Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Garrett Stoyell, Clarkson University; Masudul Imtiaz; Siddesh Sood; Thomas B Griebel, Clarkson University; Anthony Seybolt, Clarkson University

1 Implementation of a Mind-Controlled Wheelchair Garrett Stoyell, Anthony Seybolt, Thomas Griebel, Siddesh Sood, Md Abdul Baset Sarker, Abul Khondker, Masudul Imtiaz Department of Electrical and Computer Engineering Clarkson University Potsdam, NY stoyelgm@clarkson.edu Abstract—The application of a brain-computer interface to of this project was to serve

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Peter N. Knox, State University of New York at Binghamton; Sawsan Werfelli, Binghamton University; Amber Simpson, State University of New York at Binghamton

Exploring Child Creative Habits of Mind in an Out-of-School Engineering Program Corresponding Author: Peter Knox, MPA College of Community & Public Affairs Binghamton University – SUNY P.O. Box 6000 Binghamton, NY 13902-6000 Email: pknox1@binghamto Sawsan Werfelli Department of Teaching, Learning, & Educational Leadership Binghamton University – SUNY P.O. Box 6000 Binghamton, NY 13902-6000 Email

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Esther Jose, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Experiences of engineering women faculty in the era of affirmative actionThe purpose of this work in progress research paper is to explore the pervasiveness of thenarrative that women succeed easier in STEM/ Engineering careers because they are women.While extensive literature has documented that women still face significant discrimination inacademic spaces, the narratives of growing commitments to Diversity, Equity and Inclusion(DEI) efforts, and especially those related to affirmative action, by institutions often misleadpeople to believe that such efforts reflect in direct benefits that give an advantageous edge towomen and other minorities. This paper explores these dynamics by asking if women faculty andgraduate students, who

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Michael E. Kuhl, Rochester Institute of Technology (COE)

approach.AcknowledgementsThank you to Patti Cyr, Robin Borkholder, and Elizabeth DeBartolo for their support and guidancein the development of the entrepreneurial mindset focused activity presented in this paper. Aspecial thanks to Tony DiVasta and the Toyota Production Systems Lab at RIT for supporting thestudents in the set-up and data collection of the production system prototype.References[1] L. Bosman, and S. Fernhaber, “Teaching the Entrepreneurial Mindset to Engineers.” Springer, 2018.[2] KEEN Engineering Unleashed. Website: https://engineeringunleashed.com/ Kern Entrepreneurial Engineering Network. [Accessed February 15, 2022].[3] C.S. Korach and J. Gargac, “Integrating Entrepreneurial Mind-set into First-Year Engineering Curriculum through

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Doga Yucalan, Cornell University; Celia A. Evans PhD, Cornell University; Lisa Schneider-Bentley, Cornell University

Utilizing Teaching Assistants to Increase Student-Centered Learning in Lectures Doga Yucalan†, Celia Evans‡, Lisa Schneider-Bentley‡ † Mechanical and Aerospace Engineering Department, Cornell University, Ithaca NY ‡ Engineering Learning Initiatives, Cornell University, Ithaca NY AbstractStudents learn the most effectively when they construct and apply knowledge while interacting with theirpeers in the classroom. In addition, when students recall their thinking prior to an activity and compare itto that after the activity, they improve their metacognition and scientific thinking. While the desire toadopt such

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Kelly Tenzek

changed during their doctoral training. From an initial 45% ofmen and 39 % of women entering a PhD program, who claimed they wanted professor positions atresearch-intensive institutions, percentages dropped to 36% and 27% respectively by the end of theprogram. Reasons behind such changes included not wanting “lifestyles like those of their advisers” (p.2) and women recognizing the lack of role models that could manage work and family successfully [4].Popular media plays a role in changing views or perpetuating existing stereotypes and also creates thespace for difficult dialogues [5], [6]. This has been documented extensively when considering rolemodeling in particular fields, like those in Science, Technology, Engineering and Mathematics (STEM