Society for Engineering Education, 202212 Table of Contents Mentoring Program Design Motivation for the Study Purpose of Research Literature Review Methodology Pilot Mentoring Program Mentoring Program During COVID19 Summary of Best Practices 3In this presentation we’ll cover the mentoring program design, the pilot mentoring program, the discoveries we found during the COVID 19 pandemic, and a summary of the best practices for mentoring programs
successful statements from faculty and graduate students affiliated withthe program, and much time was provided for writing and discussing the sampleessays that were provided by those faculty and graduate student mentors. Several ofthe graduate student mentors held a Q&A panel on the second Saturday, as well. 18 Program Design 2020: Ongoing Programming ▪ Resources posted in A Step Canvas site ▪ Participation in GEM Grad Lab ▪ Graduate student mentors ▪ Personal statement writing conferences and grad school research support (individual)19During and after the two Saturday bootcamps, a variety of program
Paper ID #35582Retention Strategies for Educators from Women STEM Graduates of the1970’s & 1980’sDr. Kathleen Buse, Advancing Women in the Workforce Kathleen Buse is a business leader whose work focuses on helping organizations be more successful through the development of engaged and inclusive work cultures. As President and Founder of Advancing Women in the Workforce, she helps employers recruit, retain, and advance women. Kathleen’s experience includes 25 years in industry, beginning as an engineer and advancing to executive leadership. She spent ten years in academia where she became an award-winning researcher and
Paper ID #35538Developing a Strategy to Include Financially Disadvantaged UndergraduateStudents into Graduate Engineering ProgramsDr. Sanjivan Manoharan, Grand Valley State University Sanjivan Manoharan is an Assistant Professor in the School of Engineering at Grand Valley State Univer- sity. His research areas include engineering education, nucleate pool boiling, aerodynamics, and turbo- machinery.Dr. Shabbir Choudhuri, Grand Valley State University Dr. Choudhuri worked as a Senior Research Engineer at Technical Service Division of Caterpillar Inc. for two years. He developed Virtual Manufacturing (VM) strategy and tools
Paper ID #35645The Impact of Prior Programming Experience on Computational ThinkinginFirst-Year Engineering Experience.Dr. Noemi V Mendoza Diaz, Texas A&M University Dr. Mendoza Diaz is Assistant Professor at the College of Education and Human Development with a courtesy appointment in the College of Engineering at Texas A&M University. She obtained her Ph.D. from Texas A&M University in Educational Administration and Human Resource Development and worked as a Postdoctoral Researcher with the Institute for P-12 Engineering Research and Learning- INSPIRE at the School of Engineering Education-Purdue University. She
practices whilenavigating their graduate programs. I discuss the findings as they relate to concepts in literatureand my own auto-ethnographic experience. I also provide researchers, students, faculty, staff,and policy makers in Science, Technology, Engineering, and Mathematics (STEM) academiawith recommendations. Finally, I present the research community with areas for furtheracademic study.IntroductionProblemThere is a dearth of knowledge pertaining to graduate students with disabilities. Publicationsregarding the enrollment, retention, and graduation rates of this population are scarce. Similarly,little is known about the retention and graduation rates of graduate students with disabilities [1],[2]. More generally, there is a gap in knowledge
this role, she served as Director of the Program in Technical Communication since 2012. She has taught classes in technical communications to undergraduate and graduate students at the College of Engineering since 1997. She has also co-authored the book A Practical Guide to Technical Reports and Presentations for Scientists, Engineers and Students. Prior to her teaching career, Dr. Khan worked as an engineering and project manager to design man- ufacturing systems in the information technology field, to manufacture and test engine blocks for the automotive industry, and to research coatings for high-speed and high-temperature machining applica- tions. Dr. Khan has a Bachelors of Science degree in Mechanical
campus Katreena Thomas is a graduate student at Arizona State University in the Engineering Education Systems and Design Doctoral program. She is a member of the Shifting Perceptions, Attitudes, and Cultures in Engineering (SPACE) Lab group and her research interests include broadening participation in engineer- ing, engineering leadership, and experiential learning experiences in engineering. She received her B.S. in Industrial Engineering from the University of Pittsburgh and her M.S. in Human Systems Engineering from Arizona State University.Julia Machele Brisbane, Virginia Polytechnic Institute and State University Julia Brisbane is a Ph.D. student in the Engineering Education Department at Virginia Tech and an
research labs, throughservice experiences with K-12 students, through individual mentoring which nearly all participantsspoke of with great pride as making a difference for the few women persisting through an engineeringundergraduate major, and through advising their local chapter of the Society of Women Engineers.Faculty also reported encouraging students to attend office hours, form peer study groups, andparticipate in conferences and seminars—which is generally seen as good advising practices. 13 IMPLICATIONS FOR PRACTICE • The findings reveal the importance of creating engineering faculty development programming designed to
. While it’s too early to determine theimpact COVID-19 has had on educational settings for underserved and marginalizedcommunities in STEM, there is emerging evidence that the disruptive force of this globalphenomenon has had a larger effect for women (Cardel et al., 2020) and communities ofcolor (Weissman, 2020).STEM education graduate students during this time reside within a complex system oftensions such as pursuing their doctoral research and collecting data impacted by COVID-19, completing course requirements for classes that have shifted in modality, and preparingfor an uncertain job market with widespread hiring freezes. Overlay these tensions withexisting research that has documented high levels of stress and mental health impacts
societal impact of engineering infrastructure.Dr. Jeremi S London, Virginia Polytechnic Institute and State University Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University. American c Society for Engineering
, and to help them approachinteractions, tasks, and product design while considering the perspectives and needs of others,educators should think about how to embed empathy into the curriculum. Employing appropriatelearning activities can be beneficial for developing empathy in students. Prior research on K-12students has shown that infusing empathy into STEM lessons can advance interest in pursuing acareer in STEM, and it can also foster a sense of belonging [4, 5].While such practices may be efficacious in higher education as well, more understanding isneeded. It is important to foster empathy in undergraduate/graduate students and faculty to worktowards more inclusive mindsets and environments. Previously Hess and Fila [6] demonstratedthat
Dean of Academic and Student Affairs in the Tickle College o Engineering at University of Tennessee, Knoxville. She has over 15 years of academic experience in various leadership positions. Prior to joining academia, she was an Electronics Engineer at U.S. Army Research Laboratory, Adelphi MD where she managed Small Business Innovative Research (SBIR) Programs for the develop- ment of hybrid numerical electromagnetic tools. Dr. Kilic has over five years of industry experience at COMSAT Laboratories as a Senior Engineer and Program Manager with specialization in satellite com- munications, link modeling and analysis, and modeling, design and test of phased arrays and reflector antennas for satellite communications
instructional practices, academic thinking,and even personal beliefs as a result of their participation in book clubs [21]. Literature has re-ported several ways in which book clubs impact the lives of participants that includes book clubsserving as productive spaces for professional development [22], helping in professional identitydevelopment [23], challenge existing beliefs and biases [24], providing space for reflecting on cur-rent practices [25], etc. The environment created for book club participants play a huge role inoverall success as well [26]. We have tried our best to cultivate a safe space where book clubattendees could freely share their thoughts during discussions.MethodsI. Weekly Book DiscussionAn hour-long virtual meeting was held
backgrounds than those of the actual job applicants [30]. This isespecially problematic when considering preferences in approaches and cultural differences thatmay further contribute to how each population best performs. For example, many design featuresof software are considered exclusionary for females, based on gender differences in motivationsto use the software or in willingness to accept risks [31]. There are also differences in technicalinterview performance (time to solve and correctness) when the setting is public versus private[23]. Post-hoc analysis in this study illustrated that women’s performance improved substantiallywhen problem-solving in a private setting.In this research, we sought to examine students’ perceptions of technical
additional cognitive focus and energy on top of the design and implementation of the research study. I felt more pressure to theorize and conduct a high caliber literature review since it would be one of the first in the area and I did not want to “let my community down” or open it up for attacks. I can recall criticism of the work feeling deeply personal, so much so that it seemed people were attacking my identity as they asked questions about the research. I share this experience to help illuminate the challenges that marginalized students have when conducting research that may serve their communities. How can we make this process easier for them? How do we rethink the gatekeeping practices of literature reviews and academia overall to broaden
family. She said there was only one thing that she didn't like and that was when the week was over.” 7Our UTK‐TCE outreach programs for women in engineering start in middle school. Asummer camp run two NSF‐funded research centers (NIMBioS, CURENT) from 2012‐2019 exposed girls in grades 6‐8 to engineering, math, and biology in a week‐long summerday camp. The girls participated in a variety of engineering, biology, and math hands‐onprojects and activities like the engineering design process as they worked in teamsthroughout the camp to build and then test their designs. Student teams collaborated,worked together to form a beginning design, took notes after testing to
the faculty prioritized ensuring that our students have “anability to…create a collaborative and inclusive environment” upon graduation. Our approach tointroducing DEI pedagogy was to focus on a first-year course, Grand Challenges in Engineering(GCE), and a second-year course, Engineering Mechanics: Statics (Statics). GCE is the firstfoundational design course in the program, where ABET Student Outcomes (SOs) 2-6 areintroduced. This was a natural fit for introducing DEI concepts, since they tie well with SOs 3(effective communication) and 5 (function effectively on a team). While Statics is a less obviouschoice to integrate DEI instruction, it was an opportunity to explore innovative ways toemphasize the importance of DEI in engineering in a
narratives shared by the four practitioners may provide insight on best practices to delivereffective, inclusive, and equitable educational content when virtual implementation is used as themethod of delivery in STEM programming for the historically excluded.LimitationsThe practices and methods discussed in this paper are subject to some limitations. The virtualprograms hosted by the practitioners were specifically designed for women students, faculty, andstaff, as well as racially and ethnically diverse middle school, high school and entering first yearcollege students. The paper reflects the experiences of four practitioners employed at the samehistorically White, tier 1 research institution in the Midwest during a single program year.Moreover
is that students are the experts regarding their ownexperiences and needs, and student perspective regarding university support is underutilizedin both the research and practice discourse. In addition to the focus groups, the first authorspoke with two administrators and browsed the university’s website for information on theuniversity’s existing resources and supports for student wellbeing.The focus group protocol primarily consisted of open-ended questions, such as: 1) What are some of the challenges you faced over the past year and a half? a) How much has COVID impacted you personally? b) How much has COVID impacted you academically? c) How much has COVID impacted you financially? 2) How did [current
to:CLICK1. Develop and direct bold large-scale initiatives that engage College of Engineering(CoE) (~300) faculty, (~240) staff, and (~6,000) students, and build literacy around,diversity, equity, and inclusion (DEI) efforts CLICK2. Establish new programs based on promising practices that complement existingprograms CLICK3. Develop, design, implement, and evaluate professional, career, and skillsdevelopment trainings, workshops, and other activities that increase interactionsamong students, staff, and faculty to improve climate – one example is thedevelopment of an equity minded syllabi for faculty CLICK4. Support faculty in the integration of DEI principles in their teaching, research, andservice
the way inclusion is culti- vated in engineering through the implementation of novel technologies and methodologies in engineering education. Intrigued by the intersections of engineering education, mental health and social justice, Dr. Coley’s primary research interest focuses on virtual reality as a tool for developing empathetic and in- clusive mindsets among engineering faculty. She is also interested in hidden populations in engineering education and innovation for more inclusive pedagogies.Katreena Thomas, Arizona State University, Polytechnic campus Katreena Thomas is a graduate student at Arizona State University in the Engineering Education Systems and Design Doctoral program. She is a member of the
bias, and links to research papers ontopics of diversity, equity, and inclusion. BiasBusters @ CMU engages faculty, staff, and students about issues of bias, diversity, and inclusionthrough sessions that include role playing. Role playing allows participants to practice ways in which theycan act as allies in different real-life scenarios. Similarly, Bias Busters at UC Berkeley aims to addressimplicit bias issues in their engineering community. The group is run by graduate students and organizesworkshops, reading groups, movie nights, seminar series, and certification for DEI leaders. Other academic institutions list DEI Student Ambassadors programs. Most often, such groups areassociated with the university’s DEI office rather than with a