Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

. During theirparticipation in the mentoring program, undergraduates are assessed via pre- and post- surveys togauge several dimensions of their engineering identity and confidence. Additionally,undergraduates respond to biweekly reflective questions to give researchers a qualitative flavorof their experiences in the mentoring program. Graduate mentors similarly respond to severalreflective questions about their experiences during their participation in the program andcomplete pre- and post- assessments.This paper presents the qualitative data collected from graduate student mentors during the firsttwo years of program implementation. Graduate student responses have been examined in thecontext of each individual mentoring partnership to understand

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette; Mel Chua, Purdue University; Linda Vanasupa, California Polytechnic State University; Roberta J Herter, California Polytechnic State University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Student

Education, Purdue University. In his graduate work he is exploring the systems of conceptual and social challenges associated with educa- tional change for the development of undergraduate engineering education. Before joining the doctoral program he worked for nine years in a faculty development role at King Fahd University of Petroleum and Minerals (KFUPM), Saudi Arabia. He received his M.S. in Civil Engineering from KFUPM and also has earned an MPBL degree from Aalborg University, Denmark.Mel Chua, Purdue UniversityDr. Linda Vanasupa, California Polytechnic State University Linda Vanasupa has been a professor of materials engineering at the California Polytechnic State Univer- sity since 1991. She also serves as co

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Virginia Tech; Rachel Louis Kajfez, Virginia Tech

Tagged Divisions

Student

. Her current re- search interests focus on technology in engineering education, human computer interaction, educational data mining, and scientific visualization.Mrs. Rachel Louis Kajfez, Virginia Tech Rachel Louis Kajfez is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She earned her Bachelor’s and Master’s degrees in Civil Engineering from The Ohio State University where she specialized in construction. Currently, Rachel is a Dean’s Teaching Fellow, is a Departmental Ambassador, and is actively involved in ASEE. Her current research interests include graduate student motivation and identity development

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

University in 2008. While in the School of Engineering Education, he works as a Graduate Research Assistant in the X-Roads Research Group and has an interest in cross-disciplinary practice and engineering identity development.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University. Her research is concentrated in three interconnecting areas: cross-disciplinary thinking, acting, and be- ing; design cognition and learning; and theories of change in linking engineering education research and practice. Page 23.89.1

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Graduate Studies

Paper ID #5848Graduate Teaching Assistants Views of Their Own Teaching Practice Com-petenceMrs. Rachel Louis Kajfez, Virginia Tech Rachel Louis Kajfez is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She earned her Bachelor’s and Master’s degrees in Civil Engineering from The Ohio State University where she specialized in construction. Currently, Rachel is a Dean’s Teaching Fellow, is a Departmental Ambassador, and is actively involved in ASEE. Her current research interests include graduate student motivation and identity development.Dr. Holly M Matusovich, Virginia Tech

Conference Session

It Takes a Village: Engineering Beyond the Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carrie Robinson, Arizona State University

Tagged Divisions

Minorities in Engineering

ethic of careand to listen to the expressed needs of the students being served 11. Noddings explains the ethicof care: If my expressed needs are not treated positively, or at least sensitively, I will likely not feel cared for. Attempts to care frequently misfire this way. Would-be carers think they know what the cared-for needs and act on their inferences in the name of caring. (p. 148)Postsecondary administrators often implement initiatives based on the perceived needs of a Page 23.915.3population or because a program has had success in another area. As Noddings discussed, thereis a definite difference between the

Conference Session

It Takes a Village: Engineering Beyond the Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Cate Samuelson, University of Washington

Tagged Divisions

Minorities in Engineering

adjustment and their success in college.4 In fact, the academicachievement of Latino students in particular tends to be enhanced by professors perceived to besupportive and accessible.4Students’ level of comfort approaching faculty for academic and social support can contribute totheir sense of belonging.3 Students who cultivate relationships with faculty members outside theclassroom tend to both report higher levels of satisfaction with their college and graduate.4 Infact, minority students who complete science and engineering degrees often highlight the role ofa faculty member as being instrumental to their success.4 Positive experiences with supportivefaculty can increase students’ sense of belonging and contribute to a climate that

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer A. Skaggs, American University in Cairo

Tagged Divisions

Women in Engineering

women are not making their future career choices based on someoneelse’s convictions. They may be following what could be determined as the traditional scriptssociety has set for females, but this is happening only after they have “bucked the system” infollowing a non-traditional major.These female students are beginning to build their internal foundations by balancing the varied,and many times conflicting external voices with their own inner voice. While this researchcontinues longitudinally through follow-up interviews scheduled for three – years, post-graduation in 2013, some students have already changed their career paths as evidenced throughsocial network contacts. As females develop personal and professional identities that areauthentic

Conference Session

Minority Student Success

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer O Burrell, Howard University; Afiya C Fredericks, Howard University; Lorraine N. Fleming, Howard University

Tagged Divisions

Minorities in Engineering

“Black” has been a symbol of inferiority in engineering intellectualcontexts historically11. During the focus group discussion, one participant shared that, “As anAfrican American male in engineering at [this institution], I see it as an opportunity to put to restthe statement that Black males are not intelligent or they are dumb.” Although deficit beliefsabout the relationship between being Black and academic prowess exist in society, the studentsin this sample view Black students succeeding as a part of their identity as engineering students,not an anomaly2. For instance, Sean, a freshman chemical engineering student shares howengineering majors are unique from other majors on campus and require “more time”. He states,“Friday and Saturday

Conference Session

Research on Learning, Performance, and Impact

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ananda Mani Paudel, Colorado State University-Pueblo; Sylvester A. Kalevela, Colorado State University, Pueblo

Tagged Divisions

Minorities in Engineering

period of2002-2011, the trend showed a higher enrollment rate of minority students. Women’s enrollmentis very low and no sign of increment is evident.As displayed in second pan of the chart in Figure 1, the number of graduation is highest amongwhite students, followed by the number of minority and female students. The trend of the whitestudents’ graduation rate appeared almost uniform throughout the years. Minority students’graduation rate appeared to be decreasing. Despite the increased enrollment of the minoritystudents, the graduation rate was decreasing. This could be an indication of a lower success rateof minority students. That might be due to the time difference between the enrollment andgraduation. After careful examination, the student

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Ronald R Ulseth P. E., Iron Range Engineering

Tagged Divisions

Design in Engineering Education

outcomes that exceed those of the sameindividuals working in isolation. However, engineering graduates (and faculty) typically receivelittle instruction on how to develop a team from its formation to a state of high performance.Consequently, engineering student teams seldom perform to a level they could, and graduates areill-prepared for a work environment in which they are expected to be members of productivecross-functional teams. This paper presents a conceptual framework for teamwork and definessix key principles embodied in this framework. It offers definitions of teamwork performancesfor both individuals and the entire team in four areas of performance: team relationships, jointwork products, individual work products, and knowledge assets. A

Conference Session

Real and Virtual - "New" Approaches to Teaching "Old" Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Daniel D. Anastasio, University of Connecticut; Aravind Suresh, University of Connecticut

Tagged Divisions

Chemical Engineering

Daniel Anastasio received his B.S. in Chemical Engineering from the University of Connecticut in 2009. He is pursuing a Ph.D. in Chemical Engineering at the University of Connecticut while acting as an in- structional specialist for the chemical engineering undergraduate laboratory. His research interests include osmotically driven membrane separations and engineering pedagogy.Dr. Aravind Suresh, University of Connecticut Page 23.718.1 c American Society for Engineering Education, 2013Improving Student Attitudes Toward the Capstone Laboratory Course Using

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

Women in Engineering

old-timers alike. Of course, by the same token, these resources can become obstacles to learning … The long beak that made a species successful can be its downfall if circumstances change. Communities of practice are not immune to such paradoxes. Remaining on a learning edge takes a delicate balancing act between honoring the history of the practice and shaking free from it. This is often only possible when communities interact with and explore other perspectives beyond their boundaries.23Given that a community of practice is shaped primarily by its participants, if participants withinthe community are resistant to change, so will be the broader community of practice; practices –be they good or harmful – will

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

evidence-based practices, it is rare that these practicesmay be applied without significant adaptation so that they are appropriate for a specific context.The required transformation may require that teachers experiment with new perspectives oneducation and student learning over a long period and iteratively learn through reflecting on theirpractice. When adopting new educational ideas teachers need to make decisions on how theycan find a balance between giving students more contextual and integrated learning experiencesand making sure that students are adequately exposed to the abstract concepts of a subject.Teachers need to discover the tacit assumptions behind the knowledge and practice of theirdiscipline to be able to adopt a pedagogical

Conference Session

Curricular Issues in Computing and Information Technolog Programs

Collection

2013 ASEE Annual Conference & Exposition

Authors

James P Cohoon, University of Virginia; J. McGrath Cohoon, University of Virginia; Luther A Tychonievich, University of Virginia; Catherine E. Brawner, Research Triangle Educational Consultants

Tagged Divisions

Computing & Information Technology

Research Triangle Park Evaluators, an American Evaluation Association affiliate organization and is a member of the Amer- ican Educational Research Association and American Evaluation Association, in addition to ASEE. Dr. Brawner is also an Extension Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advises computer science departments on diversifying their un- dergraduate student population. She currently serves as the principal evaluator for the Teachers Attracting Girls to Computer Science project which aims to increase and diversify the student population studying computer science in high school. Dr. Brawner previously served as principal evaluator of the NSF

Conference Session

Intercollegiate and Cross-disciplinary Collaboration

Collection

2013 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse PhD, Georgia Institute of Technology; James William Schwoebel, Georgia Institute of Technology; Ethan James Craig, Georgia Institute of Technology; Anish Joseph, Georgia Institute of Technology; Ajit Vakharia, Georgia Institute of Technology; Steve M. Potter PhD, Georgia Institute of Technology; Kim Dooley, Texas A&M University; James DUPE Linder, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering

) , graduate student mentors (n=6), and the undergraduate LINCR Fellows (n=3). Thecomplex interactions between these elements prevents this analysis from being devoid ofinfluence from each— meaning that we cannot study the LINCR URE or the LINCR Fellows’experience without also examining the influence from and on the other elements/roles.All participants were made explicitly aware that they were the subjects in a funded researchproject studying the effects of their participation in LINCR. They signed IRB-approved consentforms to acknowledge their agreement to participate as well as to approve the use of theirartifacts as data.Undergraduates: Georgia Tech undergraduate students were recruited by announcement and email. Threestudents were chosen

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cameron M. Ford, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida ; Kim A Small, University of Central Florida College of Engineering and Computer Science

Tagged Divisions

Cooperative & Experiential Education

23.808.6explore career pathways and develop their professional identity. YES student cohorts areexposed to the benefits that each experience offers through the YES Distinguished SpeakerSeries (speakers include an entrepreneur and a researcher), the YES Symposium, and interactingwith each other. For example, a Research Path student may be interested in how tocommercialize a research project or create a start-up company; or an Entrepreneurship/InternshipPath student may be interested in starting a business but realizes that pursuing a graduate degreewill provide specialization in the field. A similar educational approach (joining co-op withundergraduate research experiences) with engineering students at the University of Puerto Ricoat Mayagüez (UPRM) has

Conference Session

Enhancing Engineering Management

Collection

2013 ASEE Annual Conference & Exposition

Authors

La Tondra Murray, Duke University

Tagged Divisions

Engineering Management

a personalizedapproach to create and sustain a supportive community for remote candidates. The existence ofsuch a community can ultimately increase the potential for long-term academic success.A low-residency version of an established graduate level Engineering Management program waslaunched at Duke University in 2009. This cohort-driven model utilizes a blended classroom toinclude distance and campus students in shared course sections each semester. Distance contentis delivered in the form of recorded classroom lectures posted online weekly. The distributedprogram participants are predominantly employed on a full-time basis and typically complete thedegree in two years. The credit requirements are identical for both distance and

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology; Matthew Ryan Davidson, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

and academic achievement in science, technology, engineering, andmathematics (STEM) for disadvantaged 9th grade girls. Our goal is to nurture persistence andacademic achievement in economically / culturally disadvantaged female learners. Our missionis to increase diversity in STEM professions.EMERGE combines the efficacy of social networking with the maturity, academic talents, anddedication of Rose-Hulman Institute of Technology’s junior/senior women students. A two-yearpilot program (2008 - 2010) conducted at three Indiana Wabash Valley high schools producedexcellent outcomes. An adapted version of the program is now in operation as part of aneconomic development partnership between Rose-Hulman (RHIT) and Shelby County, Indiana.(This

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helena Isabel Scutt, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

-educated women have increased their share ofthe overall workforce”1. The gender gap in STEM employment is not an anomaly; it reflects thedisparity in the relative numbers of men and women pursuing STEM education, of which the K-12 years, particularly high school, are this paper’s focus.Female high-school students are more likely to aspire to attend college than are their malecounterparts, and young women enroll in college, persist, and graduate from it at higher rates aswell2. So why does this STEM-specific gap exist? This paper employs the tools of “genderanalysis” to address this question.Gender analysis provides a framework for thorough analysis of the differences between women’sand men’s “gender roles, activities, needs, and opportunities in a

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Glenn W Ellis, Smith College; Yanning Yu, Northwestern University

Tagged Divisions

Computers in Education

:“Participants set forth their ideas and negotiate a fit between personal ideas and ideas of others,using contrasts to spark and sustain knowledge advancement rather than depending on others tochart that course for them. They deal with problems of goals, motivation, evaluation, and long-range planning that are normally left to teachers or managers.” We found that although such adescription clearly indicates a reduced and different type of role for the instructor, there were stillnumerous opportunities for the instructor to scaffold, share, redirect, and otherwise influencestudent collaborative discourse.KB TalkWith the problem of understanding formulated and initial theories developed, students began aten-week period of knowledge building that took

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa DuPree McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Isaac W Wait, Marshall University; Mike McSween, Bentley Systems; Bradley E Workman, Bentley Systems Inc,

Tagged Divisions

Civil Engineering

Page 23.733.7 Figure 4 – Security warningAs shown in Figure 5, the student’s view of the virtualized WaterGEMS program window isidentical to the program windows available when the software is installed locally. All of thesame program functionality is available, including all program menus and buttons, the option tosave program files onto the students’ local machine, and the ability to print to locally-connectedprinters. Thus the student experience when using virtualized WaterGEMS is nearly identical tousing a locally-installed version of the program, and in fact users are able to switch back andforth between the two.For purposes of this pilot test, the server hosting the WaterGEMS software was a cloud

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Cory Brozina, Virginia Tech; Benjamin David Lutz, Virginia Tech; Jintana Nina Phanthanousy, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

often struggle with a range of issues related to teaming, including teamformation, the balance between evaluating overall product quality and evaluating team processes,and the relative importance of teamwork versus technical skills2. Finally, a recent study offaculty beliefs and practices around teaching teamwork and communication suggests that facultyoften rely on abstract or ad hoc approaches to teamwork, treat teamwork as something studentssimply learn “by doing,” and often avoid specific instruction in this critical skill3.Despite these gaps in teaching teamwork, the skill itself consistently emerges among the topskills requested by employers, and team issues surface repeatedly in design courses wheninstructors describe their teaching

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven W Villachica, Boise State University; Anthony Wayne Marker, Boise State University; Donald Plumlee, Boise State University; Linda Huglin; Amy Chegash, Boise State University

Tagged Topics

NSF Grantees Poster Session

time” that precludes greater facultyadoption. Lesson 4: Universities, industry, and other stakeholders working in isolation can’t do much more to help engineering faculty address these problems.Traditional silos in engineering tend to separate learning in the university from doing in theengineering workplace. The role of the university is to teach, and students are supposed to learn.Upon graduation, students begin working, where they are supposed to perform their jobs in waysthat help their organizations meet business goals.Such silos mean that academics often work in academic circles. Engineering faculty may seekadvice about how to use RBIS from other academics. Deans and department chairs may feeluncomfortable acting as

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

Tagged Topics

NSF Grantees Poster Session

by those that did not continue to participate. Another study with a range ofactivities, found that faculty members that did not participate in the continuing interaction werenot significantly different from a noninvolved control group, while faculty members that fullyparticipated showed a statistically significant attitude change.39Aside from not allowing time for sequential development, the develop-disseminate model cancreate an adversarial relationship between the developer and the potential adopters and, by itsone-size-fits-all assumption, it neglects important local factors, such as expectations of contentcoverage, lack of instructor time, department norms, student resistance, class size, room layout,and time structure.12 When others