Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Justin Jin; Parker Olkowski; Yu-Fang Jin, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

., "A Vision-Based Low-Cost Power Wheelchair Assistive Driving System for Smartphones," in 2022 IEEE 24th Int Conf on High Performance Computing & Communications; 8th Int Conf on Data Science & Systems; 20th Int Conf on Smart City; 8th Int Conf on Dependability in Sensor, Cloud & Big Data Systems & Application (HPCC/DSS/SmartCity/DependSys), 18-20 Dec. 2022 2022, pp. 1979-1986, doi: 10.1109/HPCC-DSS-SmartCity-DependSys57074.2022.00295.[5] S. Zhou, M. Xie, Y. Jin, F. Miao, and C. Ding, "An End-to-end Multi-task Object Detection using Embedded GPU in Autonomous Driving," in 2021 22nd International Symposium on Quality Electronic Design (ISQED), 7-9 April 2021 2021, pp. 122-128

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

Tagged Topics

NSF Grantees Poster Session

recognized for her teaching, advising, service, and research and as an Exemplary Faculty Member for Excellence in Diversity, Equity, and Inclusion. ©American Society for Engineering Education, 2024 Supporting students’ success in the cybersecurity field: Accomplishments and lessons learned by the ACCESS projectAbstractThe NSF S-STEM funded project “Attracting and Cultivating Cybersecurity Experts andScholars through Scholarships” (ACCESS) has a goal to increase the number of high-achievingundergraduate students with demonstrated financial need who complete a degree in thecybersecurity field. This goal contributes towards addressing the huge unmet need forcybersecurity experts. This paper

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

, and N. Ruggeri, “Mentored discussions of teaching: An introductory teaching development program for future STEM Faculty,” Innovative Higher Education, vol. 41, no. 3, pp. 237–254, Nov. 2015. doi:10.1007/s10755-015-9348-1[5] N. T. Buswell, “The purpose of a Phd in engineering: Where does teaching fit in?,” Studies in Engineering Education, vol. 1, no. 1, p. 83, Jan. 2021. doi:10.21061/see.8[6] R. M. Felder, “How students learn: Adapting teaching styles to learning styles,” Proceedings Frontiers in Education Conference, 1988. doi:10.1109/fie.1988.35029[7] N. S. Raj and V. G. Renumol, “A systematic literature review on adaptive content recommenders in personalized learning environments from 2015 to 2020,” Journal of

Conference Session

MECH - Technical Session 10: Special Topics and Innovative Methods in Mechanical Engineering

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sean Lyle Gestson, University of Portland; Matthew Stephen Barner, University of Portland; Rhianna Fitzgerald; Jordan Farina, University of Portland

Tagged Divisions

Mechanical Engineering Division (MECH)

Development of Expertise,” 2011. [Online]. Available: http://www.jee.org123[5] M. E. Beier, M. H. Kim, A. Saterbak, V. Leautaud, S. Bishnoi, and J. M. Gilberto, “The effect of authentic project-based learning on attitudes and career aspirations in STEM,” J Res Sci Teach, vol. 56, no. 1, pp. 3–23, 2019, doi: 10.1002/tea.21465.[6] A. L. Andersen, T. D. Brunoe, and K. Nielsen, “Engineering education in changeable and reconfigurable manufacturing: Using problem-based learning in a learning factory environment,” Procedia CIRP, vol. 81, pp. 7–12, 2019, doi: 10.1016/j.procir.2019.03.002.[7] K. E. Cook, Y. L. Han, T. R. Shuman, and G. Mason, “Effects of integrating authentic engineering problem centered learning

Conference Session

Design in Engineering Education Division (DEED) - Engineering Design and First-Year Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Marie Starkey, Pennsylvania State University; Nicolas F. Soria Zurita, Pennsylvania State University; Sarah C. Ritter, Pennsylvania State University; Matthew B. Parkinson, Pennsylvania State University

Tagged Divisions

Design in Engineering Education Division (DEED)

, 2020.[5] J. S. Lamancusa, J. E. Jorgensen, and J. L. Zayas-Castro, “The Learning Factory—A New Approach to Integrating Design and Manufacturing into the Engineering Curriculum,” Journal of Engineering Education, vol. 86, no. 2, pp. 103–112, 1997, doi: 10.1002/j.2168- 9830.1997.tb00272.x.[6] J. S. Lamancusa, P. State, L. Bldg, T. W. Simpson, P. State, and L. Bldg, “The Learning Factory – 10 Years of Impact at Penn State,” International Conference on Engineering Education, 2004.[7] K. Carley, “Content analysis,” 1990.[8] E. Hilton, M. Tomko, A. Murphy, R. Nagal, and J. Linsey, “Impacts on design self-efficacy for students choosing to participate in a university makerspace,” presented at the DS 89: Proceedings of The Fifth

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalia Villanueva Rosales, The University of Texas at El Paso; Ann C. Gates, The University of Texas at El Paso; Lani Nicole Godenzi, The University of Texas at El Paso; Francisco Osuna, The University of Texas at El Paso; Angel U. Ortega, The University of Texas at El Paso; Veronica A. Carrillo, The University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

include thisinformation in a subsequent version once the policies for aggregation and anonymization (ifapplicable) are applied to new data.Most of the instances of HIPs obtained from our student involvement tool were directly mappedto classes in our SSKG ontology. This information was provided directly by faculty and staffthrough the UTEP Engage tool. Fig. 3(b) shows the definition of the instanceSSKG:iLink_REU in Manchester Syntax. Relationships were also identified from the tabulardata provided, for example, faculty member(s) leading an initiative were linked to the initiativesthrough the property SSKG:isResponsibleFor. Fig. 3(c) shows the definition of theproperty SSKG:impacts. During the ontology design process, we observed that

Conference Session

Transfer issues between 2-year colleges and 4-year Engineering and Engineering Technology programs 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Ifeoluwa Adeniranye, Florida International University; Bruk T Berhane, Florida International University; Joseph Ronald Sturgess, Florida International University; Jingjing Liu, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

International University (FIU). In the 2023-24 academic year, he was elected as the program chair and subsequently appointed interim chair of the American Society for Engineering Education’s student division. Before his tenure at FIU, Daniel worked in Dubai, the United Kingdom, and Nigeria, all in engineering and STEM/engineering education capacities.Dr. Bruk T Berhane, Florida International University Dr. Bruk T. Berhane received his bachelorˆa C™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterˆa C™s degree in engineering management at George Washington University in 2007. In 2016, he earned a PhMr. Joseph Ronald Sturgess, Florida International University Joseph

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexis Gillmore, University of Tennessee, Knoxville; Courtney June Faber, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

. J. Pharm. Educ., vol. 84, no. 1, pp. 127–137, Jan. 2020, doi: 10.5688/AJPE7113.[7] A. Navickis-Brasch et al., “Restoring Water, Culture, and Relationships: Using a Community-Based Participatory Research Methodology for Engineering Education,” in 2014 ASEE Annual Conference & Exposition Proceedings, ASEE Conferences, 2014, pp. 24.1047.1-24.1047.15. doi: 10.18260/1-2--22980.[8] S. Coughlin, S. Smith, and M. Fernandez, “Overview of community-based participatory research,” in Handbook of community-based participatory research, 1st ed., Oxford: Oxford University Press, 2017, pp. 1–10.[9] S. Secules, “On the importance of (white) humility: Epistemological decentering as a positional orientation toward

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Megan Ennis, University of Michigan; Andrew Benham; Aaron W. Johnson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

survey. However, existing researchsuggests that demographics items should be placed at the end of surveys due to their potential tocause stereotype threat for marginalized students [28]. For this reason, the demographics itemswere moved to be placed at the end of the survey.Survey AdministrationIn Spring 2023, the survey was administered to aerospace engineering undergraduate students atthe University of Colorado Boulder and the University of Michigan. Students were surveyed intwo classes where we were implementing macroethics lessons–a sophomore aerospace vehicledesign course at the University of Colorado Boulder and a senior space system design course atthe University of Michigan. Prior to the planned macroethics lesson(s), students enrolled

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

years.SyllabusImproving inclusivity and belonging in lab classes starts even before students come to theclassroom. How instructors organize classroom materials can signal to students the environmentthat the lab will create. Faculty can set the stage for an inclusive classroom by including syllabusstatement(s) and an instructor learning philosophy. These sections of the syllabus connectstudents with resources and make clear the instructor’s commitment to creating an inclusiveenvironment. When students come to class on the first day, spending time reviewing these itemsdemonstrates their importance to the class. If you have a syllabus quiz, including questions onthese items can also reinforce their importance to students.Syllabus statements can include a land grant

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaiyuan Wang, University of Illinois Urbana-Champaign; Yuxiang Zhao, University of Illinois at Urbana-Champaign; Ishfaq Aziz, University of Illinois Urbana-Champaign; Mohamad Alipour, University of Illinois Urbana-Champaign

Tagged Divisions

Civil Engineering Division (CIVIL)

., & Hatzilygeroudis, I. (2016, December). An innovative educationalenvironment based on virtual reality and gamification for learning search algorithms. In 2016 IEEE EighthInternational Conference on Technology for Education (T4E) (pp. 110-115). IEEE.[12] Zollmann, S., Hoppe, C., Kluckner, S., Poglitsch, C., Bischof, H., & Reitmayr, G. (2014). Augmented realityfor construction site monitoring and documentation. Proceedings of the IEEE, 102(2), 137-154.[13] Li, X., Yi, W., Chi, H. L., Wang, X., & Chan, A. P. (2018). A critical review of virtual and augmented reality(VR/AR) applications in construction safety. Automation in Construction, 86, 150-162.[14] Wang, X., Love, P. E., Kim, M. J., Park, C. S., Sing, C. P., & Hou, L. (2013

Conference Session

MECH - Technical Session 15: Engineering Education Research and Reviews

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hayden J Wulf, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

Mechanical Engineering Division (MECH)

this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] J. M. Cruz, C. Hampton, S. G. Adams, and N. Hosseinichimeh, “A system approach to instructional change in academia,” in Proc. ASEE Annu. Conf. & Expo., Tampa, FL, USA, Jun 2019, doi:10.18260/1-2—32005.[2] National Academy of Engineering, “Educating the engineer of 2020: Adapting Engineering Education to the New Century,” The National Academies Press, 2005. [Online]. Available: http://nap.nationalacademies.org/11338[3] T. J. Siller and G. R. Johnson, “Constituent influences on engineering curricula,” in Proc. ASEE Annu. Conf. & Expo., Salt Lake City, UT, USA, Jun 2004, doi

Conference Session

MECH - Technical Session 4: Innovation in Engineering Education Methods

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Vitali, The University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

with students to better understand how the seminar influenced theirperceptions and what other activities or experiences also contribute to those changes as well.References[1] S. Condoor, "Importance of teaching the history of technology," IEEE Frontiers in Education Conference, vol. 1, pp. T2G7-T2G-10, 2004.[2] K. C. D'Alessandro, M. K. Swenty and W. N. Collins, "Integrating History into Engineering Curriculum," American Society for Engineering Education - Southeast Section, pp. 1-7, 2014.[3] N. Dabbagh and D. A. Menascé, "Student perceptions of engineering entrepreneurship: An exploratory study," Journal of Engineering Education, vol. 95, no. 2, pp. 153-164, 2006.[4] M. Davis, "Defining “Engineer:" How To Do It and Why It Matters

Conference Session

Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samantha Butt, University of Toronto; Elizabeth DaMaren, University of Toronto; Alison Olechowski, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

CAD self-efficacy.The hierarchical regression analysis did not demonstrate any of the CAD learning experiences tobe statistically significant to the development of Engineering Design self-efficacy. This contrastswith what we might initially expect, based on Carberry et al.’s assertion that engineering designself-efficacy is highly dependent on engineering experiences [4]. However, similar to Schar et al.our predictor variables do not encompass all possible CAD learning experiences, let aloneengineering learning experiences [2]. Therefore, future work should consider including newpredictor variables [2] as the current CAD learning experiences did not appear as effective asintended.Since only the pre-project survey data was analyzed in this

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh; Universidad de Valparaíso, Chile; Emily C. Rainey, University of Pittsburgh

Tagged Divisions

Community Engagement Division (COMMENG)

, Teaching, and Learning,” Journal of Engineering Education, vol. 94, no. 1, pp. 103–120, 2005, doi: 10.1002/j.2168-9830.2005.tb00832.x.[2] R. Stevens, A. Johri, and K. O’Connor, “Professional Engineering Work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds., New York: Cambridge University Press, 2013, pp. 119–138. doi: 10.1017/CBO9781139013451.010.[3] F. W. Baker III and S. Moukhliss, “Concretising Design Thinking: A Content Analysis of Systematic and Extended Literature Reviews on Design Thinking and Human-Centred Design,” Review of Education, vol. 8, no. 1, pp. 305–333, Feb. 2020, doi: 10.1002/rev3.3186.[4] T. Zhang and H. Dong, “Human-Centred Design: An Emergent Conceptual Model

Conference Session

MECH - Technical Session 12: Promoting Student Success and Motivation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phapanin Charoenphol, Texas A&M University; Arkasama Bandyopadhyay, Texas A&M University

Tagged Divisions

Mechanical Engineering Division (MECH)

,” Research Strategies, vol. 17 (1), pp. 35-44, Spring 2000.[2] H. Fry, S. Ketteridge, and S. Marshall, Eds., A Handbook of Teaching and Learning in HigherEducation: Enhancing Academic Practice. Routledge, 2008.[3] S. Manuel Brito, Ed., Active Learning - Beyond the Future. IntechOpen, 2019.[4] S. Freeman, S. L. Eddy, M. McDonough, and M.P. Wenderoth, “Active learning increasesstudent performance in science, engineering, and mathematics,” Psychological and CognitiveSciences, vol. 111 (23), pp. 8410-8415, May 2014.[5] J. Shaaruddin and M. Mohamad, “Identifying the Effectiveness of Active Learning Strategiesand Benefits in Curriculum and Pedagogy Course for Undergraduate TESL Students,” CreativeEducation, vol. 8 (14), pp. 2312-2324. November 2017.[6] E

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University ; Alejandra J. Magana, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

et al.’s [47], and Hess et al.’s [10]extension, scaffolded, integrated/interactive, and reflective analysis (SIRA) framework. Thisstage expects students to consider the “basic facts” of the case—establishing a grounding ofknowledge about the sociotechnical space surrounding the dilemma. In this stage, students areprompted to specify (give a rudimentary definition for) an ethical principle that they identified inthe previous stage. This formulated a more formal procedure for ethical reasoning, based onBeever and Brightman’s [48] Reflexive Principlism approach. Moreover, this procedure ofoperationalizing an ethical principle as students gather sociotechnical knowledge about a casecan set the stage for rational discourse [49].4.4. Small group

Conference Session

Biomedical Engineering Division (BED) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Thomas Hudnall McGehee, University of Arkansas; Mostafa Elsaadany, University of Arkansas; Timothy J. Muldoon, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

autocoding. Every question that was analyzed exhibited an increase in positivesentiment, directly relating to the advantages the course has to offer. It is important to analyzeour results not only in isolation but also within the current landscape of literature. The ClinicalImmersion program developed by S. Stirling and M. Kotche [7] at the University of Illinois atChicago saw similar results and value in clinical observations. Similar to this study, B.Przestrzelski and J. DesJardins [2] at Clemson University found their clinical immersionprogram to be beneficial for preparing students for their senior design course. This study alsofound the class of students at the time of participation impacted the level of influence theprogram had, with graduate

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiuhao Ding, University of Illinois at Urbana - Champaign; Meghana Gopannagari, University of Illinois at Urbana - Champaign; Kang Sun, University of Illinois at Urbana - Champaign; Alan Tao, University of Illinois at Urbana - Champaign; Delu Louis Zhao; Sujit Varadhan, University of Illinois at Urbana - Champaign; Bobbi Lee Battleson Hardy, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois at Urbana - Champaign; Chrysafis Vogiatzis, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, factualconsistency, and comprehensiveness. Coherence means the capability to summarize qualitativedata input into a coherent piece of information with cohesion. Factual consistency evaluateswhether each meaning unit in the summary is backed up by the qualitative data. Importantly, wealso added whether information found in the source qualitative data is represented in thesummary. Comprehensiveness evaluates the extent to which the summary reached thecomprehensiveness of the source qualitative data [6]. We dropped “harmfulness” from Tang et al.’s evaluation scheme since the data in this project does not have the clear physiological harms inthe biomedical studies. We adopted a 5-point Likert scale with 1 being “the least satisfied” and 5being “the most

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University, Chicago; Nancy Lynn Raschke Deichstetter DNP, RN, CEN, CHSE, Loyola University, Chicago; Joanne O'Grady Dunderdale DNP, RN , Loyola University, Chicago

Tagged Divisions

Design in Engineering Education Division (DEED)

] J. Walther, S. E. Miller, and N. W. Sochacka, "A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being," Journal of Engineering Education, vol. 106, no. 1, pp. 123-148, 2017, doi: https://doi.org/10.1002/jee.20159.[9] J. L. Hess, J. Strobel, and A. O. Brightman, "The Development of Empathic Perspective- Taking in an Engineering Ethics Course," Journal of Engineering Education, vol. 106, no. 4, pp. 534-563, 2017, doi: https://doi.org/10.1002/jee.20175.[10] J. O. James, V. Svihla, C. Qui, and C. Riley, "Using Design Challenges to Develop Empathy in First-year Courses," in 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, 2018: ASEE. [Online

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Lebdaoui, “How fashion influencers contribute to consumers’ purchase intention,” J. Fash. Mark. Manag. Int. J., vol. 24, no. 3, pp. 361–380, Jan. 2020, doi: 10.1108/JFMM-08-2019-0157.[11] P. D. Dobbs, P. Branscum, A. M. Cohn, A. P. Tackett, and A. L. Comiford, “Pregnant smokers’ intention to switch from cigarettes to e-cigarettes: A Reasoned Action Approach,” Womens Health Issues, vol. 31, no. 6, pp. 540–549, Nov. 2021, doi: 10.1016/j.whi.2021.07.005.[12] M. S. Hagger, J. Polet, and T. Lintunen, “The reasoned action approach applied to health behavior: Role of past behavior and tests of some key moderators using meta-analytic structural equation modeling,” Soc. Sci. Med., vol. 213, pp. 85–94, Sep. 2018, doi: 10.1016

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chelsea Salinas, Colorado School of Mines; Dean Nieusma, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Conference Session

Engineering Management Division (EMD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A Cross, Texas Tech University

Tagged Divisions

Engineering Management Division (EMD)

excluded). Remove duplicates Figure 3. Review protocol for the study. In stage two, similarly as done previously, there were five phases. The identification ofresearch was made considering the search phrase used from the review protocol. This phrase wastaken from the previous study and is the one that provides the most results to search for studiesrelating to OR in HEIs contexts. The phrase considers two options for Organizational concept(with z and with s), as well as three options for HEIs (Higher Education, University, andCollege). The phrase was used searching in the “all fields” option for each database. Theselection of studies was made by checking the first

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Wolf, University of British Columbia; Gayatri Gopalan, University of British Columbia; Christoph Johannes Sielmann P.Eng., University of British Columbia

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

. Eng.‬‭Educ.‬‭, vol. 24, no. 2, pp. 51–60, Jul.‬ ‭2019, doi: 10.1080/22054952.2019.1693123.‬ ‭[5]‬ ‭S. Niles, S. Contreras, S. Roudbari, J. Kaminsky, and J. Harrison, “Bringing in ‘The‬ ‭Social’ : Resisting and Assisting Social Engagement in Engineering Education,” in‬‭2018‬ ‭World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC)‬‭,‬ ‭Nov. 2018, pp. 1–6. doi: 10.1109/WEEF-GEDC.2018.8629756.‬ ‭[6]‬ ‭J. Smith, A. L. H. Tran, and P. Compston, “Review of humanitarian action and development‬ ‭engineering education programmes,”‬‭Eur. J. Eng. Educ.‬‭,‬‭vol. 45, no. 2, pp. 249

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ann Shivers-McNair, University of Arizona; Gimantha N. Perera, North Carolina State University; Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca A López, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karcher Morris, University of California, San Diego; Jaclyn Duerr, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Bill Lin, University of California, San Diego

Tagged Topics

NSF Grantees Poster Session

; ReflectionThe results in this section are drawn from ten UCSD EMPOWER scholar responses to the surveyquestionnaire. Summarized responses are categorized into the corresponding survey sections“Transition to a 4-year University”, “Participating in the Program”, “Future Participation in theProgram”, and “Sense of Belonging”. The full, deidentified responses are found in Appendix A.Survey respondents’ demographic information:Figure 3: a) Identified Gender, b) Identified Race or Ethnicity, and c) Highest EducationalDegree Completed by Parent(s)/Guardian(s) for survey respondentsA. Transition to a 4-year UniversityThe first five questions asked to students are intended to gauge their experience transitioning intoa 4-year university. In general, the

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amani Qasrawi, The University of Texas at San Antonio; Tulio Sulbaran, The University of Texas at San Antonio; Sandeep Langar, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

the U.S. Department ofAgriculture, National Institute of Food and Agriculture, Women and Minorities in STEMProgram, award #: 2022-38503-37903. The findings and conclusions in this preliminarypublication have not been formally disseminated by the U. S. Department of Agriculture, andshould not be construed to represent any agency determination or policy.Reference[1] M. V. Alfred, S. M. Ray, and M. A. Johnson, “Advancing Women of Color in STEM: An Imperative for U.S. Global Competitiveness,” Advances in Developing Human Resources, vol. 21, no. 1, pp. 114–132, Feb. 2019, doi: 10.1177/1523422318814551.[2] M. T. V. Taningco, A. B. Mathew, and H. P. Pachon, “STEM Professions: Opportunities and Challenges for Latinos in Science, Technology

Conference Session

First-Year Programs Division Technical Session 3: Teamwork

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeong Hin Chin, University of Michigan; Robin Fowler, University of Michigan; Christopher Brooks, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

responses withinthe cluster (within-cluster distance) compared to other clusters (between-cluster distance). Fromthe plots, we are interested in variables that have a smaller within-cluster distance than thebetween-cluster distance and the confidence interval bar does not overlap as this indicateswell-defined subgroup characteristics. In Clusters 1, 3, and 4, one of the variables that do nothave an overlapping confidence interval bar is the concern of ideas being heard by others(BeingHeard). This variable has a mean distance of 0, suggesting that all students in the clusterdo not think that this variable is a concern. On the other hand, only Cluster 2’s BeingHeardvariable mean distance is not 0, suggesting that researchers can dig deeper into the