in Higher Education, 50(2), 189-214, 2009, doi: 10.1007/s11162-008-9114-7.[7] M.J. Chang, J. Sharkness, S. Hurtardo, and C.B. Newman, “What Matters in College for Retaining Aspiring Scientists and Engineers from Underrepresented Racial Groups,” Journal of Research in Science Teaching, 51(5), 555-580, Feb. 2014, doi: 10.1002/tea.21146.[8] M.P. Morin, A. Dayerizadeh and K. Booth, “The Shift from the Two- to Four-Year Institute: How Research Experiences Impact Community College Students,” in 2019 ASEE Annual Conference & Exposition, Tampa, FL, USA, June 2019, doi: 10.18260/1-2-33424.[9] M. Danforth, C. Lam, R. Hughes, and S. Salomon, “Enhancing Research Pipelines for Underserved Students through a
”(IUSE – 2211320 and 1934707).References[1] S. Streiner, D. Burkey, M. Young, R. Cimino, & J. Pascal, “Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS)." ASEE Annual Conference andExposition, Long Beach, CA, July 2021[2] P. Patel, “Engineers, Ethics, and the VW Scandal,” IEEE Spectrum, 25 Sept. 2015. [Online].Available: http://spectrum.ieee.org/cars-that-think/at-work/education/vw-scandal-shocking-but-not-surprising-ethicists-say. [Accessed Apr. 11, 2019].[3] M. Hart, “The Ethical Lessons of Deepwater,” ASME.org, March 2011. [Online]. Available:https://www.asme.org/engineering-topics/articles/engineering-ethics/the-ethical-lessons-of-deepwater. [Accessed Apr. 11, 2019].[4] R.P. Boisjoly, E.F. Curtis
. M. Hewitt, Talking About Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview Press, 1997.[4] L. Prendergast and E. Etkina, "Review of a First-Year Engineering Design Course," in ASEE Annual Conference, Indianapolis, IN, 2014.[5] A. W. Johnson and J. E. Swenson, "Open-Ended Modeling Problems in a Sophomore-Level Aerospace Mechanics of Materials Courses," in ASEE Annual Conference, Tampa, FL, 2019.[6] J. E. S. Swenson, A. W. Johnson, T. G. Chambers and L. Hirshfield, "Exhibiting Productive Beginnings of Engineering Judgment during Open-Ended Modeling Problems in an Introductory Mechanics of Materials Course," in ASEE Annual Conference, Tampa, FL, 2019.[7] R.V. Vitali, N. Ramo, M. Bel, E. Treadway, A
the disciplines,” Peer Rev., vol. 6, no. 1, pp. 4–7, 2003.[9] M. Poe, N. Lerner, and J. Craig, Learning to communicate in science and engineering : case studies from MIT. Cambridge, Massachusetts: MIT Press, 2010.[10] M. Mathison, Ed., Sojourning in disciplinary cultures: A case study of teaching writing in engineering. Boulder: Utah State University Press, 2019.[11] R. Ware et al., “Writing across engineering: A collaborative approach to support STEM faculty’s integration of writing instruction in their classes,” presented at the 2019 ASEE Annual Conference and Exposition, Tampa, FL, 2019, p. 22. [Online]. Available: https://peer.asee.org/33671[12] D. Stokols, “Toward a science of transdisciplinary action research,” Am. J
in an Introductory Mechanics of Materials Course,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Nov. 02, 2021. [Online]. Available: https://peer.asee.org/exhibiting-productive-beginnings-of-engineering-judgment-during-ope n-ended-modeling-problems-in-an-introductory-mechanics-of-materials-course[13] A. W. Johnson and J. E. S. Swenson, “Open-Ended Modeling Problems in a Sophomore-Level Aerospace Mechanics of Materials Courses,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Nov. 02, 2021. [Online]. Available: https://peer.asee.org/open-ended-modeling-problems-in-a-sophomore-level-aerospace-mech anics-of-materials-courses[14] J. E
resources for expanding coverage of equitableK-12 computing education research using the CAPE framework; and 3) using recommendationsand resources to design and pilot workshops for training researchers in equitable K-12 CERmethods and practices. This poster describes some of the recommendations and resources wehave created for expanding coverage of equitable K-12 computing education research. 1McGill, Gransbury, Heckman, DeLyser, Rosato, and Smith ASEE 20241 IntroductionThe United Nations champions ”inclusive and equitable quality education” for each student [1, p.1]. As National Research Council emphasizes, equity is crucial to improving the ”...goals,structures, and
, 2022, pp. 1-6.[3] A. A. da Conceic'ão et al., "Internet of Things Environment Automation: A Smart LabPractical Approach," 2022 2nd International Conference on Information Technology andEducation (ICIT&E), Malang, Indonesia, 2022, pp. 01-06.[4] J. Agrawal, O. Farook, Z. Anderson, and D. Walker, “Internet of Things (IoT) Laboratory,”2019 ASEE Annual Conference and Exposition, Tampa, Florida, June 2019.[5] S. Rowland, M. Eckels, and R. Sundaram, “Laboratory Instruction and Delivery of a PilotIoT Course,” 2021 ASEE North Central Section Conference, University of Toledo, Ohio. March2021. https://peer.asee.org/36345[6] L. McLauchlan, D. Hicks, M. Mehrubeoglu and H. Bhimavarapu, “Enabling Remote StudentLearning of Technologies,” 2023 ASEE Annual
Paper ID #41971Board 342: On the Development of Spatial Visual Abilities among STEMStudents via Interactive Mixed Reality ModulesMs. Israa Azzam, Purdue University, West Lafayette Israa is a Ph.D. student at Purdue University, specializing in digital technologies and control systems. She received her B.S. degree in Mechanical Engineering from Beirut Arab University (BAU) in 2019 and her M.E. degree in Mechanical Engineering from the American University of Beirut (AUB) in 2021, specializing in Robust Control. Israa is a Research Assistant on the National Science Foundation-funded Project ”Research Initiation
, no. 1, pp. 30–55, Jan. 2018, doi: 10.1002/jee.20184.[6] L. Benson, C. Bolding, J. Ogle, C. McGough, J. Murphy, and R. Lanning, “Engineering Students’ Perceptions of Belongingness in Civil Engineering,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida: ASEE Conferences, Jun. 2019, p. 32737. doi: 10.18260/1-2--32737.[7] “Engineering and Engineering Technology by the Numbers 2021.pdf.”[8] J. M. Smith and J. C. Lucena, “Invisible innovators: how low-income, first-generation students use their funds of knowledge to belong in engineering,” Eng. Stud., vol. 8, no. 1, pp. 1–26, Jan. 2016, doi: 10.1080/19378629.2016.1155593.
[15] and research self-efficacy [16]. Twelve of the30 statements in the engineering research identity scale showed significant changes; 28 of 40 items on theresearch self-efficacy scale showed significant changes. These findings, supported by qualitative dataanalysis methods informed through academic self-concept theory, are submitted to the EducationalResearch Methods division for ASEE 2024. As a highlight of qualitative findings to date, some main themesarising from the interview series with participants pertained to increased research interest and confidence,particularly oriented toward future graduate research programs; technical interest and confidence;presentation skill development; and technical communication competencies. These self
., 2020), with only 19.6% identifying asfemale, 2.5% as Black, 3.9% as Hispanic, and less than 1% as Indigenous (ASEE, 2023).Mentoring has been heralded as the solution to offset the demographic inertia in engineeringacademia. Faculty from underrepresented backgrounds receive many benefits from successfulmentoring: enhanced advancement opportunities; expanded professional networks; and a greaterunderstanding of the norms, power dynamics, and expected performance metrics in academia(Buzzanell et al., 2015; Randel et al., 2021; Villanueva et al., 2019; Zambrana et al., 2015).Mentoring also helps mentees navigate the complex workload of a professor that often isdifferent for faculty of color and white women, particularly as it relates to the
Annual ASEE/IEEE Frontiers in Education Conference, San Antonio, TX, 2009, pp. 1- 6.[6] B. E. Huges, W. J. Schell, B. Tallman, R. Beigel, E. Annand, and M. Kwapisz, “Do I think I’m an engineer? Understanding the impact of engineering identity on retention,” in Proceedings of the 2019 ASEE Annual Conference & Exposition, Tampa, Florida, 2019.[7] S. Krause-Levy, W. G. Griswold, L. Porter, and C. Alvarado, “The relationship between sense of belonging and student outcomes in CS1 and beyond,” in Proceedings of the 17th ACM Conference on International Computing Education Research (ICER 2021), Virtual Event, 2021, pp. 29-41. https://doi.org/10.1145/3446871.3469748[8] D. Christensen and I. Villanueva, “What do
represented five initial partnering institutions andincluded IAs from both colleges of engineering and veteran resource offices. SVSM participantsincluded one White male, Air Force National Guard Servicemember studying mechanicalengineering and one Bi-racial Asian female, Army National Guard Servicemember studying civilengineering. Initial data and developing findings from both sets up participants are described in apaper published in the ASEE 2022 Annual Conference proceedings [17].2.2 Year 2 Brief SummaryIn Year 2 (Jul 2022-Jul 2023), the PI and graduate researcher worked with two undergraduatestudent researchers on project work over the course of 10 weeks in the summer of 2022 throughan NSF funded Research Experience for Undergraduates (REU
Education Conference, Reno, NV.Ansari, F., Wang, J., Shelby, R., & Patten, L. A. (2013). A Follow-Up Study of a First-YearLeadership and Service Learning Module. Paper presented at the ASEE Annual Conference andExposition, Atlanta, GA.Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.Brent, R. Mobley, C., Brawner, C.E., & Orr, M.K. (2019). I feel like I’ve found where I belong”: Interviews with Black engineering students who change majors. Institute of Electrical and Electronics Engineers: Frontiers in Education Conference (FIE). https://doi.org/10.1109/FIE43999.2019.9028429 .Curry, J. & Shillingford, M. A. (2015). The Journey Unraveled: Career and CollegeReadiness of African America Students
onhuman subjects’ review board specifications in hopes that we can increase the number ofstudents willing to participate in the research component of this study. Interviews with studentsafter reviewing their survey results will also be completed to better understand any trendsidentified in the results.References[1] N. S. F. National Science Board, Higher Education in Science and Engineering, NSB-2019- 7.Alexandria, VA: National Science Foundation, 2019.[2] United States Bureau of Labor Statistics, Occupational Outlook Handbook. US Department ofLabor, 2020.[3] V. Akondy and S. Murthy, “From Novice to Expert Instructional Designer: A TrainingBased on Cognitive Apprenticeship Model,” in 2015 IEEE Seventh International Conference
,” Front Public Health, 2022 Mar 29;10:850172. doi: 10.3389/fpubh.2022.850172.[2] N. Anderson, K. Potočnik, and J. Zhou, “Innovation and Creativity in Organizations: A State- of-the-Science Review, Prospective Commentary, and Guiding Framework,” Journal of Management, 40(5), pp. 1297–1333, 2014. https://doi.org/10.1177/0149206314527128[3] K. M. Y. Law, and S. Geng, “How innovativeness and handedness affect learning performance of engineering students?” International Journal of Technology and Design Education, 29(4), pp. 897–914, 2019. https://doi.org/10.1007/s10798-018-9462-3[4] M. Barak and M. Usher, “The innovation profile of nanotechnology team projects of face-to- face and online learners,” Computers &
-year university. The Engineering Scholars Program(ESP) was established in fall 2019 to award students majoring in engineering annual scholarshipsof up to $6000, depending on financial need. In addition to supporting students throughscholarships, the program engages scholars in professional development activities inclusive ofacademic seminars, extracurricular events, and undergraduate research opportunities incollaboration with the local four-year university. The program also established a mentorshipstructure with faculty mentors, student peer mentors, and academic advising. In addition tosupporting scholars at the two-year college, the ESP provides support for a portion of cohorts thathave transferred to the local four-year university and
-Purdue University Indianapolis Karen Alfrey is a Clinical Associate Professor in Biomedical Engineering and Associate Dean for Undergraduate Academic Affairs and Programs in the School of Engineering and Technology at IUPUI. She has been a member of ASEE since 2003.Dr. Mengyuan (Alice) Zhao, Indiana University-Purdue University Indianapolis ©American Society for Engineering Education, 2024 Paper ID #42482 Mengyuan (Alice) Zhao is the Associate Director of Research and Development at IUPUI CyberLab. Her team works on designing, developing, and implementing innovative educational technology tools
Michigan studying Engineering Education Research under doctoral advisor Aaron Johnson. Her research focuses on weaving macro ethics into existing aerospace engineering curricula and institutional support methods for working class engineering students. Elizabeth earned her undergraduate degree from the University of Michigan in 2019 with foci in Biomedical Engineering and Applied Mathematics.Sabrina Olson, University of MichiganRicardo Elias, California State University, Los Angeles ©American Society for Engineering Education, 2024 Developing Critically-Conscious Aerospace Engineers through Macroethics Curricula: Year 1IntroductionAbsent from the undergraduate aerospace
2010 ASEE Annual Conference and Exposition.[10] Jonassen, D. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85[11] Lammi, Matthew, Beck, Kurt. Engineering Design Thinking. Journal of Technology Education, 24, 2, 2013, p55-77.[12] Mudenda, S., Zulu, A., Phiri, M. N., Ngazimbi, M., Mufwambi, W., Kasanga, M., & Banda, M. (2020). Impact of coronavirus disease 2019 (COVID-19) on college and university students: A global health and education problem. Aquademia, 4(2), ep20026.[13] Novak-Pintarič, Z., & Kravanja, Z. (2020). The Impact of the COVID-19 Pandemic in 2020 on the Quality of STEM Higher Education. Chemical engineering transactions, (81), 1316- 1320
part of aprofessional development and training that would be required before faculty could access thedashboards. This is intended to guide faculty from focusing on the exceptions and rare cases andmore towards the use of aggregate data (that can be disaggregated) to identify bottlenecks, gaps,and trends that could be addressed to support student success and improve student retention. Thedata will also be used to explore the stories that faculty tell about their observations, in which thedata might tell different stories from the assumptions that faculty might have, providing potentiallevers for change.References[1] Rehrey, G., Shepard, L., Hostetter, C., Reynolds, A., & Groth, A. (2019). Engaging Faculty in Learning Analytics: Agents of
? Understanding the Impact of Engineering Identity on Retention," in ASEE Annual Conference and Exposition, Tampa, Florida, 2019/06/15 2019: ASEE Conferences. [Online]. Available: https://peer.asee.org/32674. [Online]. Available: https://peer.asee.org/32674[14] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, "Identity, critical agency, and engineering: An affective model for predicting engineering as a career choice," Journal of Engineering Education, vol. 105, no. 2, pp. 312-340, 2016, doi: 10.1002/jee.20118.[15] K. L. Tonso, "Engineering Identity," in Cambridge handbook of engineering education research, A. Johri and B. M. Olds Eds., A. Johri and B. M. Olds, Eds.: Cambridge University Press, 2014, ch. 14, pp
.[13] D. R. Simmons, G. D. Young Collins, S. G. Adams, and J. P. Martin, “Non-Curricular Activities Help African-American Students and Alumni Develop Engineer of 2020 Traits: A Quantitative Look,” Proceedings of the ASEE Annual Conference & Exposition, 2014. https://peer.asee.org/22870[14] D. R. Simmons and S. M. Lord, “Removing Invisible Barriers and Changing Mindsets to Improve and Diversify Pathways in Engineering,” Adv. Eng. Educ., vol. 7, no. 2, pp. 1–22, 2019. https://advances.asee.org/wp-content/uploads/vol07/issue02/papers/AEE-issue-24- EAGER-Simmons-Lord.pdf[15] C. J. Finelli and S. M. Lord, “Integrating Sociotechnical Issues in the Introduction to Circuits Course,” 2023 European Society for Engineering
://journals.sagepub.com/doi/abs/10.3102/0013189X211027528[10] Goldman, A. (2019), “Interpreting Rural Students’ Stories of Access to a Flagship University,” The Rural Educator, National Rural Education Association, 40(1).[11] Miller, P., & Votruba-Drzal, E. (2012), “Early academic skills and childhood experiences across the urban-rural continuum.” Early Childhood Research Quarterly, 28, 234–248.[12] Gattis, C., & Adams, P., & Delgado Solorzano, X., & Popp, J., & Lo, W., & Muralidhara, D. (2023 June), Helping Rural and Underrepresented Students Succeed in STEM, Proceedings of the 2023 ASEE Annual Conference & Exposition, Baltimore, MD.[13] Adams, P., & Delgado Solorzano, X., & Lo, W., & Gattis, C
Immersion and a Focus on Identity,”Proceedings of American Society for Engineering Education Annual Conference, Salt Lake City,UT: ASEE 2018.[3] Y.-L. Han, K. E. Cook, G. Mason, T. R. Shuman, and J. Turns, “Engineering with Engineers:Revolutionizing a Mechanical Engineering Department through Industry Immersion and a Focuson Identity,” Proceedings of American Society for Engineering Education Annual Conference,Tampa, FL: ASEE 2019.[4] Y.-L. Han, K. Cook, G. Mason, T. R. Shuman, and J. Turns, “Engineering with Engineers:Fostering Engineering Identity through Industry Immersion,” 2020 ASEE Annual Conferenceand Exposition, Montreal, Québec, Canada: ASEE 2020.[5] Y.-L. Han, K. Cook, G. Mason, T. R. Shuman, and J. Turns, “Engineering with
the University of Memphis. Her research interests are imaging science, estimation theory, computational imaging enabled by deep learning, and computational optical sensing and imaging applied to multidimensional multimodal light microscopy and hyperspectral imaging. She received a CAREER award by the National Science Foundation in 2009, the Herff Outstanding Faculty Research Award in 2010 and 2015, and she was the recipient of the Ralph Faudree Professorship at the University of Memphis 2015-2018. She was named Fellow of the SPIE in 2019 and Fellow of the Optica (OSA) in 2020. She serves as Associate Editor for IEEE Transactions on Computational Imaging, Topical Editor for Optica’s Applied Optics, and as Executive
participants’ reflections and interviews,journaling, and our observations of the participants’ own CAE. Additionally, we would measurethe growth in participants’ critical consciousness by using the Contemporary CriticalConsciousness Measure I and II surveys [7], [8]. After sharing the goals of the project withdifferent ASEE 2023 Annual Conference attendees [1] and talking to potentially interestedparticipants, we decided to shift the project to first collect a baseline on how Whiteness is beingconceptualized in engineering spaces. Following Cabrera’s [9] call to challenge the socialamnesia that calls into question effort and merit in higher education, we came to the conclusionthat amnesia regarding racialization and systemic racism in engineering is
Paper ID #41697Board 373: Research Initiation: Understanding Interactions Between Affectand Identity in First- and Second-Year Engineering StudentsDr. Emma Treadway, Trinity University Emma Treadway received the B.S. degree in Engineering Science from Trinity University in 2011, and her M.S.E. and Ph.D. degrees in Mechanical Engineering from the University of Michigan, Ann Arbor in 2017 and 2019, respectively. She is an Assistant Professor in the Department of Engineering Science at Trinity University in San Antonio, Texas.Dr. Jessica E S Swenson, University at Buffalo, The State University of New York Jessica Swenson is an
and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE and represents ASEE on the Engineering Accreditation Commission. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS. He was inducted into the ASEE Hall of Fame in 2023.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Associate Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University.Dr. Richard A. Layton, Richard A. Layton is Professor
, globally. At CISTAR she oversees all of the programming for CISTAR’s engineering workforce development pillar. ©American Society for Engineering Education, 2024Being Mentored and then Mentoring: A Four-Year Success Story with CISTAR and NSBE SEEK Partnering in an NSF-funded Research Experience and Mentoring Summer ProgramAbstractIn this paper supporting a poster for the ASEE NSF grantee session, CISTAR and NSBE SEEKcelebrate four years of successfully partnering in a combined summer Research Experience andMentoring (REM) program funded, in part, by the National Science Foundation (NSF). Thesummer REM program begins in the first 6 weeks of summer with participating studentsreceiving a stipend and engaging in