Displaying all 4 results
- Conference Session
- Equity and Belonging
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Felicity Bilow, Virginia Polytechnic Institute and State University; Lucas Adams, Clarkson University; Mohammad Meysami, Clarkson University; Jan DeWaters, Clarkson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
humanistic approach to engineering education, it is a suitable frameworkto evaluate the impact of sociotechnical engineering courses (i.e., a humanistic approach toengineering education) on students’ attitudes toward and perceptions of engineering.Furthermore, this framework explicitly describes and explains the possible connections betweenstudents’ attitudes toward and perceptions of engineering, making it appropriate for a studyinterested in exploring these relationships. The framework has been used to guide how weconceptualize sociotechnical engineering. The instrument used for this study included items andconstructs that align with all three dimensions of Fila et al.’s [1] framework.MethodsSurvey responses collected from undergraduate
- Conference Session
- Equity and Belonging
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachel Figard, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Marcus Melo de Lyra, The Ohio State University
- Tagged Divisions
- Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
specificity without the formalized structure required by asystematic review (Arksey & O’Malley, 2005; Borrego et al., 2014; Grant & Booth, 2009;Samnani et al., 2017). ScLRs are particularly useful for quickly mapping out key concepts,existing literature, and evidence to identify gaps in current research defined by a specificresearch question (Arksey & O’Malley, 2005; Samnani et al., 2017). Our study used Arksey andO’Malley’s (2005) ScLR framework (Figure 1), which recommends a five-stage protocol forconducting a scoping review: (1) identify research question(s), (2) identify relevant studies, (3)select relevant studies, (4) chart the data, and (5) summarize and report the results. Figure 1further details the process used in our
- Conference Session
- Equity and Belonging
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Isabel Anne Boyd, University of Tennessee, Knoxville; Marie C. Paretti, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
- Conference Session
- Equity and Belonging
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Aubrey Wigner, Colorado School of Mines; Dean Nieusma, Colorado School of Mines; Catherine Chase Corry, Colorado School of Mines; Julianne Stevens, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)