr. Jeremy S. Hanlon, University of the Pacific American c
- Conference Session
- Manufacturing Division Technical Session Innovative Pedagogy in Manufacturing Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Zhenhua Wu, Virginia State University; Lorin Scott Sodell, Virginia State University College of Engineering and Technology; A.A. Elmustafa, Department of Mechanical and Aerospace Engineering, Old Dominion University and The Applied Research Center-Thomas Jefferson National Accelerator Facility; Dawit Haile, Virginia State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Manufacturing
summer 2020, the firstsyllabus was drafted with learning outcome and topics. The syllabus was sent to our ExternalAdvisory Committee (EAC) for their comments on whether or not any topic needed to bestrengthened/omitted. One challenge was to arrange so many topics for a 3-credit hour class in a15-weeks semester. The schedule assigned for each topic was included. With the EAC’s comments,the course topics were finally decided as indicated below.1. Introduction to NASA and the global aerospace industry (1 week) NASA history and mission Aerospace manufacturers and their major products (Airbus, Boeing, Lockheed Martin, GE Aviation, Northrop Grumman, Raytheon (including Pratt & Whitney), Safran, Rolls-Royce.)2. Overview of
- Conference Session
- Thermal Fluid Related
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Julie Mendez, Indiana University-Purdue University Columbus
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanical Engineering
Paper ID #33642Development and Use of Open Educational Resources in an UndergraduateHeat and Mass Transfer CourseDr. Julie Mendez, Indiana University-Purdue University Columbus Julie Mendez is a Clinical Associate Professor of Mechanical Engineering at Indiana University-Purdue University Columbus. Her interests include active learning strategies, online course development, alter- native grading practices, and Universal Design for Learning. American c Society for Engineering Education, 2021 Development and Use of Open Educational Resources in an
- Conference Session
- Development Around Diversity
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Shinae Jang P.E., University of Connecticut
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering
satisfy seven principles as summarized (see Table 1).The first principle, equitable use, is applied to make the design useful and marketable to peoplewith diverse abilities [14]. This was implemented through the course website, textbook, syllabus,and captions. The course website was pre-designed and developed to be accessible to everyoneincluding neurodiverse students. A digital textbook was adopted for text-to-speech functionalityand automated pre-lecture quiz options. Pre-recorded videos were captioned. Syllabus and othercourse files were in accessible file forms and uploaded to the course website in advance. Thispackage is designed as a stand-alone package of online course an instructor can keep usingsemester by semester, once it is
- Conference Session
- Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
institutionalized cruelty [25] and dominance; their needsand desires are systematically ignored and suppressed. The ways we see and imagine one anothercan be expanded to the broader institutional level; and as argued by Roberts [26] Buber’s I-Itrelations can explain the very possibility of oppression.3. Setting: Revising engineering ethics courseBackgroundAs described in the Introduction section, the original course materials were supplemented withtwo learning modules. One of the authors of this paper facilitated both sessions, each for two andhalf hours, where 14 and 10 students were enrolled in the class, in 2019 and 2020, respectively.The major difference between the two years was the mode of instruction, face-to-face in 2019and online in 2020 during
- Conference Session
- Environmental Engineering Division Technical Session 3: Teaching Environmental Engineering in the COVID-19 Era
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- David V.P. Sanchez, University of Pittsburgh; Tony Lee Kerzmann, University of Pittsburgh; Claire P. Chouinard, University of Pittsburgh; Gregg P. Kotchey, University of Pittsburgh
- Tagged Topics
- Diversity
- Tagged Divisions
- Environmental Engineering
. The majority of the students chose to attend class online via a live Zoomvideoconference feed. A smaller portion of the students attended class in a traditional classroomusing social distancing and following the university COVID safety protocol. The students whowere in-person we able to communicate in real-time with the online students and faculty throughthe use of the classroom audio visual equipment, as shown in Figure 2. The class syllabus andrequirements for the same for students attending online and in-person. Figure 2: In-Person Classroom and Zoom Online Synchronous InstructionMethodologyA sophomore sustainability course with two sections and 92 total students (10 of which weregraduate students) was taught in the fall semester
- Conference Session
- Improving the BME Classroom on the Ground and Virtually
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura J. Perry, Clarkson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
andragogy (the practice ofteaching adult learners), industry best practices, Quality Matters, and the seven Principles forGood Practice in Undergraduate Education (adapted for hybrid learning).7 This workshop wasloosely modeled after the Quality Matters’ Designing Your Online Course Workshop.10 Duringand as a result of this RISE program the BR200 instructor with the help of his coauthors: 1. Developed a detailed BR200 course map including measurable objectives, assessment types, and a schedule overview. This included a syllabus appropriate for online and hybrid courses using a specified Syllabus Template. 2. Created engaging instructional materials and further used technology to create high quality learning experiences for students
- Conference Session
- Graduate Studies Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Thomas L. Acker, Northern Arizona University; Nena E. Bloom, Northern Arizona University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
opportunities for current students, and toopen up the pool of possible students interested in this field. Expanding educational opportunitiesby developing online delivery of wind energy graduate courses is one strategy to address muchneeded diversity in the field. Building upon the literature of previous successful consortiumdevelopment, a new replicable model for setting up a consortium was created, called the Rapidmodel, with the name reflecting the goal to implement a new consortium within one year.Researchers conducted a study to determine the effectiveness of the model, through observingprogram meetings, interviewing faculty, staff and administrators engaged in the consortiumdevelopment work, and examining course sharing outcomes. Researchers
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tawfik Elshehabi, University of Wyoming
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
evaluation and the online discussionboard, in addition to my classroom observations.Results and DiscussionAfter presenting my visual teaching and assessment philosophy, students were asked to completea three-question survey and engage in an online discussion about teaching philosophy andsyllabus. Overall, the results show my students’ satisfaction with my teaching philosophy. Figure3 depicts that 82.8% of the students strongly agree that the course syllabus, including myteaching and assessment philosophy, is clear, helpful, and matches student expectations. Notably,98.9% of the students agree and strongly agree with this course syllabus statement. Figure 3 The results of the first survey Likert question about the course syllabus and the clear
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
, statements on inclusion and accessibilityshould be carefully examined to review language, tone, and scope, thereby working to avoid‘othering’ students or making them feel that they don’t belong [63].In fall 2020 I took special care with my syllabus and course policies in my first-year introductoryengineering course. Unlike a normal semester, the course was entirely online. It was intended tobe synchronous, but a few students were across the world making the lecture time challenging. Icarefully explained the purpose of office hours and encouraged students to attend for bothcourse-related and general questions. Due to COVID all office hours were online. Students weregiven an opportunity to earn extra credit the first time they visited me during office
- Conference Session
- Student Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
faculty eagerness to integrate learned technology later to also improve face-to-face course delivery [15]. Drawbacks include possible faculty difficulty with adapting to newertechnologies, lack of technical support, and lack of student readiness [16]. As a result of the occurrence of COVID-19 pandemic, the transition to move from aformerly traditional or hybrid educational system to a largely online was sudden. Therefore, thispresented immediate challenges for those who were unprepared. The main purpose this paper isto look at student and faculty experiences during the pandemic in the Spring semester of 2020through the lens of faculty. This work is part of a larger study funded by the National ScienceFoundation (NSF) to address the
- Conference Session
- Biological and Agricultural Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tara Gupte Wilson, Wright State University; Ashley Nicole Venturini, Ohio State University; Ann D. Christy P.E., Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Biological and Agricultural Engineering
and graduateteaching assistant. Student reflections are a selection of comments submitted anonymously viathe university’s end-of-term Student Evaluation of Instruction surveys.Instructor reflection:The transition of this thermodynamics course to online learning went surprisingly well. Coursecontents (e.g., syllabus, schedule, PowerPoint files, assignments, and other resources) werealready well organized within the university’s Canvas-based Learning Management System(LMS). The course also already used a McGraw Hill eTextbook with adaptive e-Learningreading comprehension questions (LearnSmart) and online AI-graded homework sets (McGrawHill Connect); these features were particularly helpful for the newly online course deliverysystem. Students
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Melissa Ellen Ko, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
- tors of in-person, online, and hybrid format classes. Melissa continues to serve as a teaching consultant with CTL and focuses on projects relating to equity. American c Society for Engineering Education, 2021 Revolutionizing Grading: Implications on Power, Agency, and EquityAbstractEven as we integrate inclusive teaching strategies and course design, the philosophy andimplementation of grading continues to be a large source of inequity in higher education. Gradessignal to students whether they belong within a course or degree major and dictate access toacademic and career opportunities. Consequently, even in a classroom
- Conference Session
- Engineering Physics and Physics Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Teresa L. Larkin, American University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics and Physics
Iwondered how I was going to be able to use writing as one inclusive strategy. As it turned out,building community online has been an interesting challenge and one that the students seem tobe excited to help with.Prior to Covid, students would receive 3 points just for coming to class. There was norequirement that the students had to participate in class in order to receive those points. Myphilosophy is that every person in the class is valued and their presence simply serves to createand enhance our classroom community. On my course syllabus I had referred to these points asclass involvement points and made the argument that a student was involved in class simply bybeing present – regardless of whether they asked or answered a question, helped
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer L. Herman, Ohio State University; Ann D. Christy P.E., Ohio State University; Lynn Hall, Ohio State University; David A. Delaine, Ohio State University; William Cohen, Ohio State University; James Edward Toney, Ohio State University; Lisa Abrams, Ohio State University; Alan Kalish, Ohio State University; Melinda Rhodes-DiSalvo, Ohio State University; Toni M. Calbert, Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
reviews ofteaching options that are required for promotion and tenure: 1.) Observation of classroomteaching; 2.) Review of syllabus and other course materials.We coordinated with the Michael V. Drake Institute for Teaching and Learning, which employsstaff trained in evidence-based faculty development, trainings on conducting evidence-basedobservations of classroom teaching, as well as using the forms we created to structure effectiveand useful conversations prior to and after the observation of teaching session occurred. We alsoconducted a second session on using the evidence from the observation of teaching report towrite effective letters of evaluation of teaching. Recently, we offered trainings on how toevaluate and review online courses, and
- Conference Session
- Supporting Biomedical Engineering Students in Holistic Development
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
, andassignment descriptions online [link blinded for peer review]. The curricular materialsand insights from this paper are interdisciplinary and transferable to many courses inBME and related fields.In order to make our curriculum more accessible to engineering educators who do nothave backgrounds in critical theory (and because we are not experts in these fieldsourselves), in this paper we do not provide an extensive background of critical theorieson race, gender, sexuality, or disability. However, we do recommend the followingresources: Donna Riley’s book, Engineering and Social Justice [1], The Center forCritical Race and Digital Theories [2], “Critical Race Theory: An Introduction” [3], andLangdon Winner’s “Do Artifacts Have Politics?” [4]. As we
- Conference Session
- Moral Development and Ethics Assessment in Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura Perry, Clarkson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
the future. Heeter20 reported on a 2009 study where MichiganState University instructors and students completed surveys about their technological and peda-gogical expectations for a high quality, in person course in their discipline. In her summarystatement, she concluded: Students were much more likely than were instructors to expect their in-person class instructors to provide an online gradebook, online syllabus, and online weekly announcements. Students were more likely to want interactive online problem sets. Students were considerably less enthusiastic about class discussion and group work in the classroom than were instructors; students were more amenable to online discussion than they were to live classroom discussion
- Conference Session
- Ethics, Mindfulness, and Reform During the COVID-19 Pandemic
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Thomas A. De Pree, University of New Mexico; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
waysof approaching these questions, this mode of inquiry and intervention is at the heart ofengineering studies, as demonstrated above.Situating Engineering EducationWe began formulating our problem statement after attending a series of online webinars hostedby EdTech companies like Chegg and Course Hero. These companies had become synonymouswith cheating among certain university faculty, particularly instructors who taught the samecourse year after year using the exact same syllabus and course content, as students wereapparently able to circulate course materials using these platforms. During one such webinar, theundergraduate research assistant in our research team, Melissa Shuey, took account of atriggering display of professors venting about
- Conference Session
- Electrical and Computer Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Eleanor Leung, York College of Pennsylvania
- Tagged Topics
- Diversity
- Tagged Divisions
- Electrical and Computer
institutions require a syllabus or acontract between the student and faculty supervisor with the contract required to specifydeliverables. The student must understand the expectations of what the faculty supervisor willprovide and what they will need to develop. Before the start of the project, the faculty supervisormust also determine if the student has the appropriate training and experience to carry out theproject. Common assessments include weekly report out meetings and interim or final reports.Unlike in a regular course, there is no one to compare the student with and it is tough to predictwhat the outcome will be, and thus grading tends to be arbitrary.At York College of Pennsylvania an independent study can be between 1-6 credits and has
- Conference Session
- Faculty Development 4: COVID-19's Impact on Students
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Patricia R. Backer, San Jose State University; Maria Chierichetti, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
, thestudents reported more negative experiences with their classes after the move to remote learningas compared to positive experiences with 32 of the 39 students reporting at least one negativeexperience. The students had many comments related to course content including project work inthe Spring 2020 semester (28 students), online tests and exams (27 students), lab issues (23students) and PowerPoint use and issues (13 students). Also, approximately one-third of thestudents responded that their instructors did not respond to emails from students. Most studentsshowed appreciation for the efforts that faculty made in the quick transition to remote learning.However, the students expressed concerns about the organization of the classes (13 students
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington
- Tagged Topics
- Diversity, NSF Grantees Poster Session
]. Thus far, two faculty members have participated inthe summer industry immersion program, which has broadened faculty views and strengthenedtheir ties to industry. Although the Faculty Immersion program was interrupted by the pandemic,other faculty members plan on joining the immersion in the coming summers.b. Faculty training. Faculty have attended multiple training courses since the beginning of theproject. In the past year, the Center of Faculty Development, the Project Center, and the Centerfor Digital Leaning and Innovation at Seattle University led various training courses on topicssuch as inclusive pedagogy, building relationship-rich classroom experiences, and effectivelymoving our courses online. Some faculty also attended workshops
- Conference Session
- Social Justice: Pedagogy, Curricular Reform, and Activism
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Gabriel Medina-Kim, Rensselaer Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
approaches to equity. Titled “Power, Equity,and Praxis in Computing,” the course plan is discussed and assessed through three facets: thecourse’s purpose, its content, and its (intended) learning environment. The purpose of the courseis to make space for undergraduate computing students to explore how systems of power arecoproduced with computing so that students can practice making social justice-centeredtransformations as critical participants of their field. The content of the course plan is organizedthrough modules that overview opportunities and considerations for intervention in computing.The learning environment is discussed through commitments to queer and critical racepedagogies, interdisciplinarity, and mixed methods in which teacher
- Conference Session
- First-Year Programs Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Deana R. Delp Ph.D., Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
semester forall sections of first-semester and second-semester engineering classes. Through the run of thestudy, 279 students total received a survey towards the end of the semester regarding thesemodifications. The survey followed the standard Likert scale with Strongly Agree, Agree,Neutral, Disagree, and Strongly Disagree options. The results for each question are givenbelow: Did it help your understanding of the class procedures/requirement to break thesyllabus into three parts at the beginning of the semester? 76% of the students appreciated(Strongly Agree and Agree) the syllabus broken down into smaller parts and presented overthe course of three class periods. This really helped the students understand the gradingsystem, and the rules
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Claudia Paz Gwynn, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
particular context [11].To guarantee student training continuity, our university began training processes for faculty invirtual classrooms. The platform used was Blackboard Learning, which allows one to build andmanage online courses, provide training in that format, and carry out tutoring and monitoring.The academic year in Chile begins the first week of March, and the online migration of classesbegan the second week of the same month. In the case of the Entrepreneurial Vision module, therecipients were first-semester students of the Faculty of Engineering, most of whom had noprevious experience at the university, even less so when everything became online.Faced with this new scenario, we confronted the following question: What is the challenge
- Conference Session
- Minorities in Engineering Division Technical Session 7
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Michel A. Kornegay, Morgan State University; Md Tanvir Arafin, Morgan State University; Kevin Kornegay, Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
with an electrical engi-the instructors took several steps to ensure student success. neering background, they were new to software engineering.ENGAGING UNDERREPRESENTED STUDENTS FOR NATIONAL CAPTURE-THE-FLAG(CTF) IN CYBERSECURITY EDUCATION 5Traditional electrical engineering undergraduate curriculum • Active and accessible faculty membersoffers the students knowledge on how to code; however, the • Teamwork in quickly solving problemsabsence of courses such as Algorithms and Data-Structure • Student empowerment through providing the support andin the current electrical engineering syllabus lead to student guidance for successweaknesses in
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Erin A. Henslee, Wake Forest University; Lauren Lowman, Wake Forest University; Michael D. Gross, Wake Forest University; Anita K. McCauley, Wake Forest University
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
for course learning outcomes. Data was collected pre-and post-completion of the course project. For clarity outcomes were numbered on the graphswith the corresponding question shown underneath. *Indicates questions developed from MSQL[88]–[90] . **Indicates course learning outcomes from the syllabus of the course.General Engineering self-efficacy (questions provided in Supplemental Information S2) was highin both the pre- and post- surveys with no statistical difference found in pre and post surveys oracross sections. This was expected in a junior cohort. Median responses of 4 (agree) were givento questions relating to engineering problem solving, such as “I am confident in my ability towork on a problem until I find the best solution
- Conference Session
- Development Around Diversity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Daniel Erian Armanios; Sarah Jane Christian P.E., Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Millard L. McElwee, Exponent; Joe Dallas Moore, Carnegie Mellon University; Destenie Nock, Carnegie Mellon University; Constantine Samaras, Carnegie Mellon University; Gerald J. Wang, Carnegie Mellon University
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering
vulnerable communities, inthe development of their reports. For example, in the smart infrastructure group, one studentadvocated for including a section on the needs of people with disabilities.The course size is typically about 15 students. The small environment allows for communitybuilding to occur early in the semester, starting with an acknowledgement in the syllabus of theimpact and challenge of current events on the students’ lives. Take care of yourself. Do your best to maintain a healthy lifestyle this semester and practice self-care. You are my primary concern. No class lecture or assignment is as important as we are as individuals. The past several months have been rife with heinous, traumatic acts of racism, as