Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Gül E. Kremer, Iowa State University of Science and Technology

. The following learning outcomes are what the course was designed around: 1- Be able to applyTRIZ problem solving to novel problems, and Manufacturing Design Principles and Human-Centered Design principles to projects, 2- Be able to identify, formulate, and solve engineeringproblems and to use the techniques, skills, and modern engineering tools necessary for engineeringpractice, and 3- To understand the ethical responsibility. Nine lectures were developed, where each was designed to last three hours (with the labcomponent), and four labs were held throughout the semester that were designed to reinforce keylearning concepts. The lectures and the labs are shown in Table 1. Table 1. The nine lectures and the four labs that were held

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Jeffrey A. Starke P.E., Marquette University; Margaret L McNamara P.E., Marquette University; Richard J. Povinelli P.E., Marquette University; Daniela Castillo-Perez, Marquette University; L. Noelle Brigham, Marquette University

another (remote learning) occurred.Something that is not able to be explicitly stated from the survey data is the impact of theconnection with our students. The authors all had the same personal conclusion that, although wewanted more, the sense of connection via Teams with our students was as vital to our well-beingin this uncertain time as we hope it was for our students. This approach provided the opportunityto continue to make “constructive utterances” and ensure we all had “enough turn taking” tohave a positive experience.ACKNOWLEDGEMENTSThe authors want to acknowledge our students! Throughout this unprecedented series of events,we are incredibly proud of their work ethic and perseverance, as well as their steadfast resolve tobecome the

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Arielle True-Funk, Iowa State University; Cristina Poleacovschi, Iowa State University; Gloria Jones-Johnson; Scott Grant Feinstein; Meghan Berger M.A., LCMHCA, NCC, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

procedures were reviewed for ethical compliance by the InstitutionalReview Board (IRB) at Iowa State University (IRB Number 18-231). Following the interviewsand subsequent transcription, using a grounded theory approach, microaggression themes anditems were identified (Case & Light, 2011). Twenty-one items were identified as specific to theengineering environment. Finally, previous microaggression scales were reviewed as they examinedmicroaggressions among individuals from similar racial, ethnic, and gender identities (Keum etal., 2018; Lewis & Neville, 2015; Nadal, 2011; Torres-Harding et al., 2012). Twenty-one scaleitems from these previously developed items were adapted to the engineering environment. Allitems were then grouped

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Douglas W. Jacobson, Iowa State University of Science and Technology; Diane T. Rover, Iowa State University; Joseph Zambreno, Iowa State University of Science and Technology; Allegra Frickel, Iowa State University

contribute to the mentor’s project.We created a Slack workspace for the SECURE program and individual channels for eachproject. This way, students could communicate easily with mentors and other students.Additionally, students wrote a brief weekly report, highlighting their work from the past week ina couple of paragraphs, and posted this in Slack for everyone to read. All students joined avirtual Zoom meeting each week to discuss professional development topics, includingcommunication, teamwork, design skills, research skills, ethics, innovation and creativity.Individual project groups also met in virtual meetings as needed to update one another andmentors. These meetings fostered open discussion of the project and development of new goals.As