Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College

Tagged Divisions

New Engineering Educators

attended a teaching workshop in summer 2009, but the workshops had distinctdifferences.Known to many in the ASEE, the National Effective Teaching Institute (NETI) has convenedThursday–Saturday prior to the ASEE Annual Conference since 1991. 1 The application of thematerial is biased toward engineering education, yet a few instructors from other areas (e.g.,physics, math) also attend. The content for the NETI focuses around four core areas: Page 22.1415.3understanding students (both their learning process and their hangups), course planning andassessment, developing teaching strategies, and other professional concerns. A recent paper by theworkshop

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Santosh Devasia, University of Washington; Jim L. Borgford-Parnell, University of Washington; Jae-Hyun Chung, University of Washington; Jiangyu Li, University of Washington; Amy Shen, University of Washington; Nathan Sniadecki, University of Washington; Junlan Wang, University of Washington

Tagged Topics

NSF Grantees

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

and engineeringconcepts and skills. We identified four areas of analysis for each of the three curricula.From the student materials, we analyzed the planning materials, activities andassessments. From the teacher training materials, we looked at what teachers werepresented with at the official summer training institutes (Table 1). Our content analysisfocused on examining the content of the materials. We recorded the number of NCTMmathematics standards specifically connected to the engineering curriculum for each unit(Prevost et al., 2009). Page 22.1318.4 3Table 1: Materials for Analysis

Conference Session

ECE Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin P. Pintong, Binghamton University; Douglas H. Summerville, Binghamton University

Tagged Divisions

Electrical and Computer

circuits will serve as framework for future lab-based online courses. In this paper, our summer 2010 course implementation is thoroughly described. Problemswith technology and pedagogy used in the summer 2010 implementation of online electricalcircuits are examined and possible solutions are presented. These findings, along with previousstudies in online education, were used to develop a pedagogical framework for an online lab-based course. Plans for the summer 2011 online course and proposed pedagogical frameworkwill be introduced. 2. Introduction The only online school of engineering courses currently available at BinghamtonUniversity are recorded by the school’s EngiNET program. This program provides lowresolution, low

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

andstudied by students during the course of learning and instruction. Work on assessing theenacted curriculum was done to create a dependent variable for use in research onteachers‘ content decisions11. In contrast to the intended curriculum, which depicts theidealized classroom experience, as stated in the printed teacher and student textbooks, theenacted curriculum is empirically established. Observations show that the enactedcurriculum is dynamic – it often deviates from the intended plan and varies from teacherto teacher and classroom to classroom based not only on the teacher‘s actions, but also onthe student needs. Students generally learn what is presented in the classroom and maymiss elements that were intended to be incorporated by the

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amir Karimi, University of Texas, San Antonio; Randall D. Manteufel, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

agree that students should not have access to the problem solutions.Homework helps students prepare for engineering employment and practice where they areexpected to solve new problems on their own. As students spend time and struggle throughsolving new problems they develop a deeper understanding of the subject matter. Page 22.512.2Students have always been interested in gaining access to the solutions of their homeworkassignments. Copies of solutions to homework assignments and exam were collected andhanded out to students planning to take the same course in the future.A decade or more before, all solution manuals were in a hard copy format

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karyn L. Biasca, University of Wisconsin, Stevens Point; Steve Hill, University of Wisconsin, Stevens Point

Tagged Divisions

Chemical Engineering

to fill out a short evaluation form to provide information on student performanceduring their internships. Although supervisors were diligent about providing evaluations werequested, a sense of uneasiness remained about assessment of these internships.Our continuing concern about granting academic credit (and a grade) for internship work aboutwhich we had little knowledge led to development of a new plan to assess students duringinternships.A Different ApproachDuring faculty discussions on how to deal with this issue, we agreed that the internship is a veryimportant part of our students’ education. The question that arose was “Why?” What do theseinternships add to the required coursework that is so valuable? Put another way, what are

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gary Lee Downey, Virginia Tech; Masanori Wada, Tokyo Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

 intellectuals,  that  the  territory  of  the  Empire  must  expand  to  provide  resources  and  markets.   By  the  1920s,  a  clear  hierarchy  of  technical  schools  served  a  hierarchy  of  employment.  Formally  it  drew  ideas  and  plans  from  the  Prussians  who  were  building  a  hierarchy  of  technical  schools.  But  while  the  Prussians  were  expanding  the  population  of  those  who  could  emancipate  German  spirit  via  Techniks  (Downey  and  Lucena  2004),  the  Japanese  were  expanding  the  population  of  those  who  would  increase  strength  through  exports  and  military  hardware.   The  elites  completed  six  years  of  elementary  school,  four  years  of  middle  school,  three

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

. The anticipatedconstrained knowledge by teachers of scientific inquiry and engineering design and the likelybenefits to student learning from engagement in these processes provide the justification forassuring that teachers understand inquiry and design and are prepared to apply them effectivelyand appropriately as instructional approaches. The parallels and differences between scientific inquiry and engineering design asapplied to instructional methods are summarized in Table 1. The process flow of “Planning,”“Observation and Testing,” and “Reflection and Communication” build on the work by Bedwardand colleagues who explored the integration of design into elementary curriculum.15Table 1: Comparing Inquiry Based Science and Engineering

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Annette Mallory Donawa, Independent Consultant

Tagged Divisions

Cooperative & Experiential Education

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Joyce Palmer Allen, National Nanotechnology Infrastructure Network

Tagged Divisions

K-12 & Pre-College Engineering

Assistant Educational Coordinator for the National Nanotechnology Infrastruc- ture Network (NNIN) and works at the Nanotechnology Research Center at Georgia Institute of Tech- nology. Her job includes planning, developing and implementing educational outreach programs in nan- otechnology and representing the NNIN Education and Outreach office at local and national conferences and meetings. She also helps to oversee programs such as the NNIN Research Experience for Teachers and Research Experience for Undergrads at Georgia Tech. Before joining NNIN and Georgia Tech, Joyce was a National Board Certified Teacher who taught science in grades 9-12 for thirty years. During her years of teaching she served on many local and

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ashley Ater Kranov, Washington State University; Mo Zhang, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay McCormack, University of Idaho; Patrick D. Pedrow, Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Topics

NSF Grantees

theundergraduate engineering curriculum are: (1) an authentic performance task in the form of ascenario and prompts to elicit the ABET professional skills; (2) establishment of initial reliabilityand validity of the measurement instrument – the Engineering Professional Skills Rubric (EPSRubric) (Appendix A); and (3) a dedicated community of 40+ engineering faculty using directassessment to evaluate the efficacy of their own programs, and to plan and implementimprovement at both course and program levels.The EPSA method is a discussion-based performance task designed to elicit students’ knowledgeand application of the ABET professional skills. In a 45-minute session, small groups of studentsare presented with a complex, real-world scenario that includes

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

defining the problem space is to gatherpertinent data, delineate the overall goal, and create an initial plan or “next steps.” The designerthen moves from the problem space to the solution space8. However, the process may move back Page 22.1520.3and forth between the problem and solution spaces iteratively as new insights or constraints aregained. Engineering design typically entails the resolution (trade-off) of the designer’s goal,natural and physical laws, and the criteria set forth by clients or other external parties15. Theexternal criteria are often constrained and associated with resources, such as capital or time9. Jonassen16 further

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal S Corbett, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

that helps both students and teachers visualize difficult or abstract concepts.From the online curriculum, each day’s lesson plan, master notes, and supplemental materials areeasily accessed by the teachers.Professional DevelopmentEstablishing and building relationships with individual teachers and administrators in schoolsystems throughout our region is the most critical component to all of our K12 educational Page 22.1419.5outreach programs. During the summer of 2010, 26 teachers from 14 regional schools joineduniversity faculty for a two-week professional development workshop held at Louisiana

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society

engineering "Grand Challenges" lately developed by the National Academy ofEngineering enter a long historical tradition of such epically scaled to-do lists, dating back to theprofession's origins in the mid-nineteenth century. The mission statements, codes of ethics, and,later, lists of so-called grand challenges that have issued from engineering societies have servedthe dual function of directing engineers' work and supporting particular cultural roles for thesebodies of experts. Almost all such plans, regardless of period or sponsoring body, have alsoblended highly practical aims of industrial and infrastructural development with more inchoateprojects of societal uplift. The Grand Challenges of the NAE, currently playing a formative rolein many

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Duncan, Valparaiso University; Mark M. Budnik, Valparaiso University; Jeffrey Will, Valparaiso University; Peter E. Johnson, Valparaiso University; Shahin S. Nudehi, Valparaiso University

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

criticalsubsystem.Oral Progress Reports: As individuals, students provide a five minute presentation that updatesthe course participants on the status of their team's project. A question and answer periodfollows the presentation.Semester 2Project Status Reports: As individuals, students write and review a one page technical report thatsummarizes the status of their project.Milestone Demonstration: As a team, students manufacture and present a prototype of a criticalsubsystem.Final Test Plan: As a team, students develop a test plan for their system that assures all systemdesign requirements have been met if the system passes all tests.Video: As a team, students develop a five minute video that summarizes their entire project.Poster: As a team, students create a

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Joseph J. Rencis, University of Arkansas; Ashland O. Brown P.E., University of the Pacific; Christina Kay White, Columbia University

Tagged Divisions

Mechanical Engineering

involvesstudying and analyzing active learning tools and techniques, along with the assessment methodsfor determining their efficacy. When Felder investigated learning and teaching styles in engineering education duringthe late 1980s, there was quite a response from the community [10]. Felder sought to explaincommon pitfalls in engineering classrooms and propose a plan to improve engineering educationas a whole. Drawing on the research of Kolb, Myers, and Piaget [11], Felder looked toimplement educational psychology research for his own practical purposes and for direct use inthe classroom. He recognized divergences between the way most engineering students tend tolearn and the way most instructors tend to teach. As early as the 1990s, engineering

Conference Session

Capstone Courses and Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Trian M. Georgeou, Arizona State University; Scott Danielson, Arizona State University, Polytechnic campus; Chell A. Roberts, Arizona State University, Polytechnic campus

Tagged Divisions

Mechanical Engineering

fallsemester, the projects are staffed; teams develop a complete problem/project description, developa project schedule, and complete a formalized design process to select a solution to the problem.During the second semester, the students do detailed design of their chosen solution, create amanufacturing plan (make/buy decisions and component manufacturing), and complete aprofessional level prototype. Deliverables include an extensive design report, engineeringdrawings and the prototype.Staffing teams with students from a variety of engineering education programs with distinct skillsets yields significant benefits for both the students and project solution quality. In addition tothe mix of technical skills, the students have a mix of professional

Conference Session

Attracting Young Minds: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert W. Whalin, Jackson State University; Qing Pang, Jackson State University

Tagged Divisions

Minorities in Engineering

shown in Tables 5 and 6. Page 22.1313.8 Cohort 2009 2010 2011 & Data Cohort Cohort Beyond Plans Number of Students (School of 26 39 50 Engineering) (planned) Number with C or better in College 26 of 26 39 of 39 --- Algebra Number with C or better in 21 of

Conference Session

SE Tools and Techniques

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane Markstrum, Bucknell University; Gary M. Haggard, Bucknell University

Tagged Divisions

Software Engineering Constituent Committee

previouslyseen by all of the students, start up costs are minimal since students with experience using the toolshelp their classmates to learn them. As a result, the less experienced class members increase theirproficiency over the whole term. The instructor should also help to identify the target audience at the school for the visualizationtool. This should be done in collaboration with another instructor so that the students have a readyset of students who can act as subjects for a practical user study. The decision about the intendedaudience is important because it helps the students determine an appropriate test plan and keeps the Page

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

James A. Nemes, Pennsylvania State University, Great Valley; Kirsten S. Hochstedt, Penn State University; Mary Lynn Brannon, Pennsylvania State University, University Park; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; Robert M. Capuro, Pennslyvania State University; Sven G. Bilen, Pennsylvania State University, University Park

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

Educator Award. In January 2010, Liz stepped down as Director of the E- SHIP Minor to help define expansion plans for undergraduate entrepreneurship education across Penn State. Liz is co-Director of the Lion Launch Pad, a new student-centric on-campus business incubator. Liz is also involved in NSF-funded research, supporting both PFI and IEECI grants, and is the incoming Program Chair for the ASEE Entrepreneurship Division (2010-2011). Since 2006, Liz has been involved in developing the ASME Innovation Showcase (I-Show), which pro- vides a platform for top collegiate student teams to compete for seed money and attend 4-day business start-up workshops with the goal to commercialize their product idea. In the three I

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gwen Lee-Thomas, Ph.D., Old Dominion University; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida

Tagged Topics

NSF Grantees

of discrete event systems, production planning and control, industrial information systems, data analysis and knowledge discovery, and engineering education research. He has taught courses in the areas of systems modeling and analysis, information systems design, production planning, facilities design, and systems simulation. He also co- authored the 2006 Joint Publishers Book-of-the-Year textbook, Design of Industrial Information Systems, Elsevier. Address: Department of Industrial and Management Systems Engineering, University of South Florida, 4202 E Fowler Ave ENB118, Tampa FL 33620-5350; telephone: (+1) 813.974.5590; e-mail: ayalcin@usf.edu

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James Boerio, University of Cincinnati; Dionysios D. Dionysiou, University of Cincinnati; Ian Papautsky, University of Cincinnati; Miguel Pelaez, University of Cincinnati; Mark Schulz; Christopher Huth; Vesselin N. Shanov, University of Cincinnati; Donglu Shi, University of Cincinnati

Tagged Topics

NSF Grantees

were eight (8) students in the course and they were asked to fill out a questionnaire that is used in many courses in CEAS using a five-point Likert scale (strongly disagree = 1, disagree = 2, neutral = 3, agree = 4, and strongly agree = 5). The results are shown in Table 1 where the response for the students in Nanoscale Devices is compared to the responses by students in many other courses in CEAS. It can be seen that the responses of the students in Nanoscale Devices were quite positive, especially when compared to responses for other courses in the CEAS. For example, students responded favorably when asked to rate the course (question 5). Students were less favorable regarding the planning of the

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Amy J. Moll, Boise State University; Anne Louise Seifert, Idaho National Laboratory

Tagged Divisions

K-12 & Pre-College Engineering

ina Materials World.” In addition to exposing the participating K-12 educators to thefundamentals of materials science, the course provided a means for bridging our every dayexperiences and the work of scientists and engineers.“Living in a Materials World” was one of the fifteen STEM content courses offered as part ofthe Idaho Science, Technology, Engineering, and Math (i-STEM) summer institute for upperelementary and middle school teachers. The four-day institute included a 20 hour course and12-16 hours of plenary sessions, planning, and collaborative sharing. The goal of the i-STEMinstitute was to enhance the participating educators’ STEM content knowledge, capacity forteaching STEM, comfort and attitudes toward teaching STEM, knowledge of

Conference Session

State of Manufacturing Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, CT College of Technology and the Regional Center for Next Generation Manufacturing; Wesley Francillon; Robert W. Simoneau, Keene State College

Tagged Divisions

Manufacturing

university programofferings. The floor plan for the statewide expo is shown in Figure 4.Figure 4 - Statewide Expo Floor PlanAlthough the statewide expos were a tremendous success, the ability of over 50 manufacturingcompanies to provide in-kind support for future expos became a challenge. In addition, it wasgenerally agreed that statewide expos had served their initial purpose and new models wereneeded. Therefore, local expos were designed and developed to ensure local impact by focusingattention on the strength of individual community colleges and partner universities andsecondary schools while actively engaging faculty and their students, administrators, localindustry personnel, policy makers which include district legislators

Conference Session

Civil Engineering Education and Workforce Development Challenges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brock E. Barry, U.S. Military Academy; Kathryn Purchase, U.S. Military Academy; Marc J. Sanborn, U.S. Military Academy

Tagged Divisions

Civil Engineering

the research question. Rigorousresearch involves an in-depth appreciation for prior research conducted in the area of interest. Aresearcher can educate oneself through the process of conducting a thorough review of theliterature, synthesizing the findings, and considering how those findings influence the proposedstudy. Linking research to relevant theory requires a broad understanding of the cognateliterature. When possible, the proposed study should be defined in terms of previouslyestablished theory. The discovery that occurs during a literature review can help avoid“mistakes, wasted resources, and inadequate foundations for future efforts” (Watson, 2009).The next step in the process of rigorous educational research is planning the method

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

program toconsider employing, but the chair had seen good applications of each during his time as aPEV and as a faculty member at the United States Military Academy. Since he was alsoteaching two to three courses each semester during the preparation for the visit, the chairperformed each task before demonstrating their use to the faculty team and within theassessment process while also guiding their efforts within assessment tasks that mirrornormal teaching tasks.Obviously, a plan had to be established as to who accomplished what. The chair desiredto minimize the requirements of the faculty within the process since they are untenured,tenured track faculty who must establish a research program while also including themwithin each assessment

Conference Session

Computers in Education General Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mihaela Vorvoreanu, Purdue University; Quintana Clark, Purdue University; Geovon Boisvenue, Purdue University; Stephen Paul Woodall, Purdue University

Tagged Divisions

Computers in Education

increasing foreign competition alreadythreaten U.S. students’ chances of employment. A negative online reputation can beanother source of risk – but one that is within students’ reach to manage. This paperestablishes the need for teaching social media literacy at the college level, as part ofpreparing students for entering the job market. It discusses the impact of onlineinformation on employment, and presents original research data collected fromtechnology and engineering undergraduate students about their online identitymanagement practices. The paper argues for the need to teach students social medialiteracy and proposes a specific plan for online identity management that can be easilyintegrated into undergraduate curricula.The use of online

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

are: Student learning outcomes – the ABET-defined term for what students should know or be able to do1. These are defined by ABET in Criterion 3 a-k. Progress on learning objectives – The IDEA-defined expression used to ask students their opinion on whether they learned more/are better able to do specific actions as a result of taking a course4. See Figure 1 below for the 12 IDEA learning objectives.Note that the phrases “student learning outcomes” and “learning objectives” mean basically thesame thing; they use different terms as defined by different organizations.An assessment plan for a program needs to be a well-defined system. McGourty in 1998described his group’s work in developing a comprehensive assessment program for

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie Martin Trenor, Clemson University; Matthew K. Miller, Clemson University; Kyle G. Gipson, Clemson University

Tagged Divisions

Educational Research and Methods

-303.18. Anderson, C. (2004). How much interaction is too much? Usability Interface, 10(3), 9-11.19. Lin, N. (2001). Social capital: A theory of social structure in action: Cambridge University Press.20. Van Der Gaag, M. P. J. (2005). Measurement of individual social capital, Behavioural and Social Sciences Page 22.1656.14 (Vol. PhD, pp. 266). Available from http://dissertations.ub.rug.nl/faculties/ppsw/2005/m.p.j.van.der.gaag/. 21. Trenor, J. M., Yu, S. L., Waight, C. L., Zerda, K. S., & Sha, T.-L. (2008). The relations of ethnicity to female engineering students’ educational experiences and college and career plans in