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Displaying results 121 - 150 of 1575 in total
Conference Session
First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks
Collection
2022 ASEE Annual Conference & Exposition
Authors
Saira Anwar, Texas A&M University; Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Muhsin Menekse, Purdue University at West Lafayette (COE)
material, activities, and community.However, other studies have defined it within the context of the learning environment, whereengagement is referred to as students’ interactions or involvement in tasks related to the specificlearning environment-based tasks [6]. For example, O’Brien and colleagues [7] definedengagement in the context of a technology-mediated environment (settings in which computer-based applications and simulations are used to support participants’ involvement). Theysuggested engagement as interaction with the technology application(s) and systems in ameaningful way, within a context that may not necessarily be educational in nature. The vitalcaveat in both definitions was associated with one common principle: “meaningful
Conference Session
ERM: Engineering Identity: (Identity Part 1)
Collection
2022 ASEE Annual Conference & Exposition
Authors
Ciera Fluker; Lara Perez-Felkner; Kiaira McCoy, Florida A&M University - Florida State University
students make sense of their engineering identityin the context of their experiences in an REU summer internship program? (2) Whatacademic and non-academic factors influence their engineering identity development?Milem et al.’s campus racial climate framework informs our study. This case study approachaligns with our conceptual framework as it allowed us to situate participants experiences andperceptions in their university context. Our study findings reveal students’ participation inthe REU summer internship program positively affected their engineering identitydevelopment as students developed increased confidence in their ability to conduct researchand pursue a career in engineering. Additionally, students’ interactions with mentors,faculty
Conference Session
PCEE Session 2: Teacher Learning Experiences
Collection
2022 ASEE Annual Conference & Exposition
Authors
Abeera Rehmat, University of Nebraska - Lincoln; Hoda Ehsan, The Hill School; Monica Cardella, Florida International University
Braun and Clarke (2006)’s six-phase method for thematicanalysis, which encompassed, familiarizing yourself with data, generating initial codes,searching for themes, reviewing, defining, and naming the themes, and creating the report.While the method is presented as being linear, we took an iterative and reflective process thatinvolved a constant moving back and forth between phases. Finally, video recordings andobservation notes that captured all the moments of target participants’ conversations andinteractions that could hold meaning of CT were reviewed. Those transcriptions of thesemoments underwent a similar process of thematic analysis by both the first and second authorand were shared with the third author.This study was strengthened by
Conference Session
Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jan Fertig, Milwaukee School of Engineering; Subha Kumpaty, Milwaukee School of Engineering
Paper ID #38050Empathy as Key to Inclusivity in Engineering EducationJan L. Fertig (Associate Professor) Dr. Jan Fertig is an associate professor in the Humanities, Social Science and Communication Department at the Milwaukee School of Engineering. She teaches a variety of courses in psychology and sociology, as well as a course in addictions. She serves as co-leader of the Team Science Module at the Clinical and Translational Science Institute of Southeast Wisconsin (CTSI) and Co-Principal Investigator with Dr. Subha Kumpaty of the NSF S-STEM grant which provides scholarships and activities to 20 diverse
Conference Session
NSF Grantees Poster Session
Collection
2022 ASEE Annual Conference & Exposition
Authors
Karl Schubert, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Massey, University of Arkansas; Carol Gattis, University of Arkansas; Jennie Popp; Chunhua Cao, The University of Alabama; Thomas Carter, University of Arkansas; Divya Muralidhara, University of Arkansas
of Arkansas. She previously served as project manager at the Arkansas Water Resources Center, but returned to teaching full time in 2013. She teaches Introduction to Engineering I and II and and is the coordinator for the First-Year Honors Innovation Experience.Carol S Gattis (Associate Dean Emeritus) Dr. Carol Gattis is the Associate Dean Emeritus of the Honors College and Adjunct Associate Professor in Industrial Engineering. She has 30+ years of successful educational program design, development, and research relative to engineering and honors student recruitment, retention, diversity, international education, and course development. She has served as PI/co PI on four NSF S-STEM grants.Jennie Popp Jennie Popp
Conference Session
Military and Veterans Division Technical Session 1
Collection
2022 ASEE Annual Conference & Exposition
Authors
Hannah Wilkinson, Utah State University; Angela Minichiello, Utah State University
Conference Session
Computers in Education 4 - Online and Distributed Learning I
Collection
2022 ASEE Annual Conference & Exposition
Authors
Mariana Silva, University of Illinois at Urbana - Champaign; Geoffrey Herman, University of Illinois at Urbana - Champaign; Yucheng Jiang; Seth Poulsen, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois at Urbana - Champaign; Yueqi Jiang, University of Illinois at Urbana - Champaign
courses did find that the quality of their interactionswith students and the logistics of running the course were also dramatically improved. Forexample, the synchronous meeting time made it easier for instructors to remind students of rolesand provide tips and suggestions in real time for how specific teams could enact their roles. Basedon our experience as instructors and the evidence from the data analytics, it is reasonable to claimthat the combination of synchronous collaborative learning with structured roles is a best practiceto recommend to other instructors.References [1] S. Freeman, S. Eddy, M. McDonough, M. Smith, N. Okoroafor, H. Jordt, and M. Wenderoth, “Active learning increases student performance in science, engineering, and
Conference Session
Industrial Engineering Division Technical Session 2
Collection
2022 ASEE Annual Conference & Exposition
Authors
Elif Gunay; Janet Van Hell, Pennsylvania State University; Zahed Siddique, University of Oklahoma; Rafal Jonczyk; Danielle Dickson
in manufacturing and service systems, stochastic processes, and engineering education. Her recent research interests focus on enhancing creativity in engineering classrooms.Danielle S. Dickson Danielle Dickson received her PhD from the University of Illinois at Urbana-Champaign in 2016 with a dissertation examining the memory system’s representation of numerical information, using behavioral and electro-physiological (EEG, brainwaves) measures. She extended this work into comparisons of children and adults’ arithmetic processing as a postdoctoral scholar at The University of Texas San Antonio. Her most recent research examines creative thinking processes as an area of postdoctoral research at The Pennsylvania
Conference Session
ERM: Engineering Identity: (Identity Part 1)
Collection
2022 ASEE Annual Conference & Exposition
Authors
Meena Thiyagarajah, University of Florida; Kent Crippen, University of Florida; Bruce Carroll, University of Florida; Tracy Johns, University of Florida
Academies Press, 2018.Stevens and colleagues (2008, p.365)[12] J. Worell, Encyclopedia of women and gender, two-volume set: Sex similarities anddifferences and the impact of society on gender. Academic Press, 2001.[13] H. B. Carlone and A. Johnson, "Understanding the science experiences of successful womenof color: Science identity as an analytic lens," Journal of Research in Science Teaching: TheOfficial Journal of the National Association for Research in Science Teaching, vol. 44, no. 8, pp.1187-1218, 2007[14] S. Stryker and P. J. Burke, "THE PAST, PRESENT, AND FUTURE OFAN IDENTITYTHEORY."[15] S. L. Rodriguez, C. Lu, and M. Bartlett, "Engineering identity development: A review of thehigher education literature," International journal of education
Conference Session
PCEE Session 2: Teacher Learning Experiences
Collection
2022 ASEE Annual Conference & Exposition
Authors
Allison Antink-Meyer, Illinois State University; Ryan Brown, Illinois State University
1 27 1 29 The findings suggests that the extent of reflection on a topic that a PST was curious aboutdid not meaningfully relate to any changes in their teaching confidence. This is similar to thefindings from Antink-Meyer et al.’s study wherein science curiosity and change in confidencewas not observed. Reflection on content and the development of content knowledge was notdirect. In addition to examining journaling strategies that sustain connectedness to inquiry andengineering design experiences, future studies are needed that examine whether disciplinarydomains imbue associations between types of curiosity and types of epistemic engagement.RQ2 What is the nature of the engineering curiosity expressed
Conference Session
Faculty Development Division Technical Session 7
Collection
2022 ASEE Annual Conference & Exposition
Authors
Lisa Bosman, Purdue University at West Lafayette (PPI); Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Karoline Jarr
increasing access to like-minded peers through astructured cohort-based community of practice. Participating in this program allows engineeringfaculty to add value to the promotion and tenure portfolio that goes beyond curriculumdevelopment to disseminating best teaching practices. Given that today engineering facultymembers are even more accountable for the effectiveness of their teaching and learningactivities, this is an ideal program to incentivize engineering faculty in a way that enhances theirpromotion and publishing opportunities.To learn more, visit www.PurduePD.com.6. Appendix7. References[1] L. Bosman and S. Fernhaber, "Applying authentic learning through cultivation of the entrepreneurial mindset in the engineering classroom
Conference Session
Faculty Development Division Technical Session 1
Collection
2022 ASEE Annual Conference & Exposition
Authors
Darby Riley, Rowan University; Cayla Ritz, Rowan University; Cheryl Bodnar, Rowan University; Kaitlin Mallouk, Rowan University
represented (particularly those on the outer fringes of thenetwork who have fewer connections), as those only connected through workshop attendancecan no longer be used in this calculation. However, five of node 29’s direct connections (a totalof 21 other nodes) were made and maintained through workshops alone, and so node 29’snetwork is still decreased when workshop connections are no longer considered.Also of note are the two relatively large nodes who did not use workshops in developing theirEM: 11 and 3. When connections made through workshops were removed from the network, thebetweenness of node 3 dropped a small amount from 0.08 to 0.06. However, node 3 describedtheir experience at KEEN conferences (their most influential resource) as
Conference Session
First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2
Collection
2022 ASEE Annual Conference & Exposition
Authors
Joshua Hertz, Northeastern University
a team decided they’d like to obtain help from a Consultant, they could choose one to“hire” from a list of all the Consultants in the program. The team reached out to them to schedule amutually agreeable time and were asked to give advance notice on the topic(s) with which they want toreceive help. The Project Consultants were trained such that their interaction was much more aligned withfocused instruction that enabled a team to solve their own problem, as opposed to directly solving theproblem for the team. In this way, working with a Project Consultant served to both advance the progressof the team’s project and reinforce the broader course outcome of increased engineering self-efficacy. A small amount of internal funding was
Conference Session
ERM: Self-Efficacy, Motivation, and MORE!
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jan Edwards, College of Lake County; ANA PIZANO, College of Lake County
Paper ID #37223Work in Progress: Developing an Engineering Community ina FablabJan Edwards Jan L. Edwards is an Associate Professor of Engineering at the College of Lake County in Illinois. She received her Bachelor’s and Master’s degree in Materials Science and Engineering at Michigan Technological University. Ms. Edwards teaches general engineering courses, manages outreach initiatives and the CLC Baxter Innovation Lab at the community college. She is also serving as the Principal Investigator on the college’s NSF S-STEM grant, Building an Academic Community of Engineering Scholars.ANA PIZANO Ana K. Pizano
Conference Session
ERM: Engineering Identity: (Identity Part 1)
Collection
2022 ASEE Annual Conference & Exposition
Authors
Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca Lopez
flexibility on how studentsidentify and integrate assets in the learning and engineering design process. To this end,instructor professional development on ABP is needed. As a next step, we will explore ways toengage other instructors in ABP-related training and identify a broader set of ABPs.References[1] A. Haverkamp, M. Bothwell, D. Montfort, and Q.-L. Driskill, “Calling for a Paradigm Shift in the Study of Gender in Engineering Education,” Studies in Engineering Education, vol. 1, no. 2, p. 55, Feb. 2021.[2] A. E. Trauth, J. M. Buckley, T. N. Barnes, J. Enszer, S. Rooney, and R. Davidson, “Adjusting the Lens: Comparison of Focus Group and Cross-Sectional Survey Data in Identifying and Addressing Issues of Diversity
Conference Session
Engineering Design Graphics Division Technical Session 2
Collection
2022 ASEE Annual Conference & Exposition
Authors
Theodore Branoff, Illinois State University; Jaby Mohammed, Illinois State University; Joshua Brown
all students enrolled in TEC116 during this period, and persistence data on other majorswould provide useful information for other programs within the department.References1. Sorby, S. A. (2005). Assessment of a" new and improved" course for the development of 3-D spatial skills. The Engineering Design Graphics Journal, 69(3).2. Veurink, N. L., Hamlin, A. J., Kampe, J. C. M., Sorby, S. A., Blasko, D. G., Holliday-Darr, K. A., Trich Kremer, J. D., Abe Harris, L. V., Connolly, P. E., Sadowski, M. A., Harris, K. S., Brus, C. P., Boyle, L. N., Study, N. E., & Knott, T. W. (2009). Enhancing visualization skills-improving options and success (EnVİSIONS) of engineering and technology students. The Engineering Design Graphics
Conference Session
ERM: Exploring Educational Technology in Engineering
Collection
2022 ASEE Annual Conference & Exposition
Authors
Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)
are a few limitations of the potential study. As an exploratory research study, thestatistical significance of the analysis has limitations compared to the ones from theexplanatory research study. Another limitation is that it needs to be further tested in differentsettings such as large, commercial, educational applications, or across different institutions tomake the results more generalizable. Furthermore, the study doesn’t account for differentconfounding variables such as ethnicity, academic performance, or race. Moreover, this studycould be enhanced by including the process data such as classroom observations for students’engagement [28] , or other students analytics data.References[1] D. Yang and S. J. Baldwin, “Using technology to
Conference Session
Computers in Education 5 - Modulus 4
Collection
2022 ASEE Annual Conference & Exposition
Authors
Nicolas Leger, Florida International University; Bruk Berhane, Florida International University
Computational Toolsin Engineering Education: A Case Study on the Use of Mathcad,” Chemical EngineeringEducation (CEE), vol. 31, no. 3, pp. 180–87, 1997.[10]H. S. Fogler and N. M. Gurmen, “Aspen Plus™ Workshop for Reaction Engineeringand Design,” p. 44.[11]N. Chonacky and D. Winch, “Maple, Mathematica, and Matlab: the 3M’s withoutthe tape,” Computing in Science Engineering, vol. 7, no. 1, pp. 8–16, Jan. 2005, doi:10.1109/MCSE.2005.18.[12]P. V. V. R. Rao, G. Durga Prasad, and S. Dileep Kumar Varma, “PedagogicalApproach to Teach the Modeling of Power Electronic Converters,” in 2014 IEEE SixthInternational Conference on Technology for Education, Dec. 2014, pp. 191–192. doi:10.1109/T4E.2014.59
Conference Session
PCEE Session 2: Teacher Learning Experiences
Collection
2022 ASEE Annual Conference & Exposition
Authors
Rebekah Hammack, Montana State University - Bozeman; Ibrahim H. Yeter, Nanyang Technological University
participants’ experiences.ReferencesAston, S., & Jackson, D. (2009). Blurring the boundaries or muddying the waters? Design and Technology Education: An International Journal, 14(1), 68–76.Avsec, S., & Sajdera, J. (2019). Factors infuencing pre-service preschool teachers’ engineering thinking: Model development and test. International Journal of Technology and Design Education, 29(5), 1105–1132.Aydeniz, M., & Bilican, K. (2018). The impact of engagement in STEM activities on primary preservice teachers’ conceptualization of stem and knowledge of stem pedagogy. Journal of Research in STEM Education, 4(2), 213–234. https://doi.org/10.51355/jstem.2018.46Bandura, A. (1977). Self-efficacy: Toward a unifying
Conference Session
Civil Engineering Division Poster Session
Collection
2022 ASEE Annual Conference & Exposition
Authors
Charles Riley, Oregon Institute of Technology; Dave Kim, Washington State University-Vancouver; Ken Lulay, University of Portland; John Lynch, Washington State University
students care?  How to…  Example(s)  Common mistakes by students  Tools: templates, presentations, spreadsheets, and other resourcesBased on the report writing outcomes and investigations of student report writing performance atthe three participating institutions [19-21], the authors prepared scaffolded learning modulesorganized around (1) fundamental concepts needed to submit a successful first report, (2)intermediate concepts intended to support more rigorous consideration of data sources, methodsof analysis, and conclusions, and (3) advanced concepts in error and logical appeals. A prefacewas developed to orient users and support instructors with guidance around assessment designand the use of effective rubrics. The
Conference Session
First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics
Collection
2022 ASEE Annual Conference & Exposition
Authors
Yanfen Li, University of Massachusetts Lowell; Na'imah White, University of Massachusetts Lowell; Karoline Evans, University of Massachusetts Lowell; Douglas Correa Ospina, University of Massachusetts Lowell
,” 2021.[3] S. Haag, N. F. Hubele, A. M. García, and K. McBeath, “Engineering undergraduate attrition and contributing factors,” International Journal of Engineering Education, vol. 23, no. 5, pp. 929–940, 2007.[4] R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, and D. M. Amos, “Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning,” Journal of Engineering Education, vol. 97, no. 3, pp. 355–368, 2008, doi: 10.1002/j.2168- 9830.2008.tb00984.x.[5] E. Crede and M. Borrego, “The Effect of International Diversity on Graduate Engineering Education: A Literature Review,” 2010. doi: 10.18260/1-2–15975.[6] M. C. Paretti and L. D. McNair, “Analyzing the intersections of institutional and discourse identities in
Conference Session
Minorities in Engineering Division Technical Session 4
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jacqueline McDermott, Purdue University at West Lafayette (COE); Janet Beagle
mentors willuse these skills in future professoriate and professional roles. GradTrack achieves these goalsthrough a comprehensive program that moves beyond simple mentoring and includes structuresthat seek to build a culture of belonging for both current and future graduate students inengineering.References[1] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology.” Washington, DC, 2021.[2] A.W. Fentiman, J. Beagle, P. Dunston, and S. Fisher, Establishing Pathways to the Professoriate for Underrepresented Minority Students, American Society for Engineering Education 2017 Annual Conference Proceedings, June 2017, Columbus, Ohio, USA.[3] K. I. Maton, F. A. Hrabowski III, and C. Schmitt, “African
Conference Session
ETD - Technical Session 7 - ET Pedagogy I
Collection
2022 ASEE Annual Conference & Exposition
Authors
Wei Zhan, Texas A&M University; Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University
: Learning fromDisruption", Virtual. https://peer.asee.org/38240.[4] Jackson, S., & Jackson, A. (2002, June), Learning Online: A Virtual Education? Paper presented at2002 Annual Conference, Montreal, Canada. 10.18260/1-2—10612.[5] Tabas, J. M., & LeMay, C. M., & Freije, E. (2012, June), Online Education: The End ofLearning Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas.10.18260/1-2--21761[6] James-Okeke, P. A., & Scott, C. J., & Astatke, Y., & Ladeji-Osias, J. O., & Partlow, L. E., & Nyarko,K. (2013, June), A Performance Assessment Framework for Measuring Online Student LearningOutcomes Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia.10.18260/1-2
Conference Session
First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities
Collection
2022 ASEE Annual Conference & Exposition
Authors
Miriam Howland Cummings, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Stephanie Ivey, The University of Memphis; Craig Stewart; David Russomanno, Indiana University - Purdue University Indianapolis; Danny King, Indiana University - Purdue University Indianapolis; Katherine Goodman, University of Colorado Denver; James Campbell, The University of Memphis; Tom Altman; Michael Jacobson, University of Colorado Denver; Gregory Simon, University of Colorado Denver
Paper ID #37614Summer Bridge Programming for Incoming First-YearStudents at Three Public Urban Research UniversitiesMiriam Howland Cummings (Graduate Research Assistant) Miriam is a PhD candidate in Education Research and Evaluation Methods at the University of Colorado Denver (CU Denver) and a graduate research assistant on an NSF S-STEM grant in CU Denver's College of Engineering, Design, and Computing.Maryam Darbeheshti (Faculty) Dr. Maryam Darbeheshti is an Assistant Professor of Mechanical Engineering at the University of Colorado Denver. Her research interests are in multiphase fluid flow, and Engineering
Conference Session
WIED: Analysis, Challenges, Success, and Impacts
Collection
2022 ASEE Annual Conference & Exposition
Authors
Elizabeth DaMaren, University of Toronto; Alison Olechowski, University of Toronto
opportunity to improve access and support to increase gender diversity in these spaces.Other literature points to methods of studying student experience and emotion when using CAD fordesign, such as Villanueva et al.’s 2018 multimodal study on emotions and electrodermal activity indesign activities [59], which could have applications for finding ways of making CAD software moreaccessible. Similarly, Zhou et al. [60], Phadnis et al. [61], and Deng et al.’s [62] studies point to multi-user CAD as a new technology with the potential for higher user engagement, collaboration, and learning.Unfortunately, these studies, even when they report participant gender, are limited by a lack of genderanalysis, thus failing to report on how women may experience
Conference Session
ERM: Diversity, Equity, and Inclusion
Collection
2022 ASEE Annual Conference & Exposition
Authors
Robert Loweth, University of Michigan; Sara Hoffman, University of Michigan; Shanna Daly, University of Michigan; Leah Paborsky; Steve Skerlos, University of Michigan
Conference Session
Multidisciplinary Engineering Division Technical Session - Interdisciplinary Capstone Projects, Pandemic Adapted Mechatronics Lab, Call for Change
Collection
2022 ASEE Annual Conference & Exposition
Authors
Bart Johnson, Itasca Community College; Ronald Ulseth; Michael Raich, Itasca Community College
with digital savvy, new skills in innovating and collaborating, problemframing expertise, and horizontal leadership skills, while putting emphasis on the impacts in theeconomic development of rural regions.In the initial stages, 1990’s–2000’s, the program’s faculty spent time innovating in courses andcurricula trying to shift towards the recently released ABET 2000 student outcome criteria in arural community college setting. The mid-2000’s brought the development of a multi-disciplinary upper division university satellite program that embraced the Aalborg (DK) modelof PBL. The new multi-disciplinary program had ABET outcomes at its core, focusing on thedevelopment of a whole new engineer, especially developing innovative strategies
Conference Session
ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom
Collection
2022 ASEE Annual Conference & Exposition
Authors
Beata Johnson, Purdue University at West Lafayette (COE); Joyce Main, Purdue University at West Lafayette (COE)
were associated with academic and social engagement outcomes.These findings on perceived development are further supported by Simmons et al.’s [33] surveyof undergraduate engineering students. Students reported personal development, socialdevelopment, and social engagement as the greatest benefits of participating in extra-/co-curricularactivities. The most common types of participation were in job; sports; design competition team;culture, faith, gender, and identity; and professional experiences (e.g., internships). The variety inthese top activities illustrates a range of engineering student involvement in both engineering andnon-engineering activities. Other studies have affirmed distinct benefits of non-engineering versusengineering
Conference Session
Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jacqueline Handley, University of Michigan
statusquo. As we, as engineering educators, look to the future work of pre-college engineering,continuing to learn with and from BIPOC youth and designing experiences towards counteringexclusion remains vital continued work.References[1] A. Johri and B. M. Olds, “Situated Engineering Learning: Bridging Engineering Education Research and the Learning Sciences,” Journal of Engineering Education, vol. 100, no. 1, pp. 151–185, Jan. 2011, doi: 10.1002/j.2168-9830.2011.tb00007.x.[2] G. J. Kelly and J. L. Green, Theory and Methods for Sociocultural Research in Science and Engineering Education. Routledge, 2018.[3] K. L. Gunckel and S. Tolbert, “The imperative to move toward a dimension of care in engineering education,” Journal of Research in
Conference Session
ECE Division Technical Session 2: Long-Term Institutional Outcome Evaluations and Capstone Innovations
Collection
2022 ASEE Annual Conference & Exposition
Authors
Annie Patrick, Virginia Polytechnic Institute and State University; Scott Dunning, Virginia Polytechnic Institute and State University; Mary Brewer, Virginia Polytechnic Institute and State University; Kimberly Johnston, Virginia Polytechnic Institute and State University; Nicole Gholston, Virginia Polytechnic Institute and State University; Susan Broniak, Virginia Polytechnic Institute and State University
serves as a guide to other departments seeking ways to bridge their advisors andfaculty.Literature ReviewAcademic advising emerged in the mid-1800’s when colleges began to develop programs withelectives and more academic choices [19]. College administrators noted that students neededguidance in navigating their growing course options and class electives as colleges introducedmore majors and career paths [5]. Kenyon College was one of the first colleges that required theirstudents to choose a faculty member to assist them in this process and mentorship [20]. Aboutthirty years later, Johns Hopkins University would establish one of the first formal advising modelsbetween students and faculty members [21]. During these early years, the faculty would