Collection

2014 ASEE Zone 4 Conference

Authors

Armineh Noravian; Patricia Irvine

knowledge canbest be acquired through working on both well- and ill-structured problems.These findings indicate that to increase diversity in technology and engineering education,programs should be designed to build community college students’ technical capital. Studentswho lack technical capital are likely to be women and underrepresented populations (students ofcolor and economically disadvantaged students). Without technical capital, they are likely to findthe experience of dealing with ill-structured problems confusing, difficult, and meaningless.Such a negative experience is likely to push them out of technology and engineering fields. Onthe other hand, building their technical capital will provide them the skill and experience thatthey need

Collection

2014 ASEE Zone 4 Conference

Authors

Carlye Lauff; Joanna Weilder-Lewis; Kevin O'Connor; Daria Kotys-Schwartz; Mark Rentschler

in a large publicuniversity in the United States, a general engineering freshman cornerstone design course and asenior Mechanical Engineering design capstone course. These were analyzed throughobservations and other ethnographic methods. The third design setting is professionalengineering companies. This setting was analyzed through the research team’s experiencesworking on design teams for multiple companies. Data suggests that engineering education andindustry organizational contexts constitute processes of design differently. These findingschallenge the typical rhetoric that undergraduate education project courses are intended toprovide students with real-world design experiences.IntroductionEngineering design has been defined as a

Collection

2014 ASEE Zone 4 Conference

Authors

, and assessment of recruitment/retention programs for women and minorities. As founder of CSULB’s "Women in Engineering Outreach” program, she understands the importance of community and parental support; she developed "My Daughter is an Engineer," as a residential program for 5th grade girls/parents/teachers. Recognizing that poverty often sets the trajectory for school readiness, her “Engineering Girls–It Takes A Village” residential program serves homeless girls/mothers. She serves on the Board of Directors for Women in Engineering ProActive Network and American Society for Engineering Education PSW. She is currently completing a Ph.D. in Higher