Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa L. Larkin, American University

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Diversity

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Engineering Physics and Physics

community and they know that I would never ask them to participate in ademonstration in which they will look foolish in front of their peers. In no time, I will havestudents jumping up out of their seats to take part in a demonstration. I also let them take outtheir phones and take pictures when we do demonstrations. Students really enjoy this.Example from Physics 230 (Changing Views of the Universe)The second and third short writing examples come from the Physics 230 course and were givennear the start of the Spring 2020 semester. These examples are illustrated in Figures 2 and 3.The example shown in Figure 2 was distributed on the first day of class. Students wereinstructed to submit their responses electronically prior to the second day of class

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

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Diversity

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New Engineering Educators

) as a publication and its review process, and 3) bestpractices in peer reviewing (i.e., organization, quality considerations, tips for writing reviews).Triads then attend a synchronous session together, and after an icebreaker activity and a briefoverview of the program, they conduct a mock review of a short, published manuscript togetheras a triad during the session. The mock review makes use of a Structured Peer Review form,which helps triads organize their reviews (strengths, weaknesses and recommendations) andprovides the team with insights on what participants are taking into consideration as they conducttheir review. (The Structured Peer Review form, which was developed by the project team, isshown in Figure 2.) The session concludes

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lea Wittie, Bucknell University; James Bennett, Cornell University; Carly Merrill, Bucknell University ; Jove Graham, Geisinger; Troy Schwab, Bucknell University

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Diversity

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First-Year Programs

Paper ID #32312Bias in First-Year Engineering Student Peer EvaluationsLea Wittie, Bucknell University Lea Wittie is an Associate Professor in the department of Computer Science in the Engineering College at Bucknell University. She has spent the past 4 years coordinating the first year Engineering student Introduction to Engineering and over a decade participating in the program before that.James Bennett, Cornell University James Bennett is a biomedical engineer specializing in medical device design and development. He has earned a Bachelor of Science Degree in Biomedical Engineering from Bucknell University and is currently

Conference Session

Graduate Studies Division Technical Session 2

Collection

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

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Graduate Studies

Paper ID #34637Visualizing Arguments to Scaffold Graduate Writing in EngineeringEducationDr. Kristen Moore, University at Buffalo, The State University of New York Kristen R. Moore is an Associate Professor in the Department of Engineering Education at University at Buffalo. Her research focuses primarily on technical communication and issues of equity, inclusion, and social justice. She is the author of Technical Communication After the Social Justice Turn: Building Coalitions for Action (2019), in addition to a range of articles. She has received a number of awards for her research, including the Joenk Award for the best

Conference Session

The Role of Peers in Promoting Learning and Persistence

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2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

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Diversity

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Educational Research and Methods

, students did their best to adapt to the new way of learning, but the change intheir educational experience was drastic. In particular, students lost the opportunity to engagewith peers in person and form personal connections with them. This is especially concerninggiven that, as Alexander Astin writes, “the student's peer group is the single most potent sourceof influence on growth and development during the undergraduate years" [15, p. 54][3].The existing knowledge base repeatedly validates the importance of peer support in both socialand academic systems in college. Ideally, students should have all the resources they need tocommunicate with peers, whether in a physical or virtual learning environment. However, webelieve that due to the abrupt

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Joanna K. Garner, Old Dominion University

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Diversity, NSF Grantees Poster Session

Paper ID #33981Near-Peer Mentoring and Early Exposure to Computer Science –Quantitative and Qualitative ResultsDavid Hartenstine, Western Washington University David Hartenstine is a Professor of Mathematics at Western Washington University. He earned his PhD at Temple University.Perry Fizzano, Western Washington University Perry Fizzano earned his BS degree in Computer Science from Widener University and his MS and PhD in Computer Science from Dartmouth College. He had stints in academia and industry prior to joining WWU in 2005. He served as department chair from 2012 - 2019. His research interests are in optimization

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

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

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Diversity

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Faculty Development Division

own reviews, which violates the college level governance documents’ specification thatfaculty will not be responsible for initiating the review of their teaching. In addition, eachdepartment chair brought their own expertise and approach to the process of review. While thiscan allow for each chair to tailor the approach to the individual faculty member under review, itdoes not ensure that the evaluation addresses the criteria required to write a robust letter insupport of the faculty’s teaching to be included in a successful dossier for promotion and tenure.Because of a lack of standard procedures, the department chair benefits from a peer review ofteaching program in several ways, including eliminating uncertainty around who is

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

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Diversity

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Experimentation and Laboratory-Oriented Studies

Paper ID #32353Pair-to-Pair Peer Learning: Comparative Analysis of Face-to-Face andOnline Laboratory ExperiencesDr. Nebojsa I. Jaksic, Colorado State University, Pueblo NEBOJSA I. JAKSIC earned the Dipl. Ing. (M.S.) degree in electrical engineering from Belgrade Uni- versity (1984), the M.S. in electrical engineering (1988), the M.S. in industrial engineering (1992), and the Ph.D. in industrial engineering from the Ohio State University (2000). He currently serves as a Pro- fessor at Colorado State University Pueblo teaching robotics and automation courses. Dr. Jaksic has over 90 publications and holds two patents. His

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Caroline Batson, University of Georgia

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Diversity

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Graduate Studies

Kranov (2009) argues, this type of writing center support produces anenvironment where “students learn through interaction with faculty and peers to becomemembers of their disciplinary communities” that “mimics the adult learning communities thatthey are most likely to encounter after finishing their degrees and beginning their professionallives, thus fostering life-long learning skills” (Kranov, 2009).Scientific Writing Learning CommunitiesThe creation of “scientific writing learning communities” has been another pedagogical modelthat has been shown to be highly popular in addressing doctoral level academic and professionalwriting within engineering. Researchers and practitioners have recently argued that currentprogram designs aimed at

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan McSpedon, Rice University; Margaret E. Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf, Rice University

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Diversity, NSF Grantees Poster Session

Paper ID #33605Differential Effects of Bridge Program Participation on PerceivedBelonging and Peer Support for STEM Degree Seekers during the COVID-19PandemicMs. Megan McSpedon, Rice University Megan McSpedon is a graduate student in Industrial/Organizational Psychology at Rice University. Her research interests include the future of work, school to work transition, and learning throughout the lifes- pan.Dr. Margaret E. Beier, Rice University Margaret Beier is an Associate Professor of Psychology at Rice University in Houston, TX. She received her B.A. from Colby College, and her M.S. and Ph.D. degrees from the Georgia

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

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Diversity

Tagged Divisions

Computing and Information Technology

column (the maximum grade is the total number of badgesavailable). In the comment section, the instructor adds the recently earned badge name. Thestudents are encouraged to write (or draw) each badge earned onto their name signs.Below are the specific EM/KEEN course objectives [3] that students will gain with throughoutthe course if you implement this type of system. KEEN Related Course Outcomes/Learning Objectives [3]: • Develop an appreciation of hard work & recognize the benefits of focused and fervent effort • Accept responsibility of their own actions and credit the action of others • Demonstrate an ability to set, evaluate, and achieve personal & professional goals • Be able to teach and learn from peers

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Edward Simon, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Miriam Howland Cummings, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Katherine Goodman, University of Colorado Denver

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Diversity

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First-Year Programs

engineering students and develops aconceptual model focusing on STEM Identity for conducting further research. The College ofEngineering at an urban research university is acutely aware of the increased need for retentionprograms in engineering colleges across the US. To respond to this need, a unique mentorshipprogram, the LMP, was established as one of the main components of an Engineering LearningCommunity (ELC) for first-year engineering students. Students self-select into the ELC programand, upon being registered, are assigned a peer mentor. The peer mentors are sophomorethrough senior-level undergraduate engineering students in the college who hold looselystructured meetings with the mentee students. The peer mentors are in turn supported by

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

who work cohesively towards the cohorts' success. A combination ofcurricular and co-curricular activities was selected according to evidence-based best practices [1-5] and implemented to support the academic development of CREATE scholars throughgraduation with an engineering degree. Curricular support includes tutoring, intrusive advising,regular progress reports from instructors, and peer and faculty mentoring. Co-curricular supportincludes community-building activities, a minimum of two mandatory theme seminars based onevidence-based best practices, and two required "choice" activities, including participation in joband internship information sessions, student clubs, engineer's week, K-12 outreach,undergraduate research, and study abroad

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Deters, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

Liberal Education/Engineering & Society

practice-based knowledge and writing knowledge andemphasized the importance of visualization tools in learning certain concepts.An Engineering Way of DoingAn engineering way of doing appeared most frequently across the interviews, and three relatedcodes emerged: being a student; hardness, rigor, and quality; and how classes should be taught.First, being a student captures participants’ beliefs about how engineering students should act,including approaches to classes, as well as reflections about their experiences being anengineering student during the pandemic. Each participant reflected on their approach to classesduring the pandemic. For example, participant 1001M described his work style as “get ahead,stay ahead” and did not feel his peers were

Conference Session

Teaching Methodology & Assessment 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amelia Greig, University of Texas at El Paso

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Diversity

Tagged Divisions

Aerospace

assessing the course through observing student progress and theoccasional written report or presentation, all assessment items for the course were designed toreplicate preparation for and participation in a peer-reviewed technical conference. A call forpapers was distributed which students responded to by submitting a short abstract. The abstractswere ‘accepted’ and the students then had to write a full technical paper. A double-blind peerreview was performed within the class to include critical analysis practice for students. Thecourse culminated in a ‘two-day’ conference, but to fit within a standard course schedule the twodays were not sequential nor were they full day lengths. The first ‘day’ was oral presentationsheld during regular class time

Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffany A Mathews, Penn State University; Kirstin Purdy Drew, Pennsylvania State University; Kristin Ann Dreyer, Center for Nanoscale Science (an NSF funded MRSEC)

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Diversity

Tagged Divisions

Materials

engaged in creating and editing materials for themselves as part of establishingtheir digital professional presence.As an example activity, the CV/resume peer-editing exercise required participants to eithercreate or revise their existing CV/resume or personal statement, and then bring it to a moderatedbreakout room discussion for peer review. Peer review was chosen because it provided studentswith the opportunity to view a variety of writing styles and provide constructive comments, bothof which can lead to improvement in students’ writing [6-7]. To encourage critical feedback anda collegial environment, breakout room discussions were moderated by program coordinators[8]. Some students were further motivated by the peer-review exercise and took

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tejaswini S. Dalvi, University of Massachusetts, Boston; Kristen B. Wendell, Tufts University; Chelsea Joy Andrews, Tufts University; Nicole Alexandra Batrouny, Tufts University

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Diversity

Tagged Divisions

Pre-College Engineering Education

final tests and revisions. Day 10: Design Challenge - Conference How do engineers share their ideas through speaking and writing? Groups prepare for and engage in a conference-style share-out, where they present their designs and design process with peers from other classes, school administration, and parents. Design Brief Design Task: You are working as engineers to design a playground structure that would be fun and safe for all children, including children who use wheelchairs. Criteria: Playground equipment MUST be: Constraints: The playground equipment, ● Sized for ● Functional ● Must fit on the cardboard square given. wheelchair ● Fun

Conference Session

Software Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bruce R. Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

willing to meet with instructors outside ofclass9. Krause writes that engagement does not guarantee learning is taking place, but learningcan be enhanced if it provides students with opportunities to reflect on their learning activities10.In our project, students were encouraged to reflect on the lessons learned from the activitieseither in writing or in a class postmortem discussion.There is consensus among members of our department’s professional advisory board thatprofessional practice invariably requires strong verbal and written communication skills. Todevelop their oral communications skills, students need opportunities to present their work aswell as observe their peers doing the same. Some instructors believe that the project

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

culturaldimensions as they pertain to UI features (e.g., content, organization, navigation, verbal rhetoric,tone, design) in two websites that are produced by the same company for two different countries[11] - [12]. Students seek to assess how effective the sites are in meeting their audiences’ needs.They write a draft report to the hypothetical Marketing Director of the company website thatthey chose (this report is not sent out), conduct a peer review of other students’ draft reports,revise and finalize their own report, and create and present an oral presentation to their peers.This report assignment involves active, collaborative, problem-based learning [13]. The reportassignment counts for 20 percent of the final grade and is holistically graded with

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica A. Kuczenski, Santa Clara University; Laura Doyle, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

discussionsto write rules and norms for their teams helps to raise awareness in students of these issues. Theresults show a positive impact of the introduced interventions, especially around teamwork andcollaboration with peers. The results offer insights on how we can continue this study and followthe cohort of students through time to see if the impact lasts beyond the first year.Pre-/Post-survey data ResultsResults from comparing the pre- and post-survey results are shown in Table 2. A value of 1indicates No Agreement and 7 indicates Strongly Agree. There was no significant difference inthe survey results for Question 1 either from the beginning to the end of Fall 2020 or between theend of Fall 2019 and Fall 2020. When comparing Fall 2019 (no

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine T. Amelink, Virginia Polytechnic Institute and State University; Mayra S. Artiles , Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Engineering Education, 2021 Minority Student Experiences in Engineering Graduate Programs: Socialization and Impact on Career TrajectoriesAbstractThis paper examines the academic and social interactions during graduate engineering programenrollment among racially underrepresented doctoral and master’s students and how thoseinteractions shape their career goals. Using socialization theory, this study explored dailyinteractions of students with faculty and peers, overall perceptions of fit, knowledge about thegraduate school process, and opportunities for mentoring provided in the institution as well asthrough outside engagement during industry internships. The findings presented in this paperbuild upon an earlier study conducted

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC

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Diversity

Tagged Divisions

Minorities in Engineering

develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut and a Ph.D. in Engineering Education from Purdue University.Dr. Stephanie G

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdin, Arizona State University

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Diversity

Tagged Divisions

Educational Research and Methods

Award. Her dissertation proposal was selected as part of the top 3 in the 2018 American Educational Research Association (AERA) Division D In-Progress Research Gala. American c Society for Engineering Education, 2021Negotiating Belongingness: A Longitudinal Narrative Inquiry of a Latina, First-GenerationCollege Student’s Experience in the Engineering CultureAbstractResearch studies have long argued that a sense of belonging is essential for minoritized students’continued engineering persistence. Common factors that have been found to promote a sense ofbelonging include campus diversity, institution’s culture, perceived class comfort, facultyinteractions, and peer support. Yet

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; L. Pamela Cook, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

policies (e.g. tenure clock extensions) and developingresources for faculty and evaluators (e.g. guidance on writing COVID impact statements). Wenext discuss emergent challenges as well as implementation strategies, including working withcampus stakeholders, promoting awareness of policies, and adapting existing programmingtargeting recruiting, retaining, and promoting faculty from underrepresented groups. Weconclude by offering guidance for how institutions can remain attentive to COVID-19 impactson faculty careers in the coming years, with a focus on ongoing evaluation of new policies andprogramming, and institutional research to monitor equity

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Jason Babcock, Whatcom Community College; Tommaso Alessandro Vannelli, Whatcom Community College; Dan Hanley, Western Washington University; Eric Davishahl, Whatcom Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

(15.2%) compared to enrollment patterns in the general student population (21.7%). Disparitiesin enrollment are partnered with inequitable rates of course completion, with historicallyunderserved students completing 71% of these courses with a grade of C or better, compared toan 82% course success rate for their peers. These demographics mirror national demographictrends that indicate student access to degree and career opportunities in STEM offered by twoyear colleges disproportionately favors students who identify with hegemonic norms in STEM[2],[3]. The SEECRS project represents one institutions attempts at designing programming todismantle structures that reproduce these disparities.Beginning in 2018, Whatcom Community College started

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

International Online Learn- ing; Sloan-C Blending Learning; eLearning Consortium of Colorado Conference; SUNY Online Learning Summit (SOL); DOODLE; the Teaching and Learning with Technology Conference (TLT), and the Con- ference on Instructional Technologies (CIT). All of her presentations focused upon the various topics that support her mission for student success and efficient class management. Loretta has been recognized by Open SUNY as an Open SUNY Fellow Expert Online Instructional Designer. In addition, she is a member of the MERLOT Teacher Education Editorial Board and a MERLOT Peer Reviewer Extraordinaire. As a certified Quality Matters Master Reviewer and peer reviewer in general, she peer reviewed numerous

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

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Diversity

Tagged Divisions

Faculty Development Division

by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was elected as the 2018 STC.UNM Innovation Fellow. Dr. Han holds 17 UNM

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

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Diversity, NSF Grantees Poster Session

specialties include water quality, water resources, remediation of contaminated soil and water, environmental sustainability, hydrology, hazardous waste management, and STEM ed- ucation. Dr. Clark has been blessed to have the opportunity to edit three books, produce nearly forty peer-reviewed publications, in addition to over fifty presentation to national and international audiences. He has also served as a reviewer for numerous technical journals and a panel reviewer for the National Science Foundation, the U.S. Department of Education, and the Environmental Protection Agency nu- merous times. Dr. Clark’s research interests include combining chemical and environmental engineering techniques for hazardous waste handling

Conference Session

International Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Gnanasegar, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Polytechnic Institute and State University; Ramida Theeravachirakul, Virginia Polytechnic Institute and State University; Soumya Khanna, Virginia Polytechnic Institute and State University; Margee Pipaliya, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

International

country of study (ie. mismatchbetween Australian and China writing styles) may cause complications for students who are in awriting-intensive program [1]. Other challenges include engaging in a new social environment [10] requiring students tosocially and emotionally adapt while potentially leading to culture shock or cultural clashes [1,3,9,12]. This can be aided with supporting relationships among international peers or withdomestic students, as these forms of mentoring are successful in previous literature [4,5]. Mostmentoring opportunities discussed in the literature focus on connecting international studentswith other international students and do not engage much with domestic students, but the desireto connect with domestic students

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rose-Margaret Ekeng-Itua, Ohlone College; Gabe Hanzel-Sello, Growth Sector; David Gruber, Growth Sector

Tagged Topics

Diversity, NSF Grantees Poster Session

, Gabe has gained significant appreciation for the importance of clearly- defined, structured, and supported pathways for program participants. Gabe has a Bachelor’s degree from San Francisco State University in English; Creative Writing. He lives in the East Bay and enjoys exploring new rivers, lakes, and beaches in the area.Mr. David Gruber, Growth Sector American c Society for Engineering Education, 2021 Experiential Learning during COVID-19: A Systemic Approach for Increasing Diversity in Smart ManufacturingAbstractExperiential Learning is a key component in Engineering and Engineering TechnologyEducation. However, the current engineering an